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ABSTRACT INFORMATION
Title: 'An Unlikely Partnership: Collaboration between an Auditory-Verbal Center and a School for the Deaf' Track: 3-Early Intervention and Beyond Audience: Primary Audience: Early Intervention Provider Secondary Audience: Early Intervention Provider Tertiary Audeince: Audiologist Keyword(s): Early intervention, Auditory Verbal, Sign Language, Collaboration Learning Objectives: Describe how Auditory Verbal programs and educational programs inclusive of both sign language and spoken language can work collaboratively to address the mutual linguistic goals of children. Abstract: School programs inclusive of American Sign Language are often not viewed as environments that also support development and use of and auditory and speech skills and spoken language. Auditory Verbal Centers which promote development and use of spoken English and philosophically do not include visual supports to learning are typically not viewed as likely partners to work with students enrolled in school programs which support use of sign language. While this may be a common impression, increasing numbers of children who use cochlear implants and/or other listening technologies are enrolled in signing educational programs which also actively address spoken language development and use. Children enrolled in these programs may be receiving services from Auditory-Verbal Therapists. While use of sign language and auditory-verbal training have historically been viewed as mutually exclusive, this presentation will discuss how collaboration between a school for the deaf (or other educational programs for deaf children inclusive of sign language) and an auditory verbal center can collaborate to promote the mutual goal of linguistic and communicative competence for deaf and hard of hearing children. Included will be discussion of how the philosophies, beliefs, and strategies of each program can work in partnership to support children and families, and how cross training can occur between centers to support a child’s language and communication development. Presentation(s): Not Available Handouts: Not Available
SPEAKER INFORMATION
PRESENTER(S): Sarah Wainscott - Chattering Children      Credentials: Ph.D., CCC-A, LSLS Cert AVEd      Other Affiliations: Gallaudet University       Sarah Wainscott is Audiologist, Auditory Verbal Therapist, and Director of Research and Outreach at Chattering Children in McLean, Virginia. Her professional roles have included clinical and educational audiologist, preschool teacher and interventionist, program director, parent educator, and university instructor. Research interests include the decision-making processes of families and early language acquisition by deaf children. Debra Nussbaum - Laurent Clerc National Deaf Education Center      Credentials: M.A. CCC-A Audiology, George Washington University       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.   AUTHOR(S):