17th ANNUAL EARLY HEARING DETECTION & INTERVENTION MEETING
March 18-20, 2018 • Denver, CO
3/20/2018 | 3:45 PM - 4:10 PM | Integrating Multimodal Communication into the Daily Classroom Routine to Better Serve the Unique Communication Needs of Children who are Deaf Plus. | Granite A-C
Integrating Multimodal Communication into the Daily Classroom Routine to Better Serve the Unique Communication Needs of Children who are Deaf Plus.
Children who are deaf plus are a growing population of students that need to be served by teachers of the deaf and hard of hearing for full language access. Approximately 40% of children identified with hearing loss have other issues (Gallaudet Research Institute 2005). I aim to answer the question: how can deaf and hard of hearing teachers expand their integration of multi-modal communication into the classroom in addition to the language and communication that is already happening at school? My presentation will address how to take a typical toddler/preschool routine and integrate multi-modal communication. Last year I presented at EHDI on integrating students who are deaf plus into the classroom however the scope of the presentation was vast and I was only able to briefly share basic information related to this complex issue. I am narrowing down the topic and will adjust my presentation to give more depth and focus on specifically multi-modal communication. Multi-modal communication may include using a switch, AAC device, integrating picture exchange and more. Multi-modal communication is essential to working with children who are deaf plus. Multi-modal communication needs can be integrated throughout the classroom day by expanding the communication choices and modalities. Teachers can continue to follow their lesson plans and approach to the classroom while learning how to add multi-modal communication within each part of a students’ day. I will share techniques and strategies used in classroom settings to better serve the unique communication needs of students who are deaf plus. There will be an opportunity for participants to see tangible examples of materials that we have developed for this type of group.
- Identify a student’s communication modality needs.
- Learn how to develop an individualized communication plan to use throughout a child’s daily routine.
- Learn strategies to support a child’s unique multi-modal communication needs within the classroom routine.
Presentation:
15805_8077JessicaSalaam.pdf
Handouts:
15805_8077JessicaSalaam_1.pdf
15805_8077JessicaSalaam_10.pdf
15805_8077JessicaSalaam_11.pdf
15805_8077JessicaSalaam_12.pdf
15805_8077JessicaSalaam_13.pdf
15805_8077JessicaSalaam_14.pdf
15805_8077JessicaSalaam_15.pdf
15805_8077JessicaSalaam_2.pdf
15805_8077JessicaSalaam_3.pdf
15805_8077JessicaSalaam_4.pdf
15805_8077JessicaSalaam_5.pdf
15805_8077JessicaSalaam_6.pdf
15805_8077JessicaSalaam_7.pdf
15805_8077JessicaSalaam_8.pdf
15805_8077JessicaSalaam_9.pdf
15805_8077JessicaSalaam_x.pdf
Transcripts:
15805_8077JessicaSalaam.doc
Presenters/Authors
Jessica Salaam
(), Center for Early Intervention on Deafness, CEID, jessica@ceid.org;
Jessica Salaam is an Early Intervention Specialist at the Center for Early Intervention on Deafness, CEID, in Berkeley, California, where she has worked in a variety of roles as home visitor, toddler teacher, parent sign class teacher, and most recently preschool teacher and program director. She is a teacher of the deaf who received her Master’s degree and a Specialized Education credential from San Francisco State University. She has worked with young deaf or hard of hearing children and their families in a variety of local Bay Area programs however has resided at CEID for 17 years.
ASHA DISCLOSURE:
Financial -
No relevant financial relationship exist.
Nonfinancial -
No relevant nonfinancial relationship exist.