17th ANNUAL EARLY HEARING DETECTION & INTERVENTION MEETING
March 18-20, 2018 • Denver, CO
| Your Deaf Child's Intelligence is not Fixed
Your Deaf Child's Intelligence is not Fixed
The purpose of the poster presentation is to inform hearing parents about their deaf child’s intelligence. What is the first thing that goes through hearing parents’ minds when they find out that their child is deaf? The majority of medical professionals often expresses sorrow, and inform parents that their child “failed” their hearing test and may have limited opportunities. The truth is that there are many unlimited opportunities through options that include visual and audio technologies. The child’s intelligence has no relationship to their being deaf, as it is influenced by a variety of settings such as home and school environments. There are different definitions of intelligence. Hearing parents need to understand that their child’s intelligence is not “fixed” for life and realize that their deaf child is a visual learner. There are visual learning strategies that hearing parents can use to help their deaf child succeed. By understanding the concept of intelligence, hearing parents can allow their deaf child to explore and maximize their child’s potential.
- Understand the definition of intelligence, and its application to success
- Understand the importance of deaf children being visual learners who use their eyes, not only their ears, to access information
- Identify different visual learning strategies and tips to help deaf children succeed and maximize their potential
Presentation:
15805_8033JodieAckerman.pdf
Handouts:
Handout is not Available
Transcripts:
CART transcripts are NOT YET available, but will be posted shortly after the conference
Presenters/Authors
Ju-Lee A. Wolsey
(), Lamar University; Deaf Studies and Deaf Education, jwolsey@towson.edu;
Ju-Lee is a doctoral candidate in Deaf Studies and Deaf Education at Lamar University. Originally from Ontario, Canada, she earned a B.S. in Psychology (Madonna University), Master of Rehabilitation Counseling (Bowling Green State University), and a M.S. in Professional Studies with concentrations in Human Resource Development and Project Management (Rochester Institute of Technology). Ju-Lee has worked with Deaf, DeafBlind, and hard-of-hearing children and adults in private and public sectors in schools and the community. She has multiple research interests that include rehabilitation counseling, accessibility, advocacy, mentoring, training, community outreach, identity development, socio-emotional development, language acquisition, language development, ASL/English bilingualism, and qualitative research that relate to the lives of Deaf, DeafBlind, and hard-of-hearing individuals. Her doctoral dissertation investigates experiences and perspectives of DeafBlind university students.
ASHA DISCLOSURE:
Financial -
No relevant financial relationship exist.
Nonfinancial -
No relevant nonfinancial relationship exist.
Jodie Ackerman
(), Lamar University, Deaf Studies and Deaf Education, Beaumont, Texas, jodieackerman@ymail.com;
Jodie is a doctoral candidate in the department of Deaf Studies and Deaf Education at Lamar University in Beaumont, Texas. She earned a bachelor of science in Information Systems from Rochester Institute of Technology, a master of science in Leisure Services Administration and a management certification from Gallaudet University. Jodie is currently working as a lecturer for the department of American Sign Language and Interpreting Education at National Technical Institute for the Deaf. She has several research interests that include certified deaf interpreter, medical interpreting, health care interpreting, and Deaf breast cancer survivors.
ASHA DISCLOSURE:
Financial -
No relevant financial relationship exist.
Nonfinancial -
No relevant nonfinancial relationship exist.