17th ANNUAL EARLY HEARING DETECTION & INTERVENTION MEETING
March 18-20, 2018 • Denver, CO
3/20/2018 | 1:45 PM - 2:10 PM | Interdisciplinary, Cross Cultural Collaboration in Teaching and Learning: A Panel Presentation | Agate A-C
Interdisciplinary, Cross Cultural Collaboration in Teaching and Learning: A Panel Presentation
The purpose of this panel presentation is to share perspectives on the teaching and learning experiences in a collaborative, interdisciplinary and cross-cultural professional development program. Children who are deaf or hard of hearing and their families are diverse in many ways and benefit from professionals who are open-minded, flexible, reflective and able to bring together the expertise and resources that will best fit their family’s needs (JCIH, 2017; Sass-Lehrer, 2016). Former and current students and faculty with Gallaudet University’s Deaf and Hard of Hearing Infants, Toddlers and their Families: Leadership and Collaboration (ITF) Graduate Certificate Program will share their viewpoints on the benefits as well as challenges of interdisciplinary learning for EI professionals. The panel will discuss how interdisciplinary teaching and learning: 1) fosters partnerships between Deaf and Hearing professionals; 2) encourages professionals from diverse disciplines to collaborate and contribute their expertise to provide optimal outcomes for young children who are deaf or hard of hearing and their families; 3) reshapes perspectives on how to work with families from diverse backgrounds; 4) models interdisciplinary collaboration through a co-teaching model; and 5) tackles the critical need to increase numbers of well-prepared professionals from diverse backgrounds to provide effective early intervention services.
- Participants will identify at least 3 benefits to collaborative, interdisciplinary, cross cultural teaching and learning.
- Participants will be able to describe how collaborative, interdisciplinary and cross cultural professional learning differs from traditional university teacher preparation.
- Participants will describe at least one challenge and potential resolutions to creating collaborative, interdisciplinary and cross cultural teaching and learning experiences.
Presentation:
15805_7886JulieMitchiner.pdf
Handouts:
15805_7886JulieMitchiner.pdf
Transcripts:
15805_7886JulieMitchiner.docx
Presenters/Authors
Marilyn Sass-Lehrer
(), Gallaudet University, marilyn.sass-lehrer@gallaudet.edu;
Marilyn Sass-Lehrer is Professor Emerita at Gallaudet University in Washington, DC. 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 an adjunct professor in Gallaudet University's Deaf and Hard of Hearing Infants, Toddlers and Their Families Interdisciplinary Program. She is editor of Early Intervention for Deaf and Hard-of- Hearing Infants, Toddlers and their Families: Interdisciplinary Perspectives (2016), and has several other publications related to early intervention. Dr. Sass-Lehrer is actively involved in professional development and learning for early intervention providers.
ASHA DISCLOSURE:
Financial -
No relevant financial relationship exist.
Nonfinancial -
No relevant nonfinancial relationship exist.
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.
Jesus Barreto Abrams
(), Gallaudet University, jesus.barreto-abrams@gallaudet.edu;
Jesús O. Barreto Abrams is a doctoral student in clinical psychology at Gallaudet University and also a student in the Deaf and Hard of Hearing Infants, Toddlers and Their Families: Collaboration and Leadership Interdisciplinary Graduate Certificate. Mr. Barreto Abrams interests are in conducting and disseminating research in early intervention, especially in cross-cultural early intervention services. Mr. Barreto Abrams is also a certified sign language interpreter and an adjunct instructor in the psychology department at Gallaudet University.
ASHA DISCLOSURE:
Financial -
No relevant financial relationship exist.
Nonfinancial -
No relevant nonfinancial relationship exist.
Emily Wojahn Small
(), Gallaudet University, emily.wojahn@gallaudet.edu;
Emily (Wojahn) Small, M.A, is a teacher of the deaf, with a focus on early intervention. She has experience teaching preschool and kindergarten in Hawaii and Colorado using a bilingual (ASL/English) approach and was a Colorado Regional Hearing Resource Coordinator (CO-HEAR) for the Colorado Home Intervention Program (CHIP). Emily recently became the EHDI program coordinator for DC. She has completed the Infants, Toddlers and Families (ITF) interdisciplinary certificate program at Gallaudet and is currently a second year PhD candidate there. Emily’s passions include helping families make informed decisions around communication with and education for their child and promoting a love of reading among all children.
ASHA DISCLOSURE:
Financial -
No relevant financial relationship exist.
Nonfinancial -
No relevant nonfinancial relationship exist.
Linda Lytle
(), Gallaudet University, Linda.Lytle@gallaudet.edu;
Linda Risser Lytle, PhD, is a professor in the Department of Counseling at Gallaudet University. She is director of the Summers & Online School Counseling Program, which is supported by a training grant from OSEP. She is also co-director of the Deaf and Hard of Hearing Infants, Toddlers, and their Families: Leadership and Collaboration Interdisciplinary Graduate Certificate Program. She is a licensed psychologist and maintains a private practice in Washington, DC. Dr. Lytle received her doctorate in Counseling from The Catholic University of America. Her major focus on national and international presentations and writing has been on supporting social emotional development of deaf and hard of hearing children. Most recently, she co-authored Turning the Tide: Making Life Better for Deaf and Hard of Hearing Schoolchildren (2014) and Raising the Whole Child: Addressing Social-Emotional Development in Deaf Children. (VL2 Research Brief No. 11) (2016).
ASHA DISCLOSURE:
Financial -
Receives Salary for Employment from Gallaudet University.
Nonfinancial -
No relevant nonfinancial relationship exist.
Karen Quinones
(), Gallaudet University, Karen.Quinones@gallaudet.edu;
Karen Quinones is a current graduate student in the Social Work Department at Gallaudet University. She is also in the Deaf and Hard of Hearing Infants, Toddlers, and their Families: Collaboration and Leadership Graduate Certificate program (ITF program). Prior to graduate school, she served as a Family Mentor for the Deaf Counseling Advocacy and Referral Agency (DCARA) in the Bay Area, California. She also taught deaf children from kindergarten to 4th grade in multiple subjects at the Deaf Education Center in Majuro, Marshall Islands. Her career goals include combating language deprivation among deaf and hard of hearing children by collaborating with medical professionals to provide culturally and linguistically appropriate services and resources.
ASHA DISCLOSURE:
Financial -
Nonfinancial -