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10/09/2015  |   4:15 PM - 5:30 PM   |  Andrew Foster Auditorium

New Resources in Deaf Education-Setting Language in Motion: Family Supports and Early Intervention for Babies who are Deaf and Hard of Hearing and Students with Cochlear Implants: Guidelines for Educational Program Planning.

Stakeholders and policy makers continue to identify the strong need for quality, accessible resources to support professionals working with children who are deaf or hard of hearing and their families. These two free resources, Setting Language in Motion: Family Supports and Early Intervention for Babies who are Deaf and Hard of Hearing; and, Students with Cochlear Implants: Guidelines for Educational Program Planning, were developed collaboratively between the Deaf and hard of Hearing Program at the Boston Children’s Hospital and the Laurent Clerc National Deaf Education Center. Setting Language in Motion is a web-based resource designed for early intervention providers, educators of deaf children, early childhood specialists, allied professionals, parents, and other caregivers. Seven modules, developed in American Sign Language, spoken English, and Spanish, each with closed captions, are provided to share information critical to promoting early language acquisition for young children who are deaf or hard of hearing. Students with Cochlear Implants: Guidelines for Educational Program Planning, is a resource to facilitate a systematic process for planning appropriate educational supports and services essential for a student using cochlear implant technology. These Guidelines, are available in print and online. The goal of these Guidelines is to provide a framework for the educational planning team to consider, not only a student’s language and communication competencies, but a range of other considerations, including development of self-advocacy skills and development of social-emotional health. The Guidelines are divided into three main sections: Student Background Summary, School-Based Language Competency Checklists (receptive, expressive and pragmatic language skills) and a Team Discussion Tool and Team Summary Sheet. Also included are varied appendices to be used as part of the planning process or independently as handouts for professionals and families.

• 1. 1. Participants will be able to describe the contents of two resources; Setting Language in Motion: Family Supports and Early Intervention for Babies who are Deaf and Hard of hearing, and Students with Cochlear Implants: Guidelines for Educational Program Planning.
• 2. 2. Participants will identify at least two concepts shared in the two resources that they will use in their work.

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Debra Nussbaum (POC,Primary 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.