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ABSTRACT INFORMATION
Title: 'Why We Need a Paradigm Shift in Service Delivery Model' Track: 3 - Language Acquisition and Development Keyword(s): Service delivery model, language-based service, language development Learning Objectives: identify key principles and design a more language-centric model to better provide services to the children and the families Abstract: In 2007, Mayer wrote “With much earlier identification of hearing loss come expectations that increasing numbers of deaf children will develop literacy abilities comparable to their hearing age peers. To date, despite claims in the literature for parallel development between hearing and deaf learners with respect to early literacy learning, it remains the case that many deaf children do not go on to develop age-appropriate reading and writing abilities.” Geers & Hayes, in a study in 2011, writes, “Children with prelingual deafness typically demonstrate average delays of four to five years in reading development by the time they enter high school.' Traditionally, early identification and intervention has focused primarily on listening and speaking development. Given the above research findings, it has become apparent that the current service delivery model requires a paradigm shift to a language-centric model with focus on language access and development for the infants. The shift will allow for a fundamental change in how services are delivered to the children and the families as well as the individuals, who should be involved with the delivery. In addition, the recent mission statement developed by the Joint Committee on Infant Hearing (JCIH) made multiple references to the need to include educators on early intervention team (JCIH, 2007). The presentation will include an in-depth theoretical-level discussion on why a paradigm shift is necessary to better ensure long-term success for deaf and hard of hearing children including a brief discussion on current literature supporting the shift. Additionally, there will be a discussion on key considerations for creating an effective intervention plan to optimize long-term language development for deaf and hard of hearing children. As a result of the presentation, the participants will identify key principles and design a more language-centric model to better provide services to the children and the families. Presentation: This presentation has not yet been uploaded or the speaker has opted not to make the presentation available online. Handouts: Handout is not Available
PRESENTER(S) / AUTHOR(S) INFORMATION
Richard Jeffries - POC,Primary Presenter Laurent Clerc National Deaf Education Center      Credentials: Ph.D. - Curriculum and Instruction (University of Nebraska - Lincoln); Masters - Deaf Education (McDaniel College); Bachelor - English and Education (Gallaudet University)       Richard is currently a training specialist with the Planning, Development and Dissemination department at the Laurent Clerc National Deaf Education Center. As a trainer, Richard has travelled extensively over the country providing various literacy-based workshops such as Literacy – It All Connects, Read It Again and Again, Leading from Behind: Language Experience in Action, Reading to Deaf Children: Learning from Deaf Adults, and 6+1 Traits Writing Assessment. In addition, Richard has taught reading and writing for fifteen years at several different deaf schools including a brief stint at Gallaudet University. He lives with his beautiful wife and a lovely cat in Ellicott City, MD.       ASHA DISCLOSURE: Financial - No relevant financial relationship exist. Nonfinancial - No relevant nonfinancial relationship exist.