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ABSTRACT INFORMATION
Title: 'Playgroups: Their Role in the Family Journey' Track: 4 - Early Intervention Keyword(s): playgroups parent involvement empowering parents parenting skills Learning Objectives: create a playgroup apply the benefits of parent involvement in playgroups apply the family support model to playgroups Abstract: Research shows that the number one predictor of child success is family involvement. Researchers have also found that when a hearing loss is identified early and families receive excellent early intervention services by qualified providers by one year of age, the children attain language skills comparable to their hearing peers, by the time they are five years old (Yoshinaga-Itano, Sedey, Coulter, and Mehl, 1998). The key to languagae aquisition is family support. In addition to family support in the home, family centered bimodal enviroments can be vital in language competency and family empowerment. Family centered playgroups can be highly beneficial when they incorporate all aspects of the Family Support Model designed and endorsed by NCHAM and Hands and Voices. This session will allow the audience to take a peek into several playgroups and listen to parent perspectives. Video clips and eduational research will be presented in a Power Point format. 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
Meg Warnock - Primary Presenter Outreach for Deaf and Hard of Hearing Children      Credentials: B.A. Elementary Education (K-6)and Deaf Education (K-12), Lenoir-Rhyne College      Other Affiliations: National Association for the Education of Young Children (NAEYC) and Indiana Association for the Deaf (IAD).       Deaf herself, Madelyn is an Early Intervention Specialist with Outreach Services for Deaf and Hard of Hearing Children in Indianapolis, Indiana. Her roles include co-facilitating local and regional playgroups statewide, home-based family education services, and Deaf Mentoring. She is currently working on her Master's degree in Early Childhood Education from Indiana University. A southern girl, Madelyn is married to a Deaf Hoosier and they enjoy boating and spending time with their family and furbabies.       ASHA DISCLOSURE: Financial - Nonfinancial - Connie McLean - Co-Presenter Outreach for Deaf and Hard of Hearing Children      Credentials: bachelor degree in child development. master degree in deaf education. member of naeyc. basic certified in ski hi training      Other Affiliations: ITSI: Infant Toddler Speicalist Indiana       Am currently an Early Interventino Coordinator. Previously a teacher for the deaf and hard of hearing for seven years.. Provided statewide training using SKI HI curriculum to certified parent advisors. Worked in First steps for 5 years providing early intervention services such as developmental therapy and parent advising services to families. Taught playgroup from birth to 3 years of age at a center based setting.       ASHA DISCLOSURE: Financial - No relevant financial relationship exist. Nonfinancial - No relevant nonfinancial relationship exist. Diane Hazel Jones - POC,Co-Presenter,Author Outreach for Deaf and Hard of Hearing Children      Credentials: B.S. Degree in Elementary Education and Deaf Education from Ball State University and M.A. from Butler University and California State University, Northridge. MA in Elementary Education/Deaf Education      Other Affiliations: ITSI: Infant Toddler Specialist Indiana       Teacher of the Deaf for over 40 years with concentration as an Early Intervention Specialist and served as the Family Resource Coordinator with Outreach Services for Deaf and Hard of Hearing Children under the Indiana School for the Deaf in Indianapolis, In. Certified Ski-Hi Parent Advisor, Playgroup Coordinator and Certified RID (Registry of Interpreters for the Deaf)Sign Language Interpreter. Also a member of CODA (Children of Deaf Adults International)       ASHA DISCLOSURE: Financial - No relevant financial relationship exist. Nonfinancial - No relevant nonfinancial relationship exist.