17th ANNUAL EARLY HEARING DETECTION & INTERVENTION MEETING
March 18-20, 2018 • Denver, CO
3/20/2018 | 2:20 PM - 2:45 PM | Detection to Connection: A Panel on Social/Cultural Connections of Deaf and Hard of Hearing Children and their Families | Granite A-C
Detection to Connection: A Panel on Social/Cultural Connections of Deaf and Hard of Hearing Children and their Families
Today, the majority of students who are deaf or hard of hearing (DHH) are included in general education classrooms. In fact, over 87% of students who are DHH spend at least part of their school day in regular education classroom (U.S. Department of Education, 2015). As early as pre-school and kindergarten, general education classrooms are often fast-paced and may involve multiple speakers (Berndsen & Luckner, 2012), which can make it challenging for students who use interpreters to participate in classroom discussions. In addition, classrooms are often noisy, and students who are DHH may struggle to hear their classmates and participate (Stinson & Antia, 1999). Amplification such as hearing aids, cochlear implants, and FM systems cannot compensate for poor classroom acoustics (Anderson, 2001). Considering the impacts of these environments on the self-esteem of children (Warner-Czyz, Loy, Evans, Wetsel, & Tobey, 2015), the social well-being of children must be considered within the context of early intervention. Yoshinaga-Itano (2013) identified one of the ultimate goals of EHDI as optimizing social development for children who are DHH, explaining that families who were involved in social networks with other families of DHH children experienced improved interactional responsivity and acceptance of their child in addition to less isolation. This panel of adult professionals who are DHH, all of whom have cochlear implants, will share their perspectives on how their social connections evolved beginning in their pre-school and early childhood years in particular, and the impacts those connections have had on their lives.
- 1. The learner will explain how deaf and hard of hearing individuals experienced social connections in the context of various settings their childhood.
- 1. The learner will identify challenges and successes of deaf and hard of hearing individuals in building social networks so they may be more prepared to provide services that address the social needs of children.
- 1. The learner will describe perceptions, attitudes, and experiences of social development in deaf or hard of hearing individuals to better understand the social needs of children during early intervention.
Presentation:
15805_7952BrittanyDorn.pdf
Handouts:
Handout is not Available
Transcripts:
15805_7952KaitlynMillen.doc
Presenters/Authors
Brittany Dorn
(), University of Northern Colorado , brittany.l.dorn@gmail.com;
Brittany Dorn is currently pursuing her Ph.D. in special education at the University of Northern Colorado. Brittany’s research interest is the facilitation of effective communication and consultation practices between outside service providers and classroom teachers in order to improve outcomes for students with disabilities. Before moving to Colorado, Brittany worked in Northampton, Massachusetts for four years as an itinerant teacher of students who are deaf or hard of hearing. Brittany received her Master’s degree in deaf education from Smith College in Northampton, Massachusetts, and her Bachelor’s degree from the University of Connecticut. Before teaching students who are deaf or hard of hearing, Brittany taught second grade for two years in Hartford, Connecticut.
ASHA DISCLOSURE:
Financial -
No relevant financial relationship exist.
Nonfinancial -
No relevant nonfinancial relationship exist.
Kaitlyn Millen
(), University of Northern Colorado, kaitlyn.millen@gmail.com;
Kaitlyn Millen is currently pursuing her PhD in special education with an emphasis on deafness at the University of Northern Colorado as a scholar through the National Leadership Consortium in Sensory Disabilities (NLCSD). Prior to pursuing a doctorate, Kaitlyn planned adventure international and domestic travel programs for students, worked as a classroom teacher for students who are deaf and hard of hearing, directed the recreation department at the Tennessee School for the Deaf, and received her Master's degree in education of the deaf from Smith College in Northampton, MA.
ASHA DISCLOSURE:
Financial -
No relevant financial relationship exist.
Nonfinancial -
No relevant nonfinancial relationship exist.
Heidi Corce
(), American Society of Deaf Children (ASDC), heidicorce@hotmail.com;
Heidi Corce, of Eugene, Oregon is an educator teaching Deaf and Hard of Hearing students. She spent most of her childhood on Whidbey Island, Washington, and attended an oral mainstream program in Seattle. As a profoundly deaf child, Heidi became the youngest recipient in the U.S. to receive a cochlear implant. Prior to entering college, she became immersed in deaf community and acquired ASL proficiency. It was a life changing experience that shaped her career path. With a bachelor’s degree from the University of Washington, and a graduate degree from Lewis and Clark College, Heidi has been teaching Deaf and Hard of Hearing students in mainstream public schools in Washington and Oregon for the past twenty years. She is proactively involved in advancing the effectiveness of mainstream education and is actively involved in efforts to pass the LEAD-K bill in Oregon. She also serves as a member of the Advisory Council for Western University’s Deaf and Hard of Hearing Education program.
ASHA DISCLOSURE:
Financial -
No relevant financial relationship exist.
Nonfinancial -
No relevant nonfinancial relationship exist.
Rachel Berman
(), University of Northern Colorado, rachel.berman@unco.edu;
A native of Las Vegas and current resident of mile-high Denver, Rachel Berman has been profoundly Deaf since birth and prides herself as being Bilingual/Bicultural in both English and ASL. She is currently a senior lecturer at the University of Northern Colorado in Greeley and has 8 years of teaching experience. She holds a B.A. degree in Communication Sciences from the University of Arizona, an M.A. in Communication Sciences from Gallaudet University and an M.A. in Teaching American Sign Language from the University of Northern Colorado. She is an active member of the Deaf Community and has served the community in many capacities. At Gallaudet, she served as a Vice President of the Graduate Student Association. More recently, she managed “ASL Slam Denver,” which hosted a monthly poetry slam. When Rachel is not at the University, she teaches ASL at several companies and works as an ASL Stage Coach -- assisting Deaf actors with script translation. In her free time, she enjoys going to SUP (stand-up paddleboarding) travel, cooking, hiking, skiing, and reading.
ASHA DISCLOSURE:
Financial -
No relevant financial relationship exist.
Nonfinancial -
No relevant nonfinancial relationship exist.