2024 Early Hearing Detection & Intervention Conference
March 17-19, 2024 • Denver, CO
3/19/2024 | 11:00 AM - 11:25 AM | Collaborative Alliances: Strengthen Connections Among Educational Entities | Capitol 3
Collaborative Alliances: Strengthen Connections Among Educational Entities
More than twenty states have adopted the Language Equity Acquisition for Deaf Kids (LEAD-K) law on a nationwide scale with the expectation that additional states are likely to adopt this law to ensure that Deaf and Hard of Hearing (D/HH) children have a strong language foundation and are kindergarten-ready. The statistics show that predominantly 95% of parents/caregivers are hearing, which highlights the paramount need to have fluent multilingual and multicultural D/HH mentors/models during this critical period. The virtual services by the Family Language Connector Program (FLCP) under the Heritage Sign Languages Center (HSLC) at Gallaudet University present a solution to combat language deprivation, cognitive delays, and psychosocial isolation by fostering a Deaf- and Black, Indigenous, and People of Color (BIPOC)-led ASL curricula through its 8-weeks, of four levels, virtual ASL instruction with the aim of expanding the provision of direct, in-person services. Its foundational and family-centered approach to bonding, home routines, and child-friendly terminologies are tailored to each family’s needs, to connect to their culture, identity, and heritage, all at no cost. The FLCP assures accountability and a multicultural lens guided by the HLSC’s mission of supporting diverse families’ engagement in learning sign language(s) and is eager for partnerships with Early Hearing Detection and Intervention (EHDI) providers and educational entities (i.e. school districts) with the goal of expanding access for D/HH children to learn ASL with their families.
References
Blanchard, S.B., Newton, J.R., Didericksen, K. W., Daniels, M., & Glosson, K. (2021). Confronting Racism and Bias Within Early Intervention: The Responsibility of Systems and Individuals to Influence Change and Advance Equity. Topics in Early Childhood Special Education, 41(1), 6–17.
Humphries, T., Mathur, G., Napoli, D.J., Padden, C, & Rathmann, C. (2022). Deaf children need rich language input from the start: Support in advising parents. Children, 9(11), 1609.
- Ensure that instruction recognizes families’ traditions, heritage, ethnicity, socio-economic status, and languages.
- Become familiar with applying effective techniques of virtual ASL instruction, including cultural sensitivity, relevancy, and inclusiveness.
- Discuss best practices of bonding, home routines, and child-friendly terminologies in the signing environment.
Presentation:
3478265_16326LatrinaLewis.pdf
Handouts:
Handout is not Available
Transcripts:
3478265_16326LatrinaLewis.docx
Presenters/Authors
Latrina Lewis
(Primary Presenter), Heritage Sign Languages Center at Gallaudet University, Latrina.Lewis@gallaudet.edu;
Latrina Lewis is a certified teacher who taught at Miles ELC Elementary School in Tucson, Arizona for 12 years, teaching both Deaf and Hard of Hearing and hearing students in a combination of 1-3 grade classroom, and is currently working at Arizona State School for the Deaf and Blind (ASDB) as a 1st, 2nd, and 3rd grade teacher going on 8 years. In addition, Latrina has served as a Language Connector for FLCP for two years, mentoring new families in the program.
ASHA DISCLOSURE:
Financial -
No relevant financial relationship exists.
Nonfinancial -
No relevant nonfinancial relationship exists.
AAA DISCLOSURE:
Financial -
No relevant financial relationship exists.
Nonfinancial -
No relevant nonfinancial relationship exists.
Marvella Sellers
(Co-Presenter), Heritage Sign Languages Center at Gallaudet University, Marvella.Sellers@gallaudet.edu;
Marvella Sellers has been a Deaf Educator for 16 years, teaching ASL through community classes and online, and has been involved in Early Intervention for 20 years, with a concentration on creating and adapting school curriculum for multilingual and DHH students with developmental disabilities, socio-emotional needs and/or language delays. She also mentored families with DHH infants and young children in transitioning into school settings and as a Connector for the Family Language Connector Program, teaching best strategies for creating meaningful ASL communication on their own.
ASHA DISCLOSURE:
Financial -
No relevant financial relationship exists.
Nonfinancial -
No relevant nonfinancial relationship exists.
AAA DISCLOSURE:
Financial -
Financial relationship with HSL; FCLP at Gallaudet University.
Nature: An employee of this company and co-presenting the program at EDHI .
Nonfinancial -
No relevant nonfinancial relationship exists.