| Title: |
'Fundamental Program Changes Leading to Improved Child Outcomes' |
| Track: |
1-EHDI Program Enhancement
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| Audience: |
Primary Audience:
Part C Agency/Program
Secondary Audience:
Early Intervention Provider
Tertiary Audeince:
State Education Agency
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| Keyword(s): |
conversational competency, language development, assessment, early literacy |
| Learning Objectives: |
effectively program for children with hearing loss to enable them to use American Sign Language and spoken English to help foster conversational proficiency. |
Abstract: |
Professionals striving to meet the needs of children with hearing loss will share the journey taken to do just this. A true language and identity are essential components for a child to be fully “whole”. Elements needing to be in place when assessing, then providing instruction for young deaf children will be highlighted.
Part 1 will provide an overview of the early childhood program currently in place. Components of the program a few years ago and the changes implemented more recently to bring us to where we are today will be highlighted. A focus on children’s language use has enabled the teachers to identify the most effective assessment and instructional strategies. The child’s first or stronger language (American Sign Language or English) plays the dominant role in interactions with the child, especially when new or more complex concepts are presented. While moving towards an environment that is truly accessible and using ASL as well as spoken English separately and in ways that insure accessibility and promote conversational competence, the children in our center are demonstrating rapid and significant growth with their language and overall learning.
Part 2 will focus on the ways we use ASL and English print. For those children ready to begin the reading process (emerging literacy stage), linking ASL to print in meaningful ways is targeted. Our goal of helping to raise bilingual children who will demonstrate high levels of competence in both ASL and English is fostered by the developmentally appropriate methods and strategies used. The ability of the children to move between the languages is crucial. Immersing the children in both languages separately and then calling attention to the similarities and differences by linking ASL and English, enables the children to use both languages more effectively and to maintain a healthy respect for each.
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| Presentation(s): |
Not Available
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| Handouts: |
Not Available
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PRESENTER(S):
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Marilyn Curley - Rochester School for the Deaf
Credentials: Certified by New York State in 4 different educational areas: Educational Administration/Supervision; Deaf & Hearing Impaired; Nursery, Kindergarten, Grades 1-6; Speech & Hearing Handicapped
Other Affiliations: Member: NYAEYC (New York Association for the Education of Young Children), Rochester Association for the Education of Young Children (RAEYC); Child Care Council; Providers in Partnership (PIP) of Monroe County Early Intervention, Local Early Intervention Coordinating Council (LEICC), Association for Administration/Curriculum Development (ASCD);
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I am a mother of three children with an understanding husband. Work takes quite a bit of my time and he steps in as needed. We live in a college town called Geneseo, situated outside of Rochester, New York. I love where I live and also love where I work. Consequently, I have a commute that is probably longer than it needs to be. I began my career in education by teaching remedial reading to elementary students. I then worked as a speech therapist with hearing adults and taught as an adjunct professor at the college near my home. At Rochester School for the Deaf I worked as a speech therapist, then as a preschool and elementary classroom teacher. I then became the English Language Arts Specialist and subsequently the Director of Early Childhood Programs. This is my eighth year in my current role at the school. |
Barbara DiGiovanni - Rochester School for the Deaf
Credentials: Dual Certifications in Teaching; Teacher of the Deaf and Social Studies
Other Affiliations: Deaf Bilingual Coalition (DBC)and Parent Staff Association (PSA) of Rochester School for the Deaf.
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Barbara DiGiovanni, an ASL/English Bilingual Specialist at Rochester School for the Deaf, has been teaching for more than 17 years. Raised in a Deaf family using ASL and with hearing grandparents using spoken English in the same household, she is fortunate to have had the experience of a true bilingual environment that allowed her to advance academically and socially in both “worlds”. She currently has two Deaf children, A.V. (age 12) and Brianna (age 10), who are also bilingual and have high literacy skills. Barb obtained a BS degree in Social Work and pursued her Master’s degree in teaching. Because of her passion in bilingual practices, she has developed bilingual materials using videotechnology and creative strategies with her students to gain comprehension in reading. Barb is actively involved in giving presentations relating to classroom management issues and the benefit of using a bilingual approach with Deaf babies and their families.
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AUTHOR(S):
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Marilyn Curley - Rochester School for the Deaf
Credentials: Certified by New York State in 4 different educational areas: Educational Administration/Supervision; Deaf & Hearing Impaired; Nursery, Kindergarten, Grades 1-6; Speech & Hearing Handicapped
Other Affiliations: Member: NYAEYC (New York Association for the Education of Young Children), Rochester Association for the Education of Young Children (RAEYC); Child Care Council; Providers in Partnership (PIP) of Monroe County Early Intervention, Local Early Intervention Coordinating Council (LEICC), Association for Administration/Curriculum Development (ASCD);
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BIO: I am a mother of three children with an understanding husband. Work takes quite a bit of my time and he steps in as needed. We live in a college town called Geneseo, situated outside of Rochester, New York. I love where I live and also love where I work. Consequently, I have a commute that is probably longer than it needs to be. I began my career in education by teaching remedial reading to elementary students. I then worked as a speech therapist with hearing adults and taught as an adjunct professor at the college near my home. At Rochester School for the Deaf I worked as a speech therapist, then as a preschool and elementary classroom teacher. I then became the English Language Arts Specialist and subsequently the Director of Early Childhood Programs. This is my eighth year in my current role at the school. |
Barbara DiGiovanni - Rochester School for the Deaf
Credentials: Dual Certifications in Teaching; Teacher of the Deaf and Social Studies
Other Affiliations: Deaf Bilingual Coalition (DBC)and Parent Staff Association (PSA) of Rochester School for the Deaf.
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BIO: Barbara DiGiovanni, an ASL/English Bilingual Specialist at Rochester School for the Deaf, has been teaching for more than 17 years. Raised in a Deaf family using ASL and with hearing grandparents using spoken English in the same household, she is fortunate to have had the experience of a true bilingual environment that allowed her to advance academically and socially in both “worlds”. She currently has two Deaf children, A.V. (age 12) and Brianna (age 10), who are also bilingual and have high literacy skills. Barb obtained a BS degree in Social Work and pursued her Master’s degree in teaching. Because of her passion in bilingual practices, she has developed bilingual materials using videotechnology and creative strategies with her students to gain comprehension in reading. Barb is actively involved in giving presentations relating to classroom management issues and the benefit of using a bilingual approach with Deaf babies and their families.
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