9-10 October 2015
Gallaudet University, Washington, D.C.
|
Abstract Details
<< Back to Schedule
10/10/2015 |
12:15 PM - 1:15 PM
| Andrew Foster Auditorium
Considerations in Facilitating Development of Signed and Spoken Language With Young Children Who Are Deaf or Hard of Hearing
This presentation will discuss the issues in addressing the multifaceted challenges of educating and advocating for children who are deaf and hard of hearing children Some of the issues addressed will include; a) risks of withholding sign language leading to possible language deprivation and delays, b) the advantages of a bimodal bilingualism in signed and spoken languages to a child’s linguistic, communicative, cognitive, academic, literacy, and psychosocial development, c) evidence in neuroscience confirming the brain’s ability to learn both visual and spoken language without harm to the development of either language, d) how the development of early competence in a sign language can effectively facilitate a child’s spoken language development, e) families’ language practices, language beliefs and attitudes, and language management with their young deaf/hard of hearing children and the associated implications on language outcomes, and f) how a bimodal bilingual language and communication approach, which addresses acquisition and use of both a visual and a spoken language, has the potential to foster early language through the child’s vision while also stimulating the child’s audition through a cochlear implant or hearing aids. Discussed will be considerations for individualized education and language planning for young children and their families. Also addressed will be issues related to the social and linguistics benefits of interaction with the Deaf Community for deaf/hoh children.
- Participants will be able to identify potential ethical issues regarding to deaf/hoh children’s language acquisition and communication development.
- Participants will be able to discuss research findings on the advantages of bimodal bilingualism (development of both a visual and a spoken language) to facilitate a child’s linguistic, communicative, cognitive, academic, literacy and psychosocial development.
Presentation:
This presentation has not yet been uploaded.
Handouts:
No handouts have been uploaded.
Christi Batamula (Co-Presenter), Gallaudet University, christi.batamula@gallaudet.edu;
Christi Batamula has been working at Gallaudet University since 2005, first as an early childhood educator at Kendall Demonstration Elementary School and now as an instructor in the Department of Education. She has earned a Bachelor's degree from Geneva College in Elementary Education and a Master's degree in Deaf Education From Gallaudet University. She is a student at George Mason University taking classes in International Education, Early Childhood Education and Teacher Education. Her area of interest is on working with culturally diverse Deaf learners and their families. Christi comes to the department with a wide variety of teaching experience. She has taught in Deaf schools: Arizona School for the Deaf and Blind and Kendall Demonstration School for the Deaf, a mainstream school: Mantua Elementary in Fairfax County Public Schools, and an oral-based school for children with Cochlear Implants: The River School. Through all of these experiences, Christi developed her passion for bilingual education and language development for diverse learners.
| |
ASHA DISCLOSURE:
Financial -
No relevant financial relationship exist.
Nonfinancial -
No relevant nonfinancial relationship exist.
|
| |
AAA DISCLOSURE:
Financial -
|
Bobbie Jo Kite (Co-Presenter), Gallaudet University, bobbie.kite@gallaudet.edu;
Originally from Pennsylvania, Bobbie Jo received her B.A. in Early Childhood Education in 2004 and her M.A. in Deaf Education in 2005 from Gallaudet University. She has taught Pre-Kindergarten and Kindergarten at Kendall Demonstration Elementary School for 5 years and Kindergarten-First grade at New Mexico School for the Deaf for a year. She is currently working on her Ph.D. from George Mason University, specializing in Early Childhood Education and Multilingual/Multicultural Education. In her very little free time, she enjoys spending time with her dogs and trying new restaurants with her friends.
| |
ASHA DISCLOSURE:
Financial -
No relevant financial relationship exist.
Nonfinancial -
No relevant nonfinancial relationship exist.
|
| |
AAA DISCLOSURE:
Financial -
|
Julie Mitchiner (POC,Primary Presenter,Co-Presenter), Gallaudet University, julie.mitchiner@gallaudet.edu;
Julie Mitchiner, Ph.D is an assistant professor in the Education Department at Gallaudet University with a primary focus on Early Childhood Education. She previously taught at Kendall Demonstration Elementary School at the Laurent Clerc National Deaf Education Center in their bilingual ASL/English Early Childhood Program. Julie completed her Ph.D in Education at George Mason University with a specialization in Early Childhood Education and a secondary concentration in multicultural/multilingual education. Her dissertation focused on exploring the beliefs of deaf families who have young children with cochlear implants related to language development in ASL and English.
| |
ASHA DISCLOSURE:
Financial -
No relevant financial relationship exist.
Nonfinancial -
No relevant nonfinancial relationship exist.
|
| |
AAA DISCLOSURE:
Financial -
Receives support from NA.
|
Debra Nussbaum (Co-Presenter), Laurent Clerc National Deaf Education Center at Gallaudet University, Debra.nussbaum@gallaudet.edu ;
Debra Nussbaum is manager of projects on language development and communication support at the Laurent Clerc National Deaf Education Center at Gallaudet University. This includes coordination of their Cochlear Implant Education Center (CIEC). She earned her Master’s Degree in Audiology from George Washington University and has worked at the Clerc Center since 1977; first as a pediatric audiologist and then managing projects related to language and communication for children who are deaf or hard of hearing. She has spearheaded national efforts in exploring and sharing considerations for facilitating listening and spoken language for children who also use sign (including children with cochlear implants). She has developed numerous resource materials and professional training workshops, and speaks nationally and internationally on this topic. She has been chair of the DC Hears Intervention Committee since 2001, where she has coordinated early intervention supports in the District of Columbia’s newborn infant screening program.
| |
ASHA DISCLOSURE:
Financial -
No relevant financial relationship exist.
Nonfinancial -
No relevant nonfinancial relationship exist.
|
| |
AAA DISCLOSURE:
Financial -
|
|
