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ABSTRACT INFORMATION
Title: 'Early Language Acquisition and Development: Visualize This!' Track: 3 - Language Acquisition and Development Keyword(s): Visual Language Learning, Language Acquisition Learning Objectives: Understand the role and rationale for visual learning in the early years Describe how families, deaf and hard of hearing adults, and professionals from a variety disciplinary backgrounds can collaborate to achieve optimal language outcomes for deaf and hard of hearing children Identify strategies and resources for professionals and family members that can maximize the deaf child's language learning from the first days of life Abstract: This presentation will provide an overview of the role and rationale of visual language learning in the early years and describe how families, deaf and hard-of-hearing adults, and professionals from a variety of disciplinary backgrounds can collaborate to achieve optimal language outcomes for deaf and hard of hearing children. Researchers have affirmed that children who receive comprehensive early intervention services before one year of age have the potential to achieve language and communication outcomes that surpass those of children without this opportunity (Calderon, 2000; Moeller, 2000; Yoshinaga-Itano, 2003). An early start for children takes advantage of the brain’s capacity for acquiring language during what is known as the “sensitive period”. The pathways that provide the most direct access to language learning for infants who are deaf or hard-of-hearing is through their eyes rather than their ears. Technological innovations have made possible the provision of hearing instruments and other assistive listening devices that provide better auditory access for children than ever before. These devices, however, rarely compensate for fully functioning hearing resulting in compromised access to language. Visual pathways offer full access to language at a time when language is naturally acquired. A fully accessible visual language may prevent or minimize the language and academic deficits that are over represented among deaf and hard of hearing people (Esterbrooks & Baker, 2002). Shifting emphasis from a focus on auditory learning alone to one that includes visual learning means adopting a positive perspective about being deaf (e.g., ability vs disability). This presentation will present evidence-based support for early visual language, as well as strategies and resources for professionals and family members that can maximize the deaf child’s language learning from the first days of life. 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
Marilyn Sass-Lehrer - Co-Presenter Gallaudet University      Credentials: Ph.D.       Marilyn Sass-Lehrer is Professor Emerita at Gallaudet University in Washington, DC, USA. She received a master’s degree in Deaf Education from New York University and a Ph.D. from the University of Maryland in Early Childhood Education and Curriculum and Instruction. She is the co-director of the Gallaudet University Graduate Interdisciplinary Certificate Program: Deaf and Hard of Hearing Infants, Toddlers and Their Families. She is editor of Early Intervention for Deaf and Hard-of- Hearing Infants, Toddlers and their Families: Interdisciplinary Perspectives (2016), co-author of Parents and their Deaf Children: The Early Years (2003), and co-editor of The Young Deaf or Hard of Hearing Child: A Family-Centered Approach to Early Education (2003). Dr. Sass-Lehrer has been actively involved in national and international efforts to support professional development and learning for early intervention providers and promote quality early education and family involvement.       ASHA DISCLOSURE: Financial - No relevant financial relationship exist. Nonfinancial - No relevant nonfinancial relationship exist. Beth Benedict - POC,Co-Presenter Gallaudet University      Credentials: Ph.D.      Other Affiliations: American Society for Deaf Children       Beth S. Benedict, Ph.D., a Professor in the Department of Communication Studies at Gallaudet University, Washington, D.C., has focused on family involvement in schools with deaf and hard of hearing children, early childhood education, advocacy, early communication, and partnerships between deaf and hearing professionals and early intervention programs and services. Her work has been shared in numerous publications and through her work as a national and international presenter. Dr. Benedict is very involved in different organizations and boards. She is the Chair of the Joint Committee on Infant Hearing, President of the American Society of Deaf Children, on the Council of Education of the Deaf, the Maryland Universal Newborn Hearing Screening Advisory Council and actively involved in a variety of other EHDI initiatives.       ASHA DISCLOSURE: Financial - No relevant financial relationship exist. Nonfinancial - No relevant nonfinancial relationship exist.