| Title: |
'Parents as Partners: Remembering the Adults in Parent/Child Classes' |
| Track: |
3-Early Intervention and Beyond
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| Keyword(s): |
Parent/Child, Parent involvement, Coaching |
| Learning Objectives: |
1. Identify 4 adult learning styles
2. Design activities that target each adult learning style
3. Plan activities that simultaneously incorporate both adult and child learning
4. Describe the role of teachers as coaches in parent/child groups
5. Identify strategies to focus the class on the parent/child dyad |
Abstract: |
Teachers and therapists are trained to work directly with children but few have a background in coaching parents to interact effectively with their own children. A child who receives 1 or 2 hours of home visits or class instruction each week still spends over 165 hours each week with their parents or other caregivers. What we as professionals do with a child in those few hours each week is important, but pales in comparison to what parents are able to accomplish when they are equipped with the skills and support they need.
A deaf or hard of hearing child’s first center-based experience may be in a parent/infant or parent/child group. Often these classes look like any other class: the teacher is in front of the group teaching the children and the parents are off to the side as observers or acting as teaching aides assisting their children with tasks they are unable to do on their own. While a parent-child class provides young deaf or hard of hearing children with a group experience with peers, it is also an equally important opportunity to teach parents in a unique environment utilizing different methods than parent education classes or home visits.
This presentation will address how to establish a parent/child group that focuses equally on parent and child learning, or how to modify a current group to include more effective parent participation. Participants will learn specific activities and strategies to incorporate both adult and child learning that they can use in their own parent/infant or parent/child groups. There will be an opportunity for participants to practice implementing the strategies discussed and examine examples of specially designed curriculum materials that can be developed for this type of group. |
| Presentation: |
This presentation has not yet been uploaded or the speaker has opted not to make the presentation available online.
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| Handouts: |
Handout is not Available
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PRESENTER(S):
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Kimberly Leong - West Contra Costa Unified School District
Credentials: M.A., Deaf Education: Family-Centered Early Education
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Kimberly (Tarasenko) Leong is an Early Intervention Specialist at the Center for Early Intervention on Deafness in Berkeley, California. She provides home visits with families, facilitates parent/child playgroups, coordinates parent education and family activity events, and teaches sign classes for parents and community members. She is a Teacher of the Deaf who received her Master’s degree from Gallaudet University in Deaf Education: Family-Centered Early Education. She has worked with young deaf or hard of hearing children and their families both in the United States as well as in Kenya. |
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AUTHOR(S):
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Kimberly Leong - West Contra Costa Unified School District
Credentials: M.A., Deaf Education: Family-Centered Early Education
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BIO: Kimberly (Tarasenko) Leong is an Early Intervention Specialist at the Center for Early Intervention on Deafness in Berkeley, California. She provides home visits with families, facilitates parent/child playgroups, coordinates parent education and family activity events, and teaches sign classes for parents and community members. She is a Teacher of the Deaf who received her Master’s degree from Gallaudet University in Deaf Education: Family-Centered Early Education. She has worked with young deaf or hard of hearing children and their families both in the United States as well as in Kenya. |
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