EARLY HEARING DETECTION AND INTERVENTION VIRTUAL CONFERENCE
MARCH 2-5, 2021
(Virtually the same conference, without elevators, airplane tickets, or hotel room keys)
3/03/2021 | 2:50 PM - 3:35 PM | Teaching Children with Secondary Complicating Factors: Expecting More | Topical Breakout
Teaching Children with Secondary Complicating Factors: Expecting More
Engaging young children who are deaf or hard of hearing is challenging and teaching young children who are deaf or hard of hearing who present with secondary complicating factors presents even more difficult challenges. With a creative approach and appropriate expectations these children can successfully engage in a variety of activities during parent support and individual therapy sessions. This presentation will focus on specific strategies and techniques for teachers/therapists to use during sessions to engage very young children who are deaf or hard of hearing and present with comorbidities. Ideas and suggestions for addressing these challenges when providing parent support/coaching and strategies for keeping these young children engaged will be provided.
Implementing a consistent routine, maintaining consistent expectations, and individualizing instruction to meet each child’s needs, specific to his/her secondary condition, engages these children and their parents. Structuring lessons in a way that allows the child and his/her parent to experience success is essential. It’s also important to remember that learning should be fun. Changing the activities as often as needed in order to keep the child’s interest, presenting activities in a variety of ways, and using materials and activities that are at the child’s interest level to help keep the child involved are critical. This presentation will include anecdotal information about children who are deaf or hard of hearing and present with other complicating factors including; Down Syndrome, CHARGE, visual impairment, and Autism Spectrum Disorder.
Working with children who present with comorbidity requires the provider to continuously be evaluating the most appropriate means by which the child will learn new information and to communicate. Considerations for communication modality will be included.
Videotaped segments to provide examples of strategies for working with young children who are deaf or hard of hearing and present with comorbidities will be included.
- At the end of this session, participants will be able to list a variety of activities for engaging very young children who are deaf or hard of hearing and who present with secondary complicating factors
- At the end of this session, participants will be able to describe strategies for supporting parents when interacting with their very young children who are deaf or hard of hearing and who present with secondary complicating factors.
- At the end of this session, participants will be able to develop and implement lesson plans for working with children who are deaf or hard of hearing and who present with secondary complicating factors.
Presentation:
23278_13590Betsy MoogBrooks.pdf
Handouts:
Handout is not Available
Transcripts:
CART transcripts are NOT YET available, but will be posted shortly after the conference
Presenters/Authors
Judy Schlesinger
(), The Moog Center for Deaf Education, jschlesinger@moogcenter.org;
Judy has been in the field of deaf education for more than 25 year. She has worked as a supervisor of other teachers, has extensive experience working with student teachers, has lectured for graduate courses, and is an experienced teacher in the field of Early Intervention. In addition to teaching in the Family School program at the Moog Center where she provides direct service to children, helping them to develop spoken language skills, Judy has also taught in the preschool and in the primary department working to enhance the students' academic skills. She works with families, helping parents develop strategies and techniques for teaching their children with hearing loss to talk. Judy participates in the Moog Center for Deaf Education Teleschool program and provides services to families via the internet. Judy has extensive experience serving children who are deaf or hard of hearing who present with secondary complicating factors.
ASHA DISCLOSURE:
Financial -
Nonfinancial -
Betsy Moog Brooks
(), The Moog Center for Deaf Education, bbrooks@moogcenter.org;
Betsy Moog Brooks is the Executive Director of the Moog Center for Deaf Education. She received her Master degree in Speech and Hearing from Washington University and is certified in Deaf Education, Behavior Disorders, Learning Disabilities, Early Childhood Education, and is a Listening and Spoken Language Specialist. She holds a Doctorate of Education in Instructional Leadership with an emphasis in Andragogy, the study of adult learners. She has been in the field of early intervention for more than 35 years. Betsy is the author of the book, My Baby and Me: A Book About Teaching Your Child to Talk. She has lectured throughout the US, South America, and Europe. Betsy continues to provide direct child service and parent support to families with children birth to three. She has provided parent support through teleintervention for more than 10 years.
ASHA DISCLOSURE:
Financial -
• Receives Salary for Employment,Board membership from The Moog Center for Deaf Education.
Nonfinancial -
No relevant nonfinancial relationship exist.