19th ANNUAL EARLY HEARING DETECTION & INTERVENTION MEETING
March 8-10, 2020 • Kansas City, MO

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3/08/2020  |   1:00 PM - 4:30 PM   |  In Plain Sight: Using Materials in the Home for EI Sessions   |  Chouteau A

In Plain Sight: Using Materials in the Home for EI Sessions

Toilet paper rolls, yogurt cups, baby formula cans, newspaper flyers, and boxes of all shapes and sizes are examples of items found in one’s home that can be used as props for engaging young children in activities created to enhance the development of spoken and/or sign language. Current best practice for providing services to children and families in their homes includes using materials from the families’ homes. This presentation will be based on the concept that teachers and therapist should engage families in activities that are developed using items already found the families’ homes. The rationale for, and the importance of, supporting parents when they are engaging their children in activities to encourage vocabulary and language development, whether using sign language or spoken language, using only materials typically found in their homes will be discussed. Ideas and suggestions for incorporating vocabulary and language of daily routines, whether in sign language or spoken language, will be explained. Time will be dedicated to interactive discussions and activities within small working groups to allow participants opportunity to create activities using materials found in one’s home. Routine activities to promote language development that may be presented include: diapering the child, getting the child dressed and undressed, washing the dishes, doing the laundry, and brushing the child’s teeth. Participants will be divided into small working groups to create activities using materials found in the home that can be used to develop language activities including: newspaper flyers, baby formula cans, shoeboxes, tissue boxes, and food containers. This presentation will be provided through a combination of lecture, group activities, and discussion to enhance learning. Ample time for questions will be included.

  • At the end of this session, participants will be able to list materials found in families’ homes that can be used to engage infants and toddlers in meaningful activities for developing vocabulary and language, whether using spoken language or sign language.
  • At the end of this session, participants will be able to describe how to use routine activities for encouraging parents to provide vocabulary and language stimulation, whether using spoken language or sign language.
  • At the end of this session, participants will be able to state the rationale for, and importance of, supporting parents when they are engaging their children in activities to encourage vocabulary and language development, whether in spoken language or sign language, using only materials typically found in their homes.

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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 -
• Receives Salary for Employment from The Moog Center for Deaf Education.

Nonfinancial -
No relevant nonfinancial relationship exist.