EARLY HEARING DETECTION AND INTERVENTION VIRTUAL CONFERENCE
MARCH 2-5, 2021
(Virtually the same conference, without elevators, airplane tickets, or hotel room keys)
4/15/2013 | 3:20 PM - 3:50 PM | Bilingual/Bimodal Approaches: How can ASL/Speech Professionals effectively collaborate to promote linguistic growth in two languages? | Solana B | 3
Bilingual/Bimodal Approaches: How can ASL/Speech Professionals effectively collaborate to promote linguistic growth in two languages?
Over the last decade the student population within deaf schools in the United States has become more diversified. An increase in early hearing detection and intervention programs has provided families with a variety of different educational and amplification options. According to information collected by the
National Institute of Deafness and Other Communication Disorders (NIDCD) in 2010, the amount of children receiving implants has increased 25% from 2005. It is estimated that roughly 40% of profoundly deaf children in the United States receive cochlear implants and that number is expected to continue to
grow. This changing population is forcing deaf/ hard of hearing educational institutions to re-evaluate internal programming and service delivery options. Research evidence compiled by the Learning Center for Visual Language and Visual Learning has stressed the benefits and importance of bilingual/bimodal approach for hard of hearing/cochlear implanted children. To best meet these linguistic needs a collaborative interdisciplinary model using the expertise of both ASL and Speech professionals may be the most effective service delivery option. In our presentation, we will demonstrate how ASL /Speech
professionals can evaluate the language skills of children, develop targeted lesson plans, and conduct co-treatment sessions to promote greater linguistic growth in both ASL and listening/spoken language skills. The team will provide evidence of the effectiveness of the approach with data collected through
a research study comprised of several young children within the early childhood center of a bilingual-bimodal deaf education institution.
- Participants will describe how to implement a collaborative interdisciplinary model to approach language intervention using the skills of both the ASL Specialist and the Speech Language Pathologist.
- Participants will gain a better understanding of the terminology “bilingual-bimodal” and the research evidence that supports this model of education for hard of hearing, and cochlear implanted children that are developing both ASL and listening/spoken language skills.
- Participants will explain the interdisciplinary model and the benefits of using this service delivery option to support hard of hearing, and cochlear implanted children developing both ASL and listening/spoken language skills in a bilingual-bimodal setting.
Presentation:
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Presenters/Authors
Maureen Evers
(Co-Presenter), Pennsylvania School for the Deaf, mevers@psd.org;
Maureen Evers is currently employed as a certified speech language pathologist to provide language, listening, and spoken communication intervention services to deaf and hard of hearing children, between the ages of birth-6 years of age, within the Early Intervention and Center based Preschool/Kindergarten program, at Pennsylvania School for the Deaf.
ASHA DISCLOSURE:
Financial -
Nonfinancial -
Suzanna Long
(POC,Co-Presenter), Pennsylvania School for the Deaf, slong@psd.org;
Suzanna Long has worked as a Teacher of the Deaf in different capacities at the Pennsylvania School for the Deaf for the past 7 years. Originally hired as an Early Intervention teacher doing home visits and half-day playgroup for 2 year olds. Suzanna continued to work at the Pennsylvania School for the Deaf as a teacher for 3 years old and 4 years old students, and is now an ASL Specialist for students between 2 to 6 years old.
ASHA DISCLOSURE:
Financial -
Nonfinancial -