17th ANNUAL EARLY HEARING DETECTION & INTERVENTION MEETING
March 18-20, 2018 • Denver, CO
3/20/2018 | 4:20 PM - 4:45 PM | More than words: Hundred Languages of Deaf Children | Granite A-C
More than words: Hundred Languages of Deaf Children
Language access and deprivation are key focal points when considering early intervention with young deaf and hard of hearing children. Focus is typically pointed at providing intense language therapy and exposure to enhance vocabulary and language production. This presentation will focus on the importance of recognizing and utilizing the language and knowledge young deaf and hard of hearing children already have by setting an environment that allows them to express this in a variety of ways.
Our presentation is based on our research on using the Reggio Emilia approach with young deaf and hard of hearing children with specific focus on the principle of the Hundred Languages of Children. The Reggio Emilia approach calls this freedom of expression and it involves symbolic, metaphorical, imaginative, logical, and relational languages (Edwards, Gandini, & Forman, 2011). “One hundred languages” may involve signing, speaking, writing, building with blocks, dramatic play, shadow play, drawing, painting, and telling stories using props and materials available in the environment. Facilitating “one hundred languages” supports children to make their own thinking visible without any limitations.
We will share the benefits of recognizing the Hundred Languages of Children to empower children to develop deeper language skills while maintaining learning about the world around them. We will also share strategies for inspiring the language expression through a variety of mediums for families, educators, and other professionals.
- Participants will become familiarized with the principles in the Reggio Emilia approach and how it is applicable with deaf/hoh children.
- Participants will learn about the benefits of recognizing the Hundred Languages of Children in facilitating deaf children’s language development
- Participants will learn strategies for implementing the Hundred Languages principle with the young DHH children in their lives.
Presentation:
15805_7804JulieMitchiner.pdf
Handouts:
15805_7804JulieMitchiner.pdf
Transcripts:
15805_7804ChristiBatamula.doc
Presenters/Authors
Julie Mitchiner
(), Gallaudet University, julie.mitchiner@gallaudet.edu;
Julie Mitchiner, a professor in the Education Department at Gallaudet University, focuses primarily on Early Childhood Education. She directs the Master's program in Deaf Education. Mitchiner taught at Kendall Demonstration Elementary School at the Laurent Clerc National Deaf Education Center in the bilingual ASL/English Early Childhood Program for six years. She received her BA in Early Childhood Education and MA in Deaf Education with a specialization in Family Centered Early Education at Gallaudet University. She received her Ph.D. in Education at George Mason University with a specialization in Early Childhood Education and a secondary concentration in multicultural/multilingual education. Her research interests include bilingual education in ASL and English and using the Reggio Emilia approach in teaching deaf and hard of hearing children. Mitchiner has presented at many national and international conferences and made several publications related to deaf families with children who have cochlear implants and on family language planning and policy with deaf and hard-of-hearing children.
ASHA DISCLOSURE:
Financial -
No relevant financial relationship exist.
Nonfinancial -
No relevant nonfinancial relationship exist.
Christi Batamula
(), Gallaudet University, christi.batamula@gallaudet.edu;
Christi Batamula has been working at Gallaudet University since 2005, first as an early childhood educator at Kendall Demonstration Elementary School and then as an assistant professor in the Department of Education. She has earned a Bachelor's degree from Geneva College and a Master's degree in Deaf Education from Gallaudet University. And a Ph.D. from George Mason University with a specialization in International Education and a secondary, interdisciplinary focus on Early Childhood Education and Teacher Education. Her dissertation focused on family engagement among immigrant families with young deaf children. Her area of research interest is working with culturally and linguistically diverse Deaf young children and their families. She has presented her research and knowledge at various national and international conferences. She also has published based on her research and work teaching deaf and hard-of-hearing children and their families.
ASHA DISCLOSURE:
Financial -
No relevant financial relationship exist.
Nonfinancial -
No relevant nonfinancial relationship exist.
Bobbie Jo Kite
(), Gallaudet University- Dept of Education, bobbie.kite@gallaudet.edu;
Originally from Pennsylvania, Bobbie Jo received her B.A. in Early Childhood Education in 2004 and her M.A. in Deaf Education in 2005 from Gallaudet University. She has taught Pre-Kindergarten and Kindergarten at Kendall Demonstration Elementary School for 5 years and Kindergarten-First grade at New Mexico School for the Deaf for a year. She received her Ph.D. from George Mason University, specializing in Early Childhood Education and Multilingual/Multicultural Education, in 2017. Her dissertation examined Family Language Planning in American Sign Language and English Families. Currently, Bobbie Jo directs the Bachelor’s program in Undergraduate Education at Gallaudet University. In addition, Bobbie Jo provides consulting services to ASL & English bimodal bilingual programs nationwide.
ASHA DISCLOSURE:
Financial -
No relevant financial relationship exist.
Nonfinancial -
No relevant nonfinancial relationship exist.