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ABSTRACT INFORMATION
Title: 'Child First: Moving Beyond Screening and Intervention in Pursuit of Better Education for Deaf and Hard of Hearing Children' Track: - Keyword(s): Systematic Change, Transition K-12, Research Learning Objectives: Identify and describe research findings and conceptual frameworks that illustrate deficiencies in the K-12 educational system which thwart Deaf and Hard of Hearing children's academic progress and whole person development. Describe systemic flaws in federal, state and regional level education/special education entities that have direct bearing on achievement and social/emotional development in deaf and hard of hearing children. Identify and describe principles and actions EHDI professionals can adopt in order to support changes needed for securing quality education and programming for each and every Deaf and Hard of Hearing child. Abstract: EHDI has evolved into a nationwide system for supporting families with young deaf/hard of hearing children. There remains a critical need for a nationwide system for transitioning beyond EHDI services. The Child First Initiative is aimed at ensuring quality education and whole person development focused on fundamental yet elusive educational and human development principles that apply to all children. The presenters will propose a research-based nationwide system to transition from EHDI, which would ensure such comprehensive education for deaf/hoh children from infancy through high school. The session will begin with the history and rationale behind the Child First Initiative. This will include description of the state of affairs in a selection of states, wherein the system allows for very little support or monitoring of deaf/hoh students' progress. An overview of policies and actions of the United States Department of Education that directly impact deaf/hoh children will also be shared. The presenters will provide front line accounts from teachers and other personnel that illustrate common real-life situations resulting from state and federal policies. The presenters will highlight generally accepted whole child conceptual frameworks and related studies that challenge the entire field as we aim for optimal education for today and tomorrow's deaf/hoh children. Included will be research pointing to deficits in language development, which impacts all subsequent educational endeavors, several qualitative studies focused on incidental learning and on young adult retrospect, and collaborative efforts involving scholars from very diverse fields yet focused on a whole person framework. The relationship between this research and federal/state policy will be emphasized. A multiple-strategy plan for improvement will be proposed. The audience will be engaged in group discussion on the plan itself and how EHDI professionals can be involved. 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
-             ASHA DISCLOSURE: Financial - Nonfinancial - Gina Oliva - POC,Co-Presenter Gallaudet University      Credentials: Ph.D., Retired Professor, Gallaudet University, Author       Gina Oliva retired in 2009 from her position as Professor of Physical Education and Recreation at Gallaudet University. Her BA is from Washington College in Chestertown Md., her MA is from Gallaudet, and her doctorate is from the University of Maryland. Her career at Gallaudet spanned more than 35 years, and included work in student activities, outreach/community development, and health/fitness. Hard of Hearing/Deaf since age 5, Dr. Oliva has been active in advocacy work with EHDI since 2006. In 2004 she published her first book, Alone in the Mainstream: A deaf woman remembers public school. A sequel, co-authored with clinical psychologist Dr. Linda Lytle, includes retrospective data from DHH adults aged 18-34 and other current information -- to be released in 2013. When not volunteering her time for the benefit of Deaf and Hard of Hearing children, Gina enjoys racquetball, cycling, and other active pursuits.       ASHA DISCLOSURE: Financial - No relevant financial relationship exist. Nonfinancial - No relevant nonfinancial relationship exist. Ron Stern - Co-Presenter New Mexico School for the Deaf      Credentials: Ed. D. Superintendent, New Mexico School for the Deaf      Other Affiliations: President; CEASD - Conference of Educational Administrators of Schools and Programs for for the Deaf       Ronald Stern, the current Superintendent of the New York School for the Deaf and Past President of CEASD. Ron grew up in New York City. He earned his BA in Sociology at Gallaudet University in Washington, D.C, before attending the California State University at Northridge for his Masters degree in Education of the Deaf. Over his professional career, he has been a classroom teacher, principal, and Director of Instruction mostly at the California School for the Deaf in Fremont. In 2000, he moved to the Land of Enchantment to become the NMSD Superintendent. In 2008, he earned a doctorate in Educational Leadership from the University of New Mexico. Hedy (his wife) and Ron are parents of three children who are 4th generation deaf on his father’s side and new grandparents of a grandchild who is 5th generation deaf on both sides of her parents.       ASHA DISCLOSURE: Financial - Nonfinancial - Mindy Hopper - Co-Presenter National Technical Institute of the Deaf      Credentials: Ph. D.       Mindy Hopper was a Provost Fellow at the University of Rochester and received her PhD in Teaching and Curriculum. Her dissertation focused on deaf students’ experiences and perceptions about informal learning phenomena while they were attending school with their hearing peers. In addition, she holds a M.S. in Education and three state teaching certifications. In her 13th year at National Technical Institute for the Deaf, Mindy currently teaches with the Department of Liberal Studies. For nine years, she was an administrator where she implemented the Deaf and Hard of Hearing certificate program within the Master of Social Work program at East Carolina University. Mindy also participated and chaired respectively with NC statewide Deaf and Hard of Hearing Council and the Interpreting Licensure Board. Mindy, born profoundly deaf, attended Central Institute for the Deaf and public schools, without support services. She has always been the only deaf student in her schools.       ASHA DISCLOSURE: Financial - No relevant financial relationship exist. Nonfinancial - No relevant nonfinancial relationship exist.