2024 Early Hearing Detection & Intervention Conference
March 17-19, 2024 • Denver, CO
| Guiding Values for Deaf Children’s Early Language Access
Guiding Values for Deaf Children’s Early Language Access
Deaf children, like all children, need full and frequent access to language early for optimal language, social-emotional, and cognitive development across the lifespan. However, because studies show deaf children experience language delays and educational inequities, there is a need to reframe approaches and responsibilities when it comes to early language access for deaf and hard of hearing children in early intervention. Drawing from resources by deaf authors, we discuss related research and approaches for each guiding value to support early language access for deaf and hard of hearing children. These guiding values offer a framework for supporting early language acquisition in deaf and hard of hearing children that can be used by EHDI professionals and families as a resource to ensure deaf and hard of hearing children have full language access early in development.
- Discuss language access for deaf and hard of hearing children
- Describe five guiding values for deaf and hard of hearing children’s language access
- Identify ways to practice guiding values for deaf and hard of hearing children’s language access
Presentation:
3478265_16381ElaineGale.pdf
Handouts:
Handout is not Available
Transcripts:
CART transcripts are NOT YET available, but will be posted shortly after the conference
Presenters/Authors
Elaine Gale
(Primary Presenter), Hunter College, CUNY, egale@hunter.cuny.edu;
Elaine Gale is an associate professor and program leader of the deaf and hard of hearing teacher preparation program at Hunter College, City University of New York (CUNY). She is currently the chair of the Deaf Leadership International Alliance (DLIA), an organization established to advocate deaf adults collaborating with professionals and connecting with young deaf children and their families. Her research experiences include joint attention, theory of mind, and sign language development. At present, she is the Lead Investigator for the Hunter College consortium on a research project titled Family ASL: Bimodal Bilingual Acquisition by Deaf Children of Hearing Parents supported by the National Institute on Deafness and other Communication Disorders (NIDCD) of the National Institutes of Health (NIH).
ASHA DISCLOSURE:
Financial -
• Receives Grants for Other activities from PI.
Nonfinancial -
No relevant nonfinancial relationship exists.
AAA DISCLOSURE:
Financial -
Financial relationship with .
Nature: National Institute on Deafness and Other
Communication Disorders (NIDCD) of the National Institutes of Health under award number 1R01DC016901.
Nonfinancial -
No relevant nonfinancial relationship exists.
Amber Martin
(Co-Presenter), Hunter College, CUNY, am2631@hunter.cuny.edu;
Dr. Amber Martin is a faculty member in the department of psychology at Hunter College. She runs the Cognition Language and Sign Laboratory where she studies language acquisition and cognitive development in deaf children. She serves on the board of St. Francis de Sales School for the Deaf in Brooklyn.
ASHA DISCLOSURE:
Financial -
No relevant financial relationship exists.
Nonfinancial -
No relevant nonfinancial relationship exists.
AAA DISCLOSURE:
Financial -
Financial relationship with National Institute on Deafness and Other Communication Disorders (NIDCD) of the National Institutes of Health under award number 1R01DC016901.
Nature: .
Nonfinancial -
No relevant nonfinancial relationship exists.