2024 Early Hearing Detection & Intervention Conference
March 17-19, 2024 • Denver, CO
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3/08/2020 | 9:00 AM - 11:00 AM | Let’s Talk! Speaking Two Languages with Children Who Are Deaf and Hard of Hearing | Empire B
Let’s Talk! Speaking Two Languages with Children Who Are Deaf and Hard of Hearing
The United States Census reports that over 20% of families in the United States speak a language other than English in their home, and this number is projected to continue to rise. The deaf and hard of hearing community has similar statistics; according to the Listening and Spoken Language Data Repository, 79% of families spoke English as their primary language. Using two or more languages is a natural occurrence in the hearing world but is often discouraged by educators and therapists when addressing deaf and hard of hearing children. In this presentation, we will discuss research that has revealed that teaching children with hearing loss multiple spoken languages is both possible and beneficial to the child including the development and improvement of executive functions such as: working memory, reasoning, task flexibility, planning and execution. We will identify the obstacles and advantages of working with families who speak more than one language and offer practical solutions to barriers that stand in the way of supporting these families. Participants will discover ways to adapt Listening and Spoken Language (LSL) intervention for multilingual families.
- The participant will review several research studies with bilingual children who use hearing aids or cochlear implants.
- The participants will identify obstacles and solutions when working with bilingual families.
- The participants will discuss ways to adapt listening and spoken language strategies for multilingual families.
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Presenters/Authors
Barbara Meyers
(Primary Presenter,Co-Presenter,Author), St. Joseph Institute for the Deaf, bmeyers@sjid.org;
Barb Meyers is a listening and spoken language therapist for St. Joseph Institute for the Deaf. Barb sees families in their homes in the state of Missouri, as well as, coaches caregivers, professionals, paraprofessionals, and school age students via the iHear Internet Therapy program. Barb has licensures in Missouri, Indiana, Nebraska, and Kansas. She holds a Master of Arts degree in Special Education and a Bachelor of Arts degree in Deaf Education from Fontbonne University in St. Louis, Missouri. Barb has been teaching deaf and hard of hearing children for over 50 years. Her previous experience has been teaching 3–9-year-old students with St. Louis County Special School District and 3-4-year-old students in the preschool program at SJI. Barb has supervised undergraduate and graduate students from Fontbonne University and Washington University and has been a mentor to fellow staff members.
ASHA DISCLOSURE:
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No relevant financial relationship exists.
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No relevant nonfinancial relationship exists.
AAA DISCLOSURE:
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No relevant financial relationship exists.
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No relevant nonfinancial relationship exists.
Caitlin Stacy
(Co-Presenter,Author), St. Joseph Institute for the Deaf, cstacy@sjid.org;
Caitlin graduated from Fontbonne University in St. Louis in 2013. She has 7 years of experience as a speech-language pathologist with the early intervention department at St. Joseph Institute for the Deaf-Indianapolis. Caitlin is almost finished with her listening and spoken language certification and has worked with families who speak Spanish, French, Chinese and Fanta.
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Megan Perria
(Co-Presenter,Author), St. Joseph Institute for the Deaf, mperria@sjid.org;
Megan Perria earned a bachelor's degree in deaf education from Eastern Michigan University with a minor in early childhood education. She also holds a master's degree in deaf education from San Diego University in conjunction with the John Tracy Clinic in Los Angeles, California. She is certified as a Listening and Spoken Language Specialist (LSLS Cert AVEd). She started her career at St. Joseph Institute for the Deaf in Indianapolis, Indiana as a preschool classroom teacher for new listeners. After 6 years in the classroom she changed roles to join the early intervention department. For the past 10 years she has served culturally diverse families in Indianapolis and the surrounding area who have children with hearing loss that are pursuing listening and spoken language through Indiana’s early intervention program.
ASHA DISCLOSURE:
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No relevant financial relationship exists.
Nonfinancial -
No relevant nonfinancial relationship exists.
AAA DISCLOSURE:
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No relevant financial relationship exists.
Nonfinancial -
No relevant nonfinancial relationship exists.
Mariana Barquet
(Co-Presenter,Author), Indiana Hands & Voices, mbarquet@health.in.gov;
Mariana Barquet was born and raised in Mexico City, Mexico. She moved to the US in 2004 and married an Indiana native in 2005. She started working as the Hispanic Parent Guide in Indiana in 2015 and has served in that position since. She spearheaded the efforts to start the Educational Advocacy Program under Hands & Voices, ASTra (Advocacy, Support and Training) and became the ASTra Program Coordinator in April 2019, when the Program officially started to operate. Shortly after, she took over the position of the Guide By Your Side Program coordinator as the previous coordinator stepped down. As the Programs Coordinator she oversees all operations of the ASTra and GBYS Programs that provide Parent to Parent support for all families of newly identified children with hearing differences all the way to exit of High School.
She was awarded the National Early Hearing Detection & Intervention Family Leadership Award for improving the involvement of the Hispanic families with children with hearing difference in the Early Intervention Program by 11% over this population growth in the State of Indiana through the last 4 years grant period under CDC requirements. She has served in the Hands & Voices Latino Council since 2016 and has presented in the EHDI National Conference, Hands & Voices Leadership Conference, and several state conferences in Indiana.
She has a deep passion for supporting families through the different stages of the educational process that often require the parents to become skilled advocates.
ASHA DISCLOSURE:
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No relevant financial relationship exists.
Nonfinancial -
No relevant nonfinancial relationship exists.
AAA DISCLOSURE:
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Non-Financial relationship with .
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