2024 Fall Special Conference Edition | The Endeavor

The ENDEAVOR SPECIAL CONFERENCE EDITION | FALL 2024

LITERACY2024

www.DeafChildren.org

WHO WE ARE The American Society for Deaf Children (ASDC) is a nonprofit organization dedicated to providing support, education, and advocacy for families of Deaf and Hard of Hearing children. We believe that every child, regardless of hearing status, deserves access to language, education, and opportunities to thrive.

WHAT WE DO At ASDC, we empower families with the knowledge and tools they need to raise successful Deaf children. Our services include early language acquisition support, advocacy for inclusive education, mentoring programs, and a national network of families and professionals committed to ensuring that Deaf children have every opportunity to thrive.

Welcome!

Since 1967, ASDC has supported parents of Deaf and Hard-of-Hearing children. We believe that deafness is not a disability, but language deprivation is. That’s why it’s our mission to ensure that every Deaf child has the opportunity to learn sign language from the very start.

Our Mission The American Society for Deaf Children (ASDC) is committed to empowering all families with deaf* and hard-of-hearing children and youth by embracing full language and communication access in inclusive environments. We do this through mentoring, advocacy, resources, and collaborative networks. *ASDC uses the term "deaf" to be inclusive of all hearing levels and identities within the Deaf community.

LEARN ASL WITH OUR FREE RESOURCES ABC Chart: Download our ASL alphabet chart to get started with fingerspelling.

Numbers Chart: Explore our ASL numbers chart to help with counting in sign language.

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Fall 2024 | Literacy2024

Inside 5 SPARKING IDEAS AND INSPIRING PROGRESS

Wendy Kelly, Director of Marketing | Editor

10 A CLEAR PATH TO INSPIRING POSSIBILITIES

Cheri Dowling, ASDC Executive Director

24 THE LANGUAGE OF EMOTIONS Jo Ann Mackinson, Ph.D.

8 INSPIRING A FUTURE THROUGH LITERACY AND LANGUAGE

Judie Lomax, Psy.D. , ASDC Board President

14 INTERSECTIONALITY, LANGUAGE DEPRIVATION & YOU

Morgan Lee, M.Ed., Doctoral Candidate Plenary #2

31 LITERACY AND COMMUNICATION

FOR THE DEAFBLIND STUDENT WITH CORTICAL/CEREBRAL VISUAL IMPAIRMENT Rebecca Hommer & Jennifer Willis

34 CREATING MEANING WITH LANGUAGE: SOCIAL CONSTRUCTIONS IN EARLY INTERVENTION

39 THE BREAKOUT SESSIONS Summaries of the Breakout Sessions for Literacy202

Bettie Petersen M.Ed, PhD and Thomas Horejes, Ph.D., CDI

get in touch www.DeafChildren.org 443.277.8899 (voice/text) info@deafchildren.org P.O. Box 23 | Woodbine, MD 21797

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The ENDEAVOR SPECIAL CONFERENCE EDITION | FALL 2024

EDITOR-IN-CHIEF

CHERI DOWLING MANAGING EDITOR

WENDY KELLY CONTENT DIRECTORS

ASDC STAFF ART DIRECTION

INDIGO BLUE CONSULTING CONTRIBUTING WRITERS

PLENARY AUTHORS AND SESSION PRESENTERS OF THE 2024 LITERACY CONFERENCE ASDC BOARD OF DIRECTORS

JUDIE LOMAX BOARD PRESIDENT

JENNIFER LUCE VICE PRESIDENT

MISSION STATEMENT

LAURI RUSH TREASURER

CARLISA THOMPSON SECRETARY

MALIBU BARRON PAST PRESIDENT

ANGELICA LEE GAGLIARDI JOSEPH HERNAN MICHELLE JABLONKA HEATHER WITHROW

THE AMERICAN SOCIETY FOR DEAF CHILDREN (ASDC) IS COMMITTED TO EMPOWERING ALL FAMILIES WITH DEAF* AND HARD-OF-HEARING CHILDREN AND YOUTH BY EMBRACING FULL LANGUAGE AND COMMUNICATION ACCESS IN INCLUSIVE ENVIRONMENTS THROUGH MENTORING, ADVOCACY, RESOURCES, AND COLLABORATIVE NETWORKS. *ASDC USES THE TERM DEAF TO BE INCLUSIVE OF VARIOUS HEARING LEVELS AND IDENTITIES WITHIN THE DEAF COMMUNITY.

www.DeafChildren.org

Sparking Ideas and Inspiring Progress Thoughts from ASDC’s Managing Editor, Wendy Kelly Welcome to the Literacy 2024: Inspiring a World of Possibilities through Literacy and Language special edition of the Endeavor, created in conjunction with ASDC’s Literacy: Creating Connections with Language conference. This is our second annual special edition, and we are thrilled to bring you a wealth of insights, research, and reflections that continue to push the boundaries of what’s possible in Deaf, Hard-of-Hearing, and DeafBlind education.

The theme of this publication—Inspiring a World of Possibilities through Literacy and Language—perfectly captures our mission. Every article, plenary presentation, and abstract in this issue is designed to inform and inspire, offering you the tools to elevate literacy and language access in your classrooms, communities, and homes. We are proud of the collective work represented here and the vital role each contributor plays in moving our field forward.

As you explore the resources in this special edition, I hope you feel the same sense of purpose and pride that I did while putting it together. The work we do is ongoing, and while the challenges can sometimes feel immense, it’s important to remember the impact we are having on the lives of children who rely on us to break down barriers to language and literacy. Every step we take brings us closer to ensuring that every Deaf, Hard-of-Hearing, and DeafBlind child has the opportunity to thrive.

“Knowledge of languages is the doorway to wisdom.”

Roger Bacon

Looking ahead, The Endeavor is published up to three times per year, with this special edition making a fourth annual release. Each publication is accessible via the ASDC website, so if you haven’t signed up for updates, I encourage you to do so at www.deafchildren.org. We always welcome your contributions—whether it’s a story idea, article submission, or feedback—so please don’t hesitate to reach out.

Thank you for your ongoing support of ASDC and for your commitment to inspiring a world of possibilities through literacy and language. Together, we are shaping a future where every child has the tools they need to succeed.

Enjoy this special edition of the Endeavor. We hope it sparks new ideas, connections, and inspiration for the road ahead.

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Why Deaf Education Matters.

Every child is born unique. Their abilities are different, and so are their learning requirements.

Every student deserves to learn in an environment that suits their needs. Equitable access to education opportunities is valuable for everyone.

ASDC believes deaf children are entitled to full communication and language access. We believe that consideration of communication opportunities for deaf children should be based on facts, not presumptions.

Deaf education -- having deaf students educated in an environment in which they are with other deaf students as well as deaf adults -- matters. This environment allows for Deaf Community Cultural Wealth (DCCW), the knowledge, skills, and tools that a community passes down from one generation to the next, to be acquired by the deaf students. For deaf students, this usually comes most effectively through deaf education. However, instead of educating deaf children through deaf education, educators and administrators measure deafness against other forms of disability, decide which is most severe, and use that decision to determine placement. The practice of selecting a primary disability and addressing it within neighborhood public schools contradicts what we know about how deaf children learn, and it often leaves them lacking crucial language and literacy development.* *Adapted from Why Deaf Education Matters: Including Deaf Students with Disabilities; Fleischer, Flavia; Narr, Rachel Friedman; Garrow, Will Odyssey: New Directions in Deaf Education, v21 p52-55 2020

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The needs of children are www.aidb.org/realsouth realsouth@aidb.org

Our Goal:End

language deprivation by 2050

REAL South Services and Programs Family Services

Join us for ASL Classes, Deaf Mentorship, Bilingual Storybooks, Family Retreats, and the Clerc Center Online Community

Early Intervention Providers

Visit us for resources to support your wor with deaf and hard of hearing infants and toddlers: training, research, resources, an tools to use with the families you serve.

Medical Professionals

Stay tuned for continuing medical education courses!

Inspiring a Future Through Literacy and Language

By Judie Lomax, Psy.D. Board President, American Society for Deaf Children

Welcome to the Fall 2024 Special Conference Edition of the Endeavor, created to accompany this year’s Literacy: Creating Connections with Language conference. I am honored to introduce this special edition, which is centered around the theme Inspiring a World of Possibilities through Literacy and Language. This theme speaks to the very heart of what we strive for in Deaf, Hardof-Hearing, and DeafBlind education—a future where every child has access to the rich world of language and the endless opportunities it opens.

As a mother of a Deaf child, I understand firsthand the importance of early language access and the vital role that literacy plays in shaping a child's future. At ASDC, our mission is clear: to ensure that every child, regardless of hearing ability, has the tools and resources they need to thrive. The contributions within this edition reflect that commitment, offering insights, strategies, and success stories that highlight the progress being made.

Inside, you’ll find articles, plenary presentations, and whitepapers that I believe will not only inform but also inspire you to take action in your own work. Each piece serves as a resource for educators, parents, and advocates alike—equipping us all to build a more inclusive and languagerich future for our children.

Our children deserve nothing less than our full commitment to creating a world where language and literacy are accessible to all. The work we do today lays the foundation for generations of Deaf, Hard-of-Hearing, and DeafBlind children to reach their full potential.

I am excited to share this special edition with you and hope it serves as both a resource and a call to action. Together, we can truly inspire a world of possibilities through literacy and language.

Thank you for your dedication, your passion, and for being part of this vital journey.

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Delta Zeta is a proud partner of the American Society for Deaf Children.

Scan the QR code to learn more about us!

A Clear Path to Inspiring Possibilities Thoughts from ASDC’s Executive Director, Cheri Dowling "If you don’t know where you are going, any road will get you there."

– Lewis Carroll This quote beautifully captures the heart of our mission at the American Society for Deaf Children (ASDC). We know exactly where we are headed—toward a future where every Deaf, Hard-of-Hearing, and DeafBlind child has full access to language and literacy. This clear sense of direction is our guiding compass.

Our theme this year, Inspiring a World of Possibilities through Literacy and Language, reflects the goal we are pursuing. At ASDC, we recognize that language is the key to opportunity. Without it, children face unnecessary barriers, not just in school but throughout their lives. That’s why our work, and the resources provided in this special edition of The Endeavor, are so vital. They are designed to help break down these barriers, offering practical solutions that support children in gaining the language and literacy skills they need to thrive.

In this issue, you will find a wealth of valuable information, including plenary presentations, breakout session summaries, and whitepapers.

These resources offer strategies for creating rich language environments, whether you are a parent, educator, or advocate. Our goal is to empower you to take meaningful steps toward advancing language and literacy access for all children. to take

meaningful steps toward advancing language and literacy access for all children.

The path we are on is clear. We are deeply committed to ensuring that every child—no matter their hearing ability—has the opportunity to succeed. By focusing on early language access and building strong literacy foundations, we can open doors to possibilities that otherwise might remain closed. With the right tools, support, and resources, every child can reach their full potential, and we are here to help make that happen.

I hope this Fall 2024 edition of The Endeavor serves as both a guide and a source of inspiration as we continue this journey together. Whether you are supporting a child at home, in the classroom, or through advocacy, know that your efforts are truly making a difference. Together, we can create a future full of possibilities through the power of language and literacy.

Thank you for your unwavering dedication to our shared mission and to the children we serve. Together, we will continue to move forward with purpose and passion.

Warmly,

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4-week Learn ASL series Enroll now! Classes fill fast! $75 per series for ASDC Members $100 per series for Non-ASDC Members

www.DeafChildren.org FREE Member Workshops ASDC Members have access to exclusive monthly workshops designed to help them support, advocate for, and empower their D/HH child. Check our website for upcoming workshops* such as: Facial Expressions and Feelings in ASL Everything You Need to Know About Name Signs Holiday Signs in ASL and more!! *not an inclusive list; workshops change monthly

CHECK OUT OUR FULL ROSTER OF CLASSES AND WORKSHOPS!

National Association for the Deaf

Research shows 70% of Deaf, DeafBlind, DeafDisabled, and Hard of Hearing children don’t have access to language. And it’s actually worse for BIPOC deaf children. Language deprivation is a devastating reality for many deaf children, and the NAD strongly believes this is a serious and urgent health crisis. To address this, the NAD has developed several documents – we developed two open letters: one for families and for professionals who work with Deaf, DeafBlind, DeafDisabled, and Hard-of-Hearing children. We also developed a position statement that makes policy recommendations to end language deprivation. These three documents are based on a thoroughly researched paper with different research and studies related to language deprivation; it outlines which systematic policy can be improved so all Deaf, DeafBlind, DeafDisabled, and Hard of Hearing children have access to language, from birth to adulthood. To access a language from birth means every deaf child is able to meet expected language milestones, receive language and communication support, and interact with the world without barriers. These factors lead to successful language acquisition for most deaf children.

Every child has the right to access a full language from birth.

OFFICIAL STATEMENT FROM THE NATIONAL ASSOCIATION OF THE DEAF (NAD)

Position Statement [English / Download PDF] [Español]

Open Letter for Families [English / Download PDF] [Español]

Open Letter for Professionals Technial Paper [English / Download PDF] [English / Download PDF] [Español] [Español]

www.nad.org

LITERACY2024 CREATING CONNECTIONS WITH LANGUAGE October 24 - 26, 2024 | Charleston, SC @ Francis St. Marion Hotel

In today's world, literacy remains the foundation of success, particularly for Deaf, Hard-ofHearing, and Deaf-Blind children. Ensuring that they receive the necessary support to develop strong literacy and language skills requires a multifaceted approach, combining interactive education, active reading, parental involvement, and innovative communication methods. This conference aims to equip educators, professionals, parents, and advocates with new tools, research-based insights, and expert perspectives to empower the literacy and language development of the Deaf, Hard-of-Hearing, and Deaf-Blind children and students they serve.

In this edition, you'll find plenaries from the 2024 Literacy Conference, as well as indepth articles and insights from leading professionals in the field. We've also included access to presentations from the breakout sessions, organized according to the conference itinerary.

We hope these pages inspire you and provide practical resources to support the ongoing success and growth of the children and students in your care.

Intersectionality, Language Deprivation & You Morgan Lee, M.Ed., Doctoral Candidate Arlington Public Schools, Arlington, Virginia PLENARY #2 | FRIDAY, OCTOBER 25 8:30 AM

Introduction In education, understanding the complex interplay of identity, privilege, and systemic bias is crucial for fostering equitable learning environments.

Addressing the educational needs of Deaf children from marginalized communities requires a comprehensive understanding of positionality, intersectionality, and the historical and systemic factors influencing their education. By fostering culturally responsive practices and acknowledging the impact of intersecting oppressions, educators can create more inclusive and effective learning environments that support the success and wellbeing of all students.

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Positionality & Intersectionality Positionality is an individual’s context (e.g. race, ethnicity, religion, income, immigration status, disability, etc.) which shapes their identity and how they interpret the world.

Teachers must understand how their positionalities shape their approaches when working with Deaf children (Kincheloe & McLaren, 2002) from marginalized groups.

Deficit thinking-based mindsets which internalize audist assumptions that hearing people are superior to Deaf individuals (Humphries, 1977) and racist anti-blackness attitudes (Dumas & ross, 2016) which treat whiteness as property (Harris, 1993) wherein

racial identities contain more privilege the closer they are to the social construct of white. By analyzing the self, teachers can begin to shift deficit thinking to those of celebration (Horejes, 2009). Deaf children will be shaped by the beliefs teachers hold as students are influenced by these beliefs in constructing meaning in their own lives (Graham & Horejes, 2017). Liberatory practices for Black and Brown Deaf children require education professionals to recognize the power dynamics and privilege which have historically and continue to influence these children’s education.

Intersectionality is the concept that

overlapping oppressions and discriminations caused by having marginalized identities can compound (Crenshaw, 2017). For Deaf children from marginalized communities, there is dual discrimination and institutional oppression from different sources (National Deaf Center, 2020; Stapleton, 2016; Garcia-Fernandez, 2020). Beginning with the establishment of public education, Deaf children from marginalized communities have suffered discrimination through placement in separate schools which were under-resourced and provided instruction, often vocational, which was not at the caliber of their White Deaf peers’ instruction.

After integration, these schools were closed and Black teachers who served the students were fired, resulting in the severing of partnerships with Historically Black Colleges and Universities (McCaskill et al, 2011). The number of BIPOC teachers who work in Deaf education has remained low since (McCaskill et al, 2011).

Public schools have been called “a site of Black suffering” (Dumas, 2014), where discrimination impacts an individual’s well-being (Vargas et al, 2020) and BIPOC youth are more likely to experience societal gaslighting (Tobias & Joseph, 2020). Fugitive space is the concept of students having a safe place outside of an oppressive school system where they can be taught from teachers who themselves have experienced injustice (Stovall, 2020). Fifty-seven percent of Deaf children who attend public schools are from marginalized communities (NCES, 2021), while their teachers are majority white and hearing; fewer than 3% of teachers share an intersectionality of identifying as BIPOC and Deaf (Simms et al., 2008). Deaf children from marginalized communities are entitled to an education environment where they feel valued, are challenged instructionally, and find community.

Social reproduction is the phenomena where internalized expectations of value from society influence an individual to self-realize that internalized value, which can impact them positively or negatively. In the United States, there are many implicit influences from society claiming children from marginalized communities have lower value: higher rates of special education labeling, higher rates of juvenile incarceration, fewer placements into AP courses, and many more. Schools must be sites for countering this societal messaging and instilling in every child a sense of great value. Children who have the greatest need should receive the most qualified teachers and proven resources (Jones, 2023).

Language Deprivation Children who are Deaf or Hard of Hearing (DHH) make up approximately 1-2% of all students receiving special education in the United States. Ninety-five percent of Deaf children are born to hearing parents (Mitchell & Karchmer, 2004) who expect their children to use spoken language Figure The Cover Page of the without realizing that their child3:needs immediate exposure Special Issue of SASLJ to accessible language (Hecht, 2020). Best outcomes for language development require early exposure to accessible language and these outcomes decline the later the exposure (Mayberry & Kluender, 2017; Henner, et al., 2016; Penicaud et al., 2013). Black Deaf individuals are more likely

are more likely to not have access to sign language at a young age (Myers et al., 2010). Families with Deaf children are more likely to report poorer health status, live in singlemother households, and live below the poverty line (Boss, et al., 2011). Deaf children from rural areas (Boss, et al., 2011), children in rural areas with Hispanic families with low caregiver English fluency (Probst et al., 2005), and children with Black families in urban areas (Zeitlin et al., 2016) are more likely not to receive follow-up care or have limited access to care.

It has been suggested that approximately 70% of Deaf children are impacted by language deprivation (Dougherty, 2017). Without a strong first language, Deaf individuals suffer from language deprivation which impacts their neurological development, behavioral and mental health, and language disfluency (Hall et al., 2017). Cognitive activities could be underdeveloped, such as literacy, memory organization, and number manipulation (Humphries, et al., 2012). Language deprivation, which can range from mild to severe (Hall et al., 2017), also causes several deficits, such as struggles to understand time, cause/effect, theory of mind, abstract concepts, the process of learning, emotional regulation, social relationships, appropriate demonstration of emotions, and causes reduced access to information (Glickman & Hall, 2018; Mann, Zhou, McKee, & McDermott, 2007). This can result in language disfluency, stunted academic growth, and limited cognitive capabilities (Dougherty, 2017; NAD, 2023). These are skills that are vital to a student’s success academically and vocationally.

In 2011, 19% of Deaf students were not graduating with a diploma compared with 12% of hearing students and only 24% of the Deaf population received a college degree compared to 39% of the hearing population (RIT, n.d.).

Overall educational attainment statistics demonstrate white Deaf people graduating with higher rates for all levels compared to their Black Deaf peers (Garberoglio et al., 2019). Educational attainment is lower for individuals from marginalized groups, particularly those who are Deaf or Hard of Hearing (Emmett & Francis, 2015). Language deprivation impacts all affected Deaf students’ levels of achievement while perpetuating systemic disparities.

“Deaf children from marginalized communities are entitled to an education environment where they feel valued, are challenged instructionally, and find community.”

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Employment rates for Deaf individuals vary by levels of education, higher levels of education lead to higher rates of employment. For Deaf individuals who did not graduate with a high school diploma, the employment rate in 2011 was 36% while a graduate degree provided an employment rate of 76%. The national unemployment rates were at 8% in 2011; however Deaf individuals without a high school diploma faced 21% unemployment. Wages for employed Deaf individuals with a college degree average around $40,000 per year, while the wages for an employed Deaf individual without a high school diploma average under $8,000 per year (RIT, n.d.). In 2024, the poverty guidelines from the federal government state that a single person earning $15,060 annually is below the poverty line (US Department Health & Human Services, 2024). Individuals who are Deaf or Hard of Hearing are more likely to be unemployed or underemployed (Emmett & Francis, 2015).

Deaf adults who experienced language deprivation as young children are more likely to struggle later in life with mental health (Hindley, Hill, McGuigan, & Kitson, 1994), depression (Kushalnagar, et al., 2011; Leigh & Anthony, 1999; Fellinger et al., 2009), interpersonal trauma (Anderson et al., 2016), and to have difficulty discussing their emotions in therapeutic services (Hall, 2019) resulting in the need for a Deaf Interpreter in addition to an ASL interpreter (Glickman, et al., 2020). Language deprivation is often noted as a “symptom” in Deaf individuals who seek mental health treatment and are subsequently admitted to inpatient hospitals (Black & Glickman, 2006). The Deaf community has a disproportionately high number of mental health concerns (Fellinger, et al., 2012), many of which are related to community and language.

Deaf Education Data From the 1970s through current years, Deaf education programs and the enrollment at these programs have declined as many candidates have decided to pursue ASL interpretation or teaching American Sign Language as a world language elective (Dolman, 2010). This has resulted in a shortage of TOD graduates (CEASD, 2017; Johnson, 2013; Luft et al., 2022), and an even greater shortage of BIPOC and/or Deaf teachers (Simms et al., 2008). Preparation programs also differ greatly in their design, certification Figure 3: The Cover Page of the standards, and communication philosophies (Johnson, 2013).

Special Issue of SASLJ Schools for the Deaf in the United States have had decreasing enrollment numbers since the initiation of the Individuals with Disabilities Act’s predecessor in the 1970s,

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which caused states to keep Deaf students in their local schools rather than sending them to specialized schools.

There are currently approximately 75 residential or day schools for the Deaf across the United States. Of the identified 69,595 Deaf children aged 3-21 (NCES, 2023), 88.1% attend school in a mainstream public school, 8.5 attend a separate school for students with disabilities, 1.5 attend residential Deaf schools, and 1.8% attend private school (NCES, 2021).

In school, Black and Brown DHH children comprise 57.5% of the student population (NCES, 2023), while most educators in Deaf education are White and hearing (Simms et al., 2008). A survey in 2008 found that out of 3,227 professionals in Deaf education, only 22% of teachers and 14.5% of administrators were Deaf; 21.7% of teachers and 6.1% of administrators identified as BIPOC. Only 2.5% of these professionals had the intersectionality of BIPOC and Deaf (Simms et al, 2008). Even as the number of students of color increases, the number of white teachers remains high (Simms et al, 2008). Creating liberatory spaces for DHH children from historically marginalized communities requires Deaf education professionals to recognize the power dynamics and privilege that influence the education of Black and Brown Deaf children.

Culturally Responsive Classroom Mental models are each person’s internalized assumptions and beliefs about the world around them which are shaped through unique, life-long experiences and impact interactions with others. It is typical for the brain to process familiar information as welcomed and unfamiliar information with hostility (Hammond, 2015). When individuals do not push their mental models, they struggle to evolve their thinking and may be limited in how they view the world. By reflecting on themselves and inquiring about others, individuals learn to see other perspectives and narratives in an open-minded way, which allows for mutually beneficial dialogue (Senge, 2012). Teachers must examine their own mental models to be able to work with diverse students.

Teachers of the Deaf must create culturally responsive classrooms where they attend to the neurological needs of students with language deprivation, ensuring that information is provided in a way to support memory and learning while also avoiding creating a threatening environment that stalls learning (Hammond, 2015). Instruction should incorporate students’ funds of knowledge and ways of learning which naturally occur in their homes to create

“The Deaf community has a disproportionately high number of mental health concerns (Fellinger, et al., 2012), many of which are related to community and language.” authentic learning opportunities (Hammond, 2015).

Instruction provided must be memorable, practical and repetition to facilitate the brain’s ability to move short-term memories into working memories and finally into long-term memories where information becomes learned. Classroom content should be visual and at the student’s instructional level, scaffolding material to provide appropriate challenge.

Languaculture is the phenomenon of how language contributes to culture which influences self-identity development. As exposure to Deaf culture tends to take place later in life for Deaf children with hearing parents, teachers must incorporate this into their classroom. Teachers can provide an environment where students conform to “constructions of normalcy” via use of spoken English or “deviance” via use of heritage languages or signed languages (Horejes, 2012). Linguicism is the use of a dominant language to create inequities; the use of multilingualism is a liberatory practice. In the US, the number of households that use heritage languages has increased since 1980. Teachers must provide robust instruction of language to heir students, incorporate conversational and academic language, invite student culture to the classroom, and understand students’ language/s mastery levels (Pizzo, 2016).

Translanguaging is a way for bilinguals or multilinguals to communicate using all linguistic resources to engage with others. All used languages of the student must be honored in the classroom and provided with equitable space. Crip linguistics reminds the educator that there is no “normal” language and that each students’ interactions are unique and diverse. Using linguistic care work, the teacher must validate all communication from a student as meaningful and demonstrate a commitment to understanding (Wolbers et al., 2023). Some language strategies for the classroom are: attend to all communication, scaffold language modeling from student production, instruct using materials at a student’s instructional level, use repetition, incorporate students’ lived experiences, and provide visuals.

Vygotsky introduced the notion of “zone of proximal development” which suggests students have a level of development at which they may work independently, and

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they also have a level of “potential development,” which can be achieved with the assistance of an adult or peers (Dixon-Krauss, 1996). The ability of the educator to assist the student in this growth relies upon the former’s semiotic flexibility, which determines their ability to “provide directives to the child” (pp. 15). Teachers are best able to support their students when they can directly instruct students using ASL (Lillo-Martin & Henner, 2021) fluently, which may be a relevant professional development goal for many hearing teachers (Easterbrooks & Huston, 2007).

To benefit the education of Black and Brown Deaf children, teachers must be trained to use critical pedagogies to ensure all students are active in their own learning to maximize their capabilities rather than allow pervasive systematic racism to determine which students excel.

Students must all be viewed through an asset-based lens.

Curriculum must be developed that focuses on the histories of each student’s background, instructing in structural inequities. Teachers must develop genuine, caring relationships with their students which supports trust building. Time must be invested to understand their students’ background and ensure that students have access to a range of school activities (DeMatthews, 2019).

Curriculum and assessment tools in the United States have been historically and presently developed to center the experiences of white individuals (Ladson-Billings, 1998). As Deaf Black and Brown children are a minority within minority groups (Musyoka, 2022), they are further marginalized. It has been found that there is very little literature designed for Deaf children (Musyoka et al., 2019), and what there is focuses heavily on the disability rather than the person (Golo & Moses, 2013). Teaching must integrate diversity inclusion into the curriculum (Cannon & Luckner, 2016) through use of multicultural literature (Husband, 2019), which represents the cultures of all children in their classrooms (Musyoka & Adeoye, (2021).

Conclusion In summary, the educational experiences and outcomes of Deaf children, particularly those from marginalized communities, are deeply influenced by systemic inequities that intersect along lines of race, language, and disability.

The historical and ongoing challenges faced by BIPOC Deaf students, exacerbated by language deprivation, insufficient resources, and a predominantly white educator workforce, highlight the urgent need for transformative practices in Deaf education. To address these disparities effectively, educators must engage in deep self-reflection to

to understand their own positionality and the implicit biases that shape their interactions with students. Embracing a culturally responsive and asset-based approach is crucial for creating learning environments where all Deaf students, particularly those from historically marginalized backgrounds, can thrive. This involves not only recognizing and valuing the diverse linguistic and cultural backgrounds of students but also implementing instructional strategies that support their unique needs and promote equitable access to knowledge. By fostering a liberatory education system, schools can challenge the systemic barriers that have historically marginalized BIPOC Deaf students and work towards an environment where every student is empowered to reach their full potential.

References Anderson, M. L., Wolf Craig, K. S., Hall, W. C., & Ziedonis, D. M. (2016). A pilot study of deaf trauma survivors’ experiences: Early traumas unique to being deaf in a hearing world. Journal of Child & Adolescent Trauma. doi:10.1007/s40653-016-0111-2.

Black, P. A., & Glickman, N. S. (2006). Demographics, psychiatric diagnoses, and other characteristics of North American Deaf and hard-of-hearing inpatients. Journal of Deaf Studies and Deaf Education, 11(3), 303–321. doi:10.1093/deafed/enj042.

Boss, E. F., Niparko, J. K., Gaskin, D. J., & Levinson, K. (2011). Socioeconomic disparities for hearing-impaired children in the United States. The Laryngoscope, 121(4), 860–866. https://doi.org/10.1002/lary.21460 Cannon, J. E., & Luckner, J. L. (2016). Increasing cultural and linguistic diversity of deaf education teacher preparation programs. American Annals of the Deaf, 161(1), 89-103.

Conference of Educational Administrators of Schools and Programs for the Deaf, Inc.. (2017). Personnel Preparation of Teachers of the Deaf: Shortage Needs to be Addressed. https://www.ceasd.org/wpcontent/uploads/2020/01/Teachers-of-the-Deaf-and-PersonnelPreparation.pdf.

Crenshaw, Kimberlé W. (2017). What intersectionality really means for movements. The Laura Flanders Show. Accessed at https://www.youtube.com/watch?v=9dcj5tegl7I&t=341s.

DeMatthews, D. (2019). Addressing racism and ableism in schools: A DisCrit leadership framework for principals. https://doi.org/10.1080/00098655.2019.1690419 Dixon-Krauss. (1996). Vygotsky in the Classroom: Mediated Literacy Instruction and Assessment. Longman.

Dolman, D. (2010). Enrollment Trends in Deaf Education Teacher Preparation Programs, 1973-2009. American Annals of the Deaf, 155(3), 353–359. https://doi.org/10.1353/aad.2010.0013 Dougherty, E. (2017). Getting the word in. The Brink. https://www.bu.edu/articles/2017/asl-language-acquisition/.

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Dumas, M. J. (2014). ‘Losing an arm’: schooling as a site of black suffering.

Race Ethnicity and Education, 17(1), 1–29. https://doi.org/10.1080/13613324.2013.850412 Dumas, M. J. & Ross, K. M. (2016). “Be Real Black for Me:” Imagining BlackCrit in education. Urban Education, 51(4), 415-442.

Emmett, S. D., & Francis, H. W. (2015). The socioeconomic impact of hearing loss in U.S. adults. Otology & neurotology : official publication of the American Otological Society, American Neurotology Society [and] European Academy of Otology and Neurotology, 36(3), 545–550. https://doi.org/10.1097/MAO.0000000000000562 Fellinger, J., Holzinger, D., Sattel, H., Laucht, M., and Goldberg, D. (2009).

“Correlates of Mental Health Disorders among Children with Hearing Impairments.” Developmental Medicine and Child Neurology 51 (8): 635–41.

Garberoglio, C. L., Stapleton, L., Palmer J., Simms, L., Cawthon, S., Sales, A. (2019). Postsecondary achievement of Black Deaf people in the United States. National Deaf Center. https://nationaldeafcenter.org/wpcontent/uploads/2019/07/Postsecondary-Achievement-of-Black-DeafPeople-in-the-United-States_-2019-7.23.19ENGLISHWEB.pdfGlenn B. Anderson, & Cynthia A. Grace. (1990, December 31). Black Deaf Adolescents: A Diverse and Underserved Population. Volta Review, 93(5), 73–86. http://eric.ed.gov/?id=EJ443030 García-Fernández, C. (2020). Intersectionality and Autoethnography: DeafBlind, DeafDisabled, Deaf and Hard of Hearing-Latinx Children Are the Future. Journal Committed to Social Change on Race and Ethnicity (JCSCORE), 6(1), 41–67. https://www.jstor.org/stable/48644510 Glickman, N. S., Crump, C., & Hamerdinger, S. (2020). Language Deprivation Is a Game Changer for the Clinical Specialty of Deaf Mental Health. JADARA, 54(1), 54. Retrieved from https://repository.wcsu.edu/ jadara/vol54/iss1/4 Golos D. B., & Moses, A. M. (2013). Rethinking the portrayal of deaf characters in children’s picture books. Frontiers in Psychology, 4(889). doi:10.3389/fpsyg.2013.00889 Graham, Patrick J. & Horejes, Thomas, P. (2017). Why Positionality Matters in Deaf Education Research: An Insider Ethnographic Perspective. In S. W. Cawthon & C. L. Garberoglio (Eds.), Research in Deaf Education: Contexts, Challenges, and Considerations (pp. 55-74). Oxford University Press; 1st edition. https://doi.org/10.1093/oso/9780190455651.003.0003.

Hall, M. (2019). Critical Disability Theory. Stanford Encyclopedia of Philosophy. Retrieved from https://plato.stanford.edu/ENTRIES/disabilitycritical/.

Hall, W.C., Levin, L.L., Anderson, M.L. (2017). Language deprivation syndrome: A possible neurodevelopmental disorder with sociocultural origins. Social Psychiatry and Psychiatric Epidemiology. 52(6),761-776.

Hammond, Z. L. (2015). Culturally responsive teaching and the brain. Corwin Press.

Henner, J., Caldwell‐Harris, C. L., Novogrodsky, R., & Hoffmeister, R. (2016).

American sign language syntax and analogical reasoning skills are influenced by early acquisition and age of entry to signing schools for the deaf. Frontiers in Psychology, 07. https://doi.org/10.3389/fpsyg.2016.01982

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References cont.

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Hindley, P., Hill, P. D., McGuigan, S., & Kitson, N. (1994). Psychiatric disorder in deaf and hearing impaired children and young people: A prevalence study. Journal of Psychiatry and Psychology, 35, 917–934.

Mann, J. R., Zhou, L., McKee, M., & McDermott, S. (2007). Children with hearing loss and increased risk of injury. Annals of Family Medicine, 5, 528– 533.

Horejes, T. (2009). Constructions of deafness: Exploring normalcy and deviance within specific social representations. Journal of Human Development, Disability, and Social Change, 18(2), 7–22.

Mayberry, R. I., & Kluender, R. (2017). Rethinking the critical period for language: New insights into an old question from American Sign Language.

Bilingualism: Language and Cognition, 21(5), 886–905. https://doi.org/10.1017/s1366728917000724

Horejes, T. (2012). Social constructions of deafness: Examining deaf languacultures in education. Social Constructions of Deafness: Examining Deaf Languacultures in Education. 1-295.

Humphries, T. (1977). Communicating across cultures (Deaf/hearing) and language learning. (Unpublished doctoral dissertation). Union Graduate School, Cincinnati, OH. Humphries, T., Kushalnagar, P., Mathur, G., Napoli, D. J., Padden, C., Rathmann, C., & Smith, S. (2012). Language acquisition for deaf children: Reducing the harms of zero tolerance to the use of alternative approaches.

Harm Reduction Journal, 9(1). https://doi.org/10.1186/1477-7517-9-16 Husband, T. (2019). Using multicultural picture books to promote racial justice in urban early childhood literacy classrooms. Urban Education, 54(8), 1058-1084. https://doi.org/10.1177/0042085918805145

McCaskill, C., Lucas, C., Bayley, R., Hill, J. C., Anderson, G. B., Dummett, R., Baldwin, P., & Hogue, R. (2011). The Hidden Treasure of Black ASL: Its History and Structure (1st ed.). Gallaudet University Press.

Mitchell, R.E., & Karchmer, M.A. (2004). Chasing the Mythical Ten Percent: Parental Hearing Status of Deaf and Hard of Hearing Students in the United States. Sign Language Studies 4(2), 138-163. https://doi.org/10.1353/sls.2004.0005.

Musyoka, M. M. (2022). Confronting assumptions in immigrant multilingual deaf education: Redefining deaf education. In M. Musyoka (Eds.), Deaf education and challenges for bilingual/multilingual students (pp. 40-60).

Hershey, PA: IGI Global. https://doi.org/10.4018/978-1-7998-8181-0.ch002

Johnson, H. A. (2013). Initial and ongoing teacher preparation and support: current problems and possible solutions. American Annals of the Deaf, 157(5), 439–449. https://doi.org/10.1353/aad.2013.0005

Musyoka, M. M., & Adeoye, S. O. (2021). Designing an inclusive culturally competent classroom for immigrant deaf students in the United States. In K. Sprott, J. O’Connor Jr., & C. Msengi (Ed.), Designing culturally competent programming for PK-20 classrooms (pp. 180-197). Hershey, PA: IGI Global. https://doi.org/10.4018/ 978-1-7998-3652-0.ch010

Jones, F. (2020, April 3). Jeff Duncan Andrade – Disrupting systems of social reproduction. liberate.ed. https://liberate-ed.com/2020/04/03/jeffduncan-andrade-disrupting-systems-of-social-reproduction/

Musyoka, M. M., Alawad, H., & Adeoye, S. (2019). Supporting diversity inclusion in deaf early childhood/elementary classrooms using literature.

Presented at the 46th Annual ACE-DHH Conference, Atlanta, GA.

Kincheloe, J. L., & McLaren, P. (2002). Rethinking critical theory and qualitative research. In Y. Zou & E. T. Truba (Eds.), Ethnography in schools: Qualitative approaches to the study of education (pp. 87–138). Lanham, MD: Rowman & Littlefield Publishers.

Myers, C., Clark, M.D., Musyoka, M.M., Anderson, M.L., Gilbert, G.L., Agyen, S., Hauser, P.C. (2010). Black Deaf Individuals’ Reading Skills: Influence of ASL, Culture, Family Characteristics, Reading Experience, and Education.

American Annals of the Deaf 155(4), 449-457. doi:10.1353/aad.2010.0044.

Kushalnagar, P., Topolski, T., Schick, B., Edwards, T, Skalicky, A., and Patrick, D. (2011). “Mode of Communication, Perceived Level of Understanding, and Perceived Quality of Life in Youth Who Are Deaf or Hard of Hearing.”

Journal of Deaf Studies and Deaf Education 16:512–23.

National Association of the Deaf. (2023). Language Deprivation. https://www.nad.org/language-deprivation/

Ladson-Billings, G. (1998) Just what is critical race theory and what's it doing in a nice field like education?, International Journal of Qualitative Studies in Education, 11:1, 7-24, DOI: 10.1080/095183998236863 Leigh, I. W., and Anthony S. (1999). “Parent Bonding in Clinically Depressed Deaf and Hard-of-Hearing Adults.” Journal of Deaf Studies and Deaf Education 4 (1): 28–36 Lillo-Martin, D., & Henner, J. (2021). Acquisition of Sign Languages. Annual review of linguistics, 7, 395–419. https://doi.org/10.1146/annurev-linguistics043020-092357 Luft, P., Fischgrund, J.E., Eardley, A., Tanner, C., & Reusser, J. (2022).

Identifying Well-Prepared Teachers of Deaf and Hard of Hearing Students: Federal Legislation Versus Inconsistent State Requirements. American Annals of the Deaf 167(2), 101-122. doi:10.1353/aad.2022.0024.

National Center for Education Statistics. (2021). Percentage distribution of school-age students served under Individuals with Disabilities Education Act (IDEA), Part B, by educational environment and type of disability: Selected years, fall 1989 through fall 2021. https://nces.ed.gov/programs/digest/d22/tables/dt22_204.60.asp National Center for Education Statistics. (2023). Children and students 3 to 21 years old served under Individuals with Disabilities Education Act (IDEA), Part B, by age group and sex, race/ethnicity, and type of disability: School year 2022-23. https://nces.ed.gov/programs/digest/d23/tables/dt23_204.50.asp National Deaf Center. (2020, September 30). [Video]. Rezenet MogesRiedel, “What is intersectionality?” Youtube. https://www.youtube.com/watch?v=s0ML_DG3otE Pénicaud, S., Klein, D., Zatorre, R. J., Chen, J., Witcher, P., Hyde, K. L., & Mayberry, R. I. (2013). Structural brain changes linked to delayed first language acquisition in congenitally deaf individuals. NeuroImage, 66, 42– 49. https://doi.org/10.1016/j.neuroimage.2012.09.076

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References cont.

Pizzo L. (2016). d/Deaf and Hard of Hearing Multilingual Learners: The Development of Communication and Language. American annals of the deaf, 161(1), 17–32. https://doi.org/10.1353/aad.2016.0017 Probst, J. C., Moore, C. G., & Baxley, E. G. (2005). UPDATE: Health insurance and utilization of care among rural adolescents. The Journal of Rural Health, 21(4), 279–287. https://doi.org/10.1111/j.17480361.2005.tb00096.x RIT Libraries (n.d.) Deaf demographics and employment. RIT Libraries.

Retrieved from https://infoguides.rit.edu/deafemploy/contents.

Senge P. M. (2012). Schools that learn : a fifth discipline fieldbook for educators parents and everyone who cares about education (First revised).

Crown Business.

Simms, L., Rusher, M., Andrews, J.F., & Coryell, J. (2008). Apartheid in Deaf Education: Examining Workforce Diversity. American Annals of the Deaf 153(4), 384-395. doi:10.1353/aad.0.0060.

Stapleton, L. D. (2016). Audism and racism: The hidden curriculum impacting black d/Deaf college students in the classroom. Negro Educational Review, 67(1-4), 149-169. Retrieved from https://www.proquest.com/scholarlyjournals/audism-racism-hidden-curriculum-impacting-blackd/docview/1926479445/se-2 Stovall, D. (2020). On knowing: willingness, fugitivity and abolition in precarious times. Journal of Language & Literacy Education, 16(1). http://files.eric.ed.gov/fulltext/EJ1253892.pdf Tobias, H., & Joseph, A. (2020). Sustaining systemic racism through psychological gaslighting: Denials of racial profiling and justifications of carding by police utilizing local news media. Race and Justice, 10(4), 424455.

United States Department of Health & Human Services. (2024). Poverty Guidelines. https://aspe.hhs.gov/topics/poverty-economicmobility/poverty-guidelines Vargas, S. M., Huey Jr, S. J., & Miranda, J. (2020). A critical review of current evidence on multiple types of discrimination and mental health.

American Journal of Orthopsychiatry, 90(3), 374.

Wolbers, K., Holcomb, L., & Hamman-Ortiz, L. (2023). Translanguaging Framework for Deaf education. Languages, 8(1), 59. https://doi.org/10.3390/languages8010059 Zeitlin, W., Auerbach, C., Mason, S. E., Spivak, L., & Reiter, B. (2016). Factors Related to Not Following Up with Recommended Testing in the Diagnosis of Newborn Hearing Loss. Health & Social Work, 42(1), 24–31. https://doi.org/10.1093/hsw/hlw061

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A native of Virginia, Morgan earned their credentials from Boston University, Gallaudet University, and Harvard Business School Online. They have worked in Massachusetts, Washington D.C., and Virginia as a teacher and administrator in public, private, and public separate schools since 2013.

Morgan is currently a doctoral student at American University.

CARTER HEARS! THE TEAM WITH HEART

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“Carter Hears! committed to providing consistent services to include direct and indirect related services as well as coaching support and consultation.

They were readily available in-person to provide the necessary services and to build trusting relationships with our families and staff.”

Carter Hears! is unique in many ways. It’s founder, Mariann Carter, is a CODA and a third-generation Deaf Educator. This contributes a wealth of perspective and experience to the team and impacts how the team approaches education for Deaf and Hard-of-Hearing students. Carter Hears! Demonstrates a commitment to hiring Deaf adults, honors communication needs and preferences, and prioritizes inclusivity.

Changing the Face of Deaf Education is approached in various ways at Carter Hears! not only through quality, tailored services that are delivered by professionals, but also through professional development opportunities. Professional development opportunities are hosted annually with Educator Series workshops and EIPA cohorts. Publications are available to learn more about the developmental approaches implemented with Carter Hears!. There are new career opportunities available at Carter Hears! as the team with heart grows to impact more DHH students and collaborate with professionals in the community.

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The Language of Emotions Jo Ann Mackinson, Ph.D.

BREAKOUT #7 | SATURDAY, OCTOBER 26

Abstract Mental health issues and needs with children and adolescents have always been an issue and they have continued to increase secondary to the COVID pandemic. “In the 10 years leading up to the pandemic, feelings of persistent sadness and hopelessness—as well as suicidal thoughts and behaviors—increased by about 40% among young people”, according to the Centers for Disease Control and Prevention’s (CDC) Youth Risk Behavior Surveillance System.” (Abrams, 2023). As these issues and needs increase, parents often struggle to find providers who are available and who have the skill set to work with children and teens. Schools continue to try to expand their mental health services across all grade levels. The United States Surgeon General (2022) has issued several reports on the mental health concerns of our youth. This paper will focus on what we can do to help our children identify, express and regulate their emotions which will, in large measure, help them feel better, have more success in school and relationships and succeed across all domains of their lives.

Emotions are a beautiful, richly textured, colorful language. They deserved to be celebrated and understood. At times, our deaf and hard-of-hearing children may have difficulty identifying the emotions they may be feeling and may have even more difficulty expressing their feelings and regulating them. It is of vital importance that families and school staff work in tandem to help our deaf and hard-of-hearing youth develop the necessary skills related to the Language of Emotions.

Schools have begun embracing the concept of Social Emotional Learning (SEL) and are ensuring that teachers and counselors use SEL in an effort to teach and support our students. So, what is Social Emotional Learning? The Collaborative for Academic, Social, and Emotional Learning (CASEL) identifies several domains for Social Emotional Learning: Self Management, Self Awareness, Social Awareness, Relationship Skills and Responsible Decision Making.

All knowledge is connected to all other knowledge. The fun is in making the connections.

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Arthur Aufderheide

How do we help our youngest children understand their emotions? For our youngest children, it is important to have visual images which can provide an understanding of the emotion, what it may look like and the word attached to the feeling. Here are some examples of images which can be used. For our youngest children, the visual images and the language used should be clear and simple.

The goal of SEL is not only to educate youth as to the identified domains but to also help them internalize the necessary skills and strategies which will enhance each domain and to normalize them such that they are a part of everyday life. When children are able to identify their feelings, they are better able to manage them. When they are able to manage their emotions they will be equipped to have good social awareness and will have the ability to engage in healthier relationships. Finally, they will be able to make responsible decisions, based on their ability to reason rather than react.

Emotions are an organic part of who we are. The Amygdala is the part of the brain which we call the Emotional Brain. It is often ignited quickly and it often has overwhelming control. The Cortex is the Thinking or Reasoning Part of the brain. It is slow to wake up and slow to bring a measure of control to the often overpowering Amygdala. It is important for all of us to help our deaf and hard-of-hearing children to understand that emotions are real and a part of who they are. We need to show them the words/signs for emotions and remind them that everyone has many emotions. Most importantly of all, we need to equip them with the skills to regulate their emotions by helping them understand that, when they do so, the thinking brain is able to bring a measure of control over the emotional brain. When the Emotional Brain is in the lead, the Thinking or Rational Brain is unavailable.

For our older children, we can show them more complex images and descriptive words.

One of my favorite images to use is a poster which has the emotions signed, along with the words describing those emotions.

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In 1980 Robert Plutchik constructed a wheel-like diagram of emotions visualizing eight basic emotions, plus eight derivative emotions each composed of two basic ones. All of these tools help our children learn about the natural emotions they experience and will assist them in learning how to manage them.

How do we help our youngest children understand their emotions? For our youngest children, it is important to have visual images which can provide an understanding of the emotion, what it may look like and the word attached to the feeling. Here are some examples of images which can be used. For our youngest children, the visual images and the language used should be clear and simple.

References Richmond, LM. (2022). Surgeon General Calls for Action to Address Youth Mental Health Crisis. Psychiatric News, 57,(2) https://doi.org/10.1176/appi.pn.2022.2.11 Abrams, Z. (2023) 2023 Trends Report: Kids’ mental health is in crisis. Here’s what psychologists are doing to help. American Psychological Association - Monitor on Psychology. 54(1), 63 youth mental health. https://www.apa.org.trends improving youth mental health.

Dr. Mangliano (2017) suggests that there are 5 ways in which we can promote social-emotional learning in children: 1) Be a good emotional role model, 2) Be an “emotion coach”, 3) Read books with social-emotional plots, 4) Give choices, 5) Use positive discipline strategies. He states “There is a common theme in these strategies. Children need to be taught and to have opportunities to practice social-emotional skills, in much the same way that they learn how to read and solve math problems.”

Once our children can identify their emotions, they are able to learn the skills to begin to manage them. Teaching them simple strategies, such as deep breathing, provides them with an opportunity to slow down their emotional brain and begin to exercise their reasoning brain to selfregulate. Once their reasoning brain is engaged, they are able to think more clearly, access their strategies, and make more responsible decisions. There are a variety of strategies which children can use and these strategies are very dependent on what the child thinks will work best. Working in tandem with each child, helping them to identify what strategy will help them remain calm so that they can think clearly is important. Adults should not be forcing strategies on the kids. Of course, with the youngest of our children, we will need to suggest ideas. It is important for the children to feel ownership of their strategies as they will be more likely to use them when needed. Valuing the Language of Emotions will lead to healthier, happier children and will contribute to their success throughout their lives.

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Francis, J, Chin, T-, Vella-Broderick, D (2020). Examining Emotional Literacy Development Using a Brief On-Line Positive Psychology Intervention with Primary School Children. International Journal of Environmental Research and Public Health, 17, 7612. https://www.pubmed.ncbi.nlm.nih.gov › 33086643 Greenberg, M. T., & Kusché, C. A. (1998). Preventive interventions for school-age deaf children: The PATHS curriculum. Journal of Deaf Studies and Deaf Education, 3(1), 49-63. https://doi.org/10.1093/oxfordjournals.deafed.a014340 Benton, TD, MD1,2; Boyd, RC PhD1,2;. Njoroge WFN, MD1,2 (2021) Addressing the Global Crisis of Child and Adolescent Mental Health. JAMA Pediatrics. 175(11):1108-1110. https://jamanetwork.com>journals.jamapediatrics.

Joseph, G., Strain, P., Ostrosky, M.M. (2005) Fostering Emotional Literacy in Young Children: Labeling Emotions. Center for the Social and Emotional Foundations for Early Learning. https://www.csefel.vanderbilt.edu>briefs>wwb21.

Dr. Mackinson has been involved with the Deaf Community for decades. She taught deaf children for 12 years at the Kendall Demonstration Elementary School. She left to study Clinical Psychology at Gallaudet University, graduating in 1996. She completed a Post-Doctoral fellowship in Forensic Psychology at the Harvard Medical School and worked in that field for a time. She returned to Maryland and had an extensive private practice for 9 years. While in private practice, Dr. Mackinson also worked part-time as Psychologist at the Springfield Hospital Center's Deaf Unit for 11 years. Currently, Dr. Mackinson is the School Counselor, Middle School, at the Columbia Campus of the Maryland School for the Deaf.

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Literacy and Communication for the DeafBlind Student with Cortical/Cerebral Visual Impairment Rebecca Hommer & Jennifer Willis BREAKOUT #4 | FRIDAY, OCTOBER 25

Learners who are DeafBlind are entitled to specialized instruction in the areas of literacy and communication.

School systems serve as a primary source for teaching DeafBlind students how to access the world around them. However, gaining appropriate access to literacy activities and meaningful communicative interactions are not typically achieved for most students who are DeafBlind (Bruce & Bashinski, 2017). Researchers Luckner, Bruce, and Ferrell (2016) and Bruck, Luckner and Ferrell (2018) reveal that literacy and communication for students with dual sensory loss is inadequately supported within the educational system.

Literacy and strong communication skills are the keys to social and economic opportunities. Statistics show that students who are DeafBlind, with or without additional challenges, are often excluded from meaningful career opportunities. A study completed by Petroff and Panscofar (2018) indicates that 43% of high-school-aged students with DeafBlindness with additional challenges were not invited to participate in vocational education. This collection of findings provides an insight into how important literacy and communication is to independence, economic viability, and social interactions.

Literacy and communication experiences begin at birth. For DeafBlind children, these experiences must incorporate the materials and media that are specially designed for them. All children have the right to accessible language, and for this there are two options: spoken or signed. Signed language, which is generally presumed to be a visual form of communication, may be presented tactilely to individuals with limited or no vision. Communication is a much broader term, incorporating various modalities and tools to focus more on the simple exchange of thoughts and ideas rather than the way in which that exchange occurs. Communication and language should both be modeled, practiced, and explored in organically occurring situations with a child who is DeafBlind and include rich opportunities for social interactions. Literacy activities must be taught with intentionality and efficacy and provide accommodations that support their unique requirements for gaining access to visual materials.

How do educators, parents, and caregivers ensure that children who are DeafBlind receive instruction and interventions that lead to independence, self-determination, self-advocacy, literacy, and reciprocal communicative interactions?

“A special kind of beauty exists which is born in language, of language, and for language.”

Gaston Bachelard

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The steps to self-fulfillment for students who are DeafBlind include appropriate assessment, individualized accommodations, access to social interactions, and interventions designed to address the specific needs of the student who is DeafBlind. In direct correlation to the aforementioned steps, the educators, parents, and caregivers must have an understanding of how students who are deafblind will accept the activities and internalize the meanings in a manner that is substantial and significant for their personal learning styles (Edwards, 2024).

Assessments for students who are DeafBlind with Cortical/Cerebral Visual Impairment (CVI) must include a functional vision assessment designed specifically for students with a neurologically based visual impairment. The assessment should be completed by a person who is familiar with the particular assessment. The assessor must have an understanding of how to interpret the student’s visual behaviors. When the assessment is completed and the report written, the document should note how the child is using their vision across settings and activities as well as a list of recommendations for using their vision to access information.

A student who is DeafBlind should have an evaluation of their expressive language. For a child who is prelinguistic, the Communication Matrix can be used to inform school staff, parents, and caregivers of the student’s level of expressive communication, strategies to individualize and facilitate communication with a particular child, and the next steps for creating goals and objectives that will scaffold their expressive communication skills until they reach abstract language. A document created by Jennifer Willis and Christopher Russell combines the information from the functional vision assessment with the information gained from the Communication Matrix to provide additional information on supporting the student as they work toward improving their ability for expressive communication.

To gain equitable access to educational materials, students who are DeafBlind require specialized instruction, assessment, and intervention. These academic processes must be designed specifically for students with dual sensory loss. Effective instruction for students who are DeafBlind will require engagement from school systems, educators, parents, caregivers, and most importantly, the student.

References Available Upon Request

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Dr. Rebecca Hommer is an Educational Specialist with Connections Beyond Sight and Sound, the DeafBlind Project of Maryland and DC. She is a lifelong learner who has earned degrees/endorsements in the areas of Teacher of Students with Visual Impairment, Orientation and Mobility Specialist, Teacher of the DeafBlind, and Early Childhood Special Educator.

Jennifer Willis has certifications in Special Education/Deaf Education and Early Childhood. She also has training and experience working with children who have CVI. As the Project Coordinator for the MD/DC DeafBlind Project, her main focus is educating deaf children with disabilities/deafblind, including those with complex learning needs.

CREATING MEANING WITH LANGUAGE: SOCIALCONSTRUCTIONS IN EARLY INTERVENTION Bettie Petersen M.Ed, PhD and Thomas Horejes, Ph.D., CDI PLENARY #3 | SATURDAY, OCTOBER 26

Each day we are involved in creating meaning in our lives and the lives of those we interact with. The words we choose convey our beliefs – regardless of our intentions.

So much of what we believe about the world came from our earliest interactions with our families. What they said about various ideas or topics and how they said it shaped our earliest understanding of the world. Our language and culture are intrinsically connected (languaculture). As we grew into adults, we began to question some of those beliefs as we worked to understand who we were. In the case of deaf/hard of hearing individuals, their beliefs about who they are and can be are shaped by the earliest language interactions – not just what is communicated but how it is communicated.

As an early intervention provider, Bettie is interested in how early intervention impacts hearing parents’ beliefs about deafness. As a former educator, Thomas is interested in how language and educational settings create what deafness means for deaf/hard of hearing students. This article will look at both researchers’ work and how it can inform our constructions of deafness .First, we must understand the social construction theory.

Generally, it is that our beliefs about ourselves and others are based on our experiences in the world. From the perspective of the hearing world, deafness is considered a disability. The social construction of disability theory is based on the idea that internal and external factors mediate the extent to which a condition a person has results in a disability. For example, if a person is nearsighted, the condition itself does not automatically

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Eresult in a disability. Rather, the perception of nearsightedness, the access to corrective lenses, and how people treat the person either creates or negates a disabling barrier.

There are many factors that contribute to an individual’s construction. Location, finances, culture, religion, age, gender, ethnicity/race, laws, climate, entertainment, and language – to name a few. Each of these factors can either create or negate disabling barriers. For example, your location could either have trained early intervention providers nearby – or not. You may have only seen deaf people portrayed in movies as sympathetic characters or as powerful heroes. You may be embarrassed to see people use sign language or be impressed by the beautiful dance of it. Whatever the construction, it is not in itself right or wrong. Rather, we seek to understand how our constructions may be increasing or decreasing disabling barriers.

Bettie’s research looks at what hearing parents believed about deafness before their child was identified and what they believe now, as well as what factors contributed to their construction. Most parents said they knew very little about deafness except that it meant a person “couldn’t hear.” From their hearing perspective, they had only learned to understand deafness from a deficit perspective and could only see the barriers deafness could create. After their early intervention experiences, most parents could see that deafness did not have to be a disability with the right support.

Parents mentioned that the main sources of information that impacted their beliefs were other hearing parents with deaf/hard of hearing children (54%), professionals (SLPs, audiologists, early intervention providers – 45%), and Deaf adults (24%) (Petersen, 2022). This means that the most impacting information hearing parents get about deafness is from other hearing people. Most of these parents continued to see deafness from a hearing perspective but had learned tools for assimilating their child into the hearing world – one way to reduce disabling barriers. Those parents in the study who interacted with Deaf adults, felt the best way to reduce barriers was to give their child access to both spoken and signed languages. We see from these examples how parents’; beliefs inform their language choices for their d/hh child.

Thomas’ research looks at how language and education choices – oral or ASL - impact the child’s construction of deafness (Horejes, 2012). He found that the oral school tended to see deafness as a deficit to be “fixed” through spoken language and assimilation into the wider hearing world. This school tended to have white, upper/middle class students and teachers. The families were able to be more involved in the child’s education and therapy. The teachers were trained as speech language pathologists.

The focus in the classroom was often on vocabulary and speech production as well as auditory access. The ASL school used visual access to language to teach content and culture. The ASL classroom tended to have students from more diverse families and from lower income households. The family involvement was varied.

This school had teachers trained as liberal arts educators through using ASL – a bilingual bicultural approach. The focus of the classroom was on learning more content and having more peer interaction.

The families in Bettie’s case study wanted to reduce any barriers for their children by offering both spoken language and ASL. They felt that offering spoken language would reduce barriers in the wider world and in their extended family. However, they strongly felt that, based on their interactions with Deaf adults, they should also include ASL to support their identity development.

One mom said that all the deaf adults she spoke to said that they wished they had known ASL as a child and that their families could communicate with them. One father said that all the research they read and the Deaf adults

they met said they should learn ASL to give their child options later in life.

Thomas’ research also found that these two opposing languacultures “result in too many young deaf children experiencing varying states of linguistic and cognitive deprivation” (Bailes in Johnson, 2011, p. 81). However, there is no reason that these two approaches cannot work together for the benefit of each child. There are many ways to be deaf. One way to support this collaboration is, instead of asking “how will this approach ‘fix’ this person,” ask “how will these accommodations benefit this diverse person?”

The question still is: how do these constructions impact the deaf/hard of hearing child? According to Wilkinson and Morford (2020), “a family’s openness to bilingualism conveys their acceptance of deafness, the ways of the deaf community, and the language of the deaf community. This communicates to deaf children that their families accept and embrace them” (p. 1335).

Bilingualism as multiple languacultures would also provide ways that “students’ identity options and their views of their own potential are expanded as they engage directly to their lives and the power relations that exist both in their own society and globally” (Cummins, 2000, p. 263).

Schools play “powerful and exacting roles in the creation and maintenance of social constructions such as language and culture for deaf children” (Horejes, 2012, p. vii) as well as unique opportunities to obtain a valuable education. Often the way the system is set up forces families to choose one language/ one culture over another when educating their child. This is a barrier in the system that continues to disable deaf/hard of hearing children. As we think about our own roles in a deaf individuals’ lives, how are we creating barriers? What are we doing to reduce barriers? What perceptions do we have of our language(s)? Could our bias be blinding us from providing options that could benefit the deaf/hard of hearing child and their family?

The beautiful part of social construction theory is that it involves all of us. We each play a part in each other’s constructions. Which means we can change what we believe or understand at any time and that change can

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at any time and that change can have a ripple effect on others’ understanding. “What and who others, as well as we, are depends upon our relationships with them and what we choose to make of us” (Bogdan & Taylor, 1989, p. 146). May we choose to open our eyes each day and look within ourselves and choose what part we intend to play.

References Bogdan, R., & Taylor, S. J. (1994). The social meaning of mental retardation: Two life stories. New York, NY: Teachers College Press.

Cummins, J. (2000). Language, power, and pedagogy: Bilingual children in the crossfire. Toronto, Canada: Multilingual Matters.

Horejes, T. (2012). Constructions of Deafness: Examining deaf languacultures in education. Washington DC: Gallaudet University Press.

Johnson, J. L. (2011). International leaders summit: Using dialogue to center the conversation on the education of deaf children and youth in the 21st century. American Annals of the Deaf, 156(2), 75– 86.

Petersen, B. T. (2022). How hearing parents with deaf or hard of hearing children construct deafness through their early intervention experience [doctoral dissertation, University of New Mexico]. https://digitalrepository.unm.edu/educ_llss_etds/138 Wilkinson, E., & Morford, J. (2020). How bilingualism contributes to healthy development in deaf children: A public health perspective. Maternal and Child Health Journal, 24, 13301338. https://doi.org/10.1007/s10995-020-02976-6

Bettie Petersen earned her M.Ed in Deaf Education Early Intervention and PhD in Educational Linguistics. She has been working for the New Mexico School for the Deaf for the past 15+ years in Early Intervention. Her passion is supporting parents and children as they realize their potential together through language.

Thomas Horejes, Ph.D. has decades of academic, professional, and personal experience in early intervention including advocacy, legal analysis, and program development/assessment. Tommy currently serves on the Board for Deaf Youth Sports Foundation (dysf.org) and Vice Chair of Maryland Department of Health’s Early Hearing Detection and Intervention Advisory Council.

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Connect with the Deaf Community SignOn connects the hearing and Deaf communities through authentic virtual learning interactions. Through the Deaf Ambassador program for adults, parents can improve their ASL skills, connect with members of the Deaf community, and increase their awareness of Deaf culture. Deaf and hard-of-hearing kids can communicate and connect with each other through the Friends Like Me program!

ASDC members are eligible for five 30-minute sessions of SignOn – FREE! ($125 value) Sessions can be used for either program or split up between them).

Not a member yet? Join us!

Membership is just $35 a year for Family/Individual

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Special Education Today: A Leadership, Education, and Advocacy Program for the Latino Community Are you a Spanish-speaking family in Washington, DC with a child with a disability? (“Disability” includes: developmental disabilities, deaf, hard-of-hearing, deafblind, blind, or a combination of two or more disabilities) Join us for a series of online workshops designed to support and empower you!

FREE Spanish-speaking families with children who have a disability (Birth to 21) Focus: Deaf and hard-of-hearing youth, but all disabilities are welcome Monthly Online Workshops covering essential topics in special education, leadership, and advocacy Gain valuable insights on special education, leadership, and advocacy Connect with other families facing similar challenges All classes will be presented in Spanish, interpreters will not be provided

About ASDC’s Special Education Today Program: "Special Education Today: A Leadership, Education, and Advocacy Program for the Latino Community" is a dedicated initiative aimed at empowering Spanish-speaking families with children who have developmental disabilities. Our program focuses on providing valuable resources and support through monthly virtual workshops led by Spanish-speaking experts. With a particular emphasis on the Deaf and hard-of-hearing community, the American Society for Deaf Children (ASDC) is proud to offer this program as we foster leadership and advocacy skills within Latinx families, enhancing their children's educational experiences.

Join us as we build a supportive community and create lasting positive impacts in the lives of our children.

This is FREE program going on NOW! Sign up today!

Who Can Join: Other families are welcome to apply, but priority will be given to DC residents.

Must have a child with a disability, who is Deaf/Hard-of-Hearing, or both.

Secure your spot in this transformative program!

To register, use the QR code or visit us at https://bit.ly/SpecialEducationToday Questions? Please email Yiesell Huerta at yiesell@deafchildren.org or call 909.325.5089 Funding for this program has been provided by:

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The Breakout Sessions Summaries of the 2024 Breakout Session Presentations.

Full Session Presentations can be found at www.DeafChildren.org

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ESSENTIAL SKILLS FOR LITERACY. LANGUAGE AUTOMATICITY AND PATTERING Pamela Decker-Wright, MA, MEd, Dr. Deanna L. Gagne This presentation challenges traditional views of literacy, advocating for a broader skill set beyond reading and writing, including automaticity and contextual responsiveness. It discusses language development as a complex interplay of patterns, emphasizing early exposure's crucial role. To foster literacy, modeling, varied exposure, and practice are essential. We aim for automaticity and contextual flexibility in language, not just fluency.

Through interactive discussions, we explore these concepts and offer strategies for caregivers and educators. Additionally, we examine the use of the "Six-Plus-One Traits of Writing" curriculum to assess language and aid reading and writing development. This presentation enriches language education and research approaches.

MAXIMIZE LANGUAGE ACQUISITION WITH ASL RHYMES, RHYTHM AND REPETITION Laura Blum The developing human brain is captivated by repetitive patterns of rhymes and rhythm. While hearing children are immersed daily with catchy children's songs, nursery rhymes, lullabies and stories that incorporate rhythm and rhyming, deaf children cannot fully access or benefit from spoken rhymes. In addition, rhymes in English are often lost when translated in American Sign Language. Rhyming in American Sign Language has been around for centuries. This presentation will provide research, share practical strategies and introduce resources that can help parents and professionals maximize language acquisition with DHH children using ASL rhymes, rhythm and repetition.

ITS ALL ABOUT ME: USING THE ECCDHH AS A TOOL FOR LITERACY Susie Tiggs

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LITERACY EXPERIENCES FOR YOUNG CHILDREN, AGES 0-9 WITH CEREBRAL/CORTICAL VISUAL IMPAIRMENTS Suzanne Dinwiddie, M.Ed., COMS, CTVI, CEIM , and Janéa Johnston, M.Ed. CTVI, TOD/HH Literacy is commonly defined as the ability to read and write. This definition of literacy excludes some children who have complex sensory, physical, or developmental issues. This workshop expands the definition of literacy and explores the integrated process that develops gradually from birth and is built upon learning from experiences, development of concepts, and provided in a communication format that the individual with Cerebral/Cortical Visual Impairments (CVI) understands. The instructional techniques and tips presented during this training are evidence-based practices for increasing early literacy skills and focus on young individuals that are not responding to traditional forms of learning and communication due to sensory deficits or complex learning/medical challenges.

SUPPORTING READING THROUGH FINGERSPELLING: RESEARCH AND PRACTICE Brittany Lee, Kristen Secora Deaf education, especially related to language and literacy instruction, has historically been polarized and debated. Using Vygotsky’s sociocultural theoretical framework, which includes the principles of polyglossia, strengths-based practices, and zone of proximal development, participants will learn how to change the deaf education narrative from remedial-based to sociocultural, strengths-based practices.

UNLOCKING LITERACY IN DEAF CHILDREN USING ASL/ENGLISH BILINGUAL STRATEGIES Dr. Leonard Granda

There has been limited empirical evidence of successful reading teaching strategies designed to increase English reading comprehension in immigrant deaf youth who use several languages. This qualitative case study focus on the interaction between the researcher and a English Language Learner (ELL) deaf youth on reading comprehension using a three-pronged tools: Repeated Reading, culturally relevant picture book, and American Sign Language (ASL)/English bilingual strategies over a six-week period. Running Record is an authentic formative assessment tool used to track reading miscues while reading out aloud English passages that are culturally familiar to the participant.

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MULTI-MODAL LANGUAGE ACQUISITION: ACCESS TO LANGUAGE AND LEARNING FOR ALL Cindy Camp, Sharon Riggs Children are able to learn multiple languages simultaneously and this can lead to several cognitive advantages. Research has found that bilingual individuals show improved executive function, increased metalinguistic skills, and less cognitive decline with age. This presentation will look at resources for providing deaf children with access to sign language, spoken language, and text. By using a combination of all three in the home and classroom children can increase their vocabulary, improve reading comprehension, and enhance their overall communication abilities.

THE IMPORTANCE OF TOUCH FOR YOUNG LEARNERS WITH HEARING AND VISION LOSS Susanne Morgan Morrow IFor decades, the field of education of DeafBlind children has embraced respectful, hand-under-hand communication techniques (Miles, Barbara. 2003, Moss, Kate. 2005) to enable and empower early learners and has relied on research supporting the critical aspect of touch in early cognitive and communication development (Nicholas, Jude. 2010). Over the past decade there has been a major shift in the way touch is being used by and with DeafBlind adults, particularly with making distinctions between traditional Tactile American Sign Language (TASL) and Protactile Language (PTL) (Edwards, Terra.

2014).

LANGUAGE PROFILES AND PLANS FOR MULTIMODAL-MULTILINGUAL COMMUNICATORS Dr. Jodi L. Falk, Kimberly Ofori-Sanzo, MS, PhD, and Janelle Brown, CCC-SLP, TSSLD, SBL This presentation provides a detailed explanation of a schoolbased approach to the development and implementation of language profiles and planning for Deaf, DeafBlind & Deaf Disabled students. This overview includes considerations for multimodal multilingual communicators inclusive of ASL, TactileASL, Tangible Symbols, PECS, AAC devices & Spoken English.

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TYING IT ALL TOGETHER: SCIENCE OF READING FOR STUDENTS WHO ARE DEAF OR HARD OF HEARING Stacey Tatera Most states around the nation have recently begun to require literacy instruction aligned with the Science of Reading, which includes phonics-based instruction. What does this look like for Deaf and Hard of Hearing students? This session includes a review of reading research and practice for Deaf and Hard of Hearing learners and presents evidence-based instructional strategies that are aligned with Science of Reading principals and that target the unique learning styles and abilities of Deaf and Hard of Hearing children.

PLAY-BASED LEARNING FOR LENGUA DE SEÑAS MEXICANA (LSM) REINFORCEMENT Guillermo Hernández Santana, Erik A. Arellano Hernández, Coral I. Guerrero Arenas The literature reports that deaf children often imitate the nonmanual gestures of the spoken language with which they are in contact at an early age. At the same time, they acquire the manual configuration, the movement of the signs, as well as the location of the signs in the signing space. However, in Mexico, the literature also reports lags at the educational level. This is coupled with the fact that there is not so much didactic and ludic material that considers the linguistic parameters of LSM. In this research, we propose the creation of three digital games that integrate these phonological parameters through the discrimination and execution of monomorphemic signs in LSM.

VISION AND HEARING CONSIDERATIONS WHEN WORKING WITH STUDENTS WHO ARE DEAFBLIND: TWO CASE STUDIES THAT DEMONSTRATE PRACTICAL STRATEGIES TO INCREASE COMMUNICATION AND LITERACY Dr. Donna Carpenter, Corinne Miller, MA This session will look at two different students who are DeafBlind and how understanding their vision and hearing access provided their teams information to transform instruction. The use of “availability to learn” will be used throughout the session. This session will provide functional, best practice strategies we can all implement that will ensure access to information, environments, friendships, concepts, communication and LITERACY. Intervention plans will be shared that demonstrate how to implement strategies.

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STRATEGIES TO ASSESS AND TEACH FUNCTIONAL SKILLS AND LITERACY SUPPORT FOR STUDENTS WHO ARE DHH. Michelle Andros Teachers, Administrators and Parents often participate in conference sessions that focus on research based information and theory based practices in the field of Deaf Education.

Participants leave sessions with a wealth of knowledge, but no practical application skills for using the information to actually "teach" the skills. This interactive session, Strategies to Assess and Teach ECC Functional Skills and Literacy Support for Students who are DHH, will provide participants useful strategies for teaching students Pre-K to 12, the necessary skills they need to be successful in the general education environment.

EXPANDING VOCABULARY: THE SCIENCE OF READING IN VOCABULARY INSTRUCTION

Megan Havens, Kim Schlatter Vocabulary plays an integral role not only in language but also in the learning process, reading comprehension, and overall academic achievement (Beck, McKeown, & Kucan, 2013). Deaf and hard-of-hearing (DHH) students can face vocabulary challenges due to limited opportunities for incidental learning when compared to hearing peers. They may struggle to infer word meanings from print, particularly if their reading lacks diversity and repetition of encountered words. Deaf and hard of hearing students require explicit, direct instruction in vocabulary with frequent opportunities for practice. Participants will learn best practices and recommendations for vocabulary instruction for DHH students.

BUILDING THE BRIDGE: LANGUAGE AND LITERACY Monica Martin, Alexia Stepp Language deprivation is the lack of language exposure during a child’s age of acquisition which impacts language development, academic success, and cognitive capabilities. Many Deaf children in the United States public school system are graduating without the readiness skills needed for post-secondary endeavors. In this article, the impact of language deprivation in the areas of academic achievement, vocational opportunity, and emotional regulation is reviewed.

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LITERACY FOR THE DEAFBLIND STUDENT WITH CVI Dr. Rebecca Hommer, Jennifer Willis Literacy and communication skills for students who are DeafBlind are often under-developed and inefficient (Dowdall, et al., 2020). Building literacy skills for our learners with dual sensory loss begins with an assessment that accurately captures their strengths and outlines their areas of need (Roman-Lantzy, 2019). To engage students with complex learning needs in literacy activities, educators must carefully and intentionally plan interventions that support the students' unique learning styles and provide access to the learning environment. This session will focus on using the information provided by the student's functional vision assessment to identify the materials that will best support literacy activities for students who are DeafBlind with CVI.

DEAF CHILDREN, HOME LANGUAGE ENVIRONMENTS, AND RECIPROCAL + CONTINGENT FAMILY INTERACTIONS Dr. Oscar Ocuto Dr. Ocuto will share data from a phenomenological study (and recent publication) that explored the home language environments of five signing families with deaf children. The study documented insights into how language use in deaf children’s HLEs uncovered family interactions as a fundamental building block to critical thinking skill development.

LEADERSIP AND LITERACY: EMPOWERING FAMILIES ON THE PATH TO LITERACY Amanda Campbell As parents, we’ve all heard about learning to read so that we can read to learn. However, the path to literacy is more than that. It’s about language and connection. As a parent of children who are deafblind, I’m using our story to highlight examples of professionals that mentored us as we navigated the complex emotions involved in raising children who are deafblind and how we learned to embrace our role as family leaders empowered to teach and advocate for our children as they learned to read.”

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TEAMWORK MAKES THE LRE WORK Kayla Prevatte, Brooke Jones Research shows consistent collaboration and communication between educators and service providers is critical when providing academic instruction to deaf/hard of hearing (DHH) students in any setting. For us, this is when teachers of the deaf, general education teachers, and sign language interpreters work closely with DHH students in the least restrictive environment (LRE), a general education classroom. Utilizing resources and data collection, the presenters will share the importance of effective educational teams for maximizing student learning and growth. Throughout our experience, data collection, and student work samples, we can show the positive role and effectiveness collaboration can have on a student who may otherwise be in a self-contained environment for academic instruction.

WRITING CAN BE FUN V. Lynn Small Dunn, MEd. Typically most Deaf/Hard-of Hearing(DHH) students tend to have a negative perception of the writing process. This session will focus on activities, ideas, and resources which will aid in putting a positive spin on the writing process. Techniques will be discussed that can be used to make writing a more positive experience for DHH students. Creative writing activities will be shared around a Halloween theme ,as well as, activities which will include a literary piece and ideas for developing vocabulary and reading skills dealing with setting, main character, and supporting details.

NAVIGATING THE INTERSECTION: LITERACY INSTRUCTION STRATEGIES FOR DEAF STUDENTS WITH AUTISM Dr. Felicia Rutledge This session will explore the intersection of deafness and autism spectrum disorder (ASD) in the context of literacy development among K-12 students. Drawing upon existing literature and empirical evidence, this paper will identify current gaps in understanding and supporting literacy outcomes for this unique population. It will propose evidence-based strategies and interventions tailored to the needs of deaf students with ASD, aiming to bridge existing gaps and promote improved literacy skills.

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THE LEVELING THE PLAYING FIELD LANGUAGE ACQUISITION PROGRAM: ORIGINS AND IMPLEMENTATION Amy Andersen, Michelle Cline, Stephanie Renart Language deprivation is a nationwide epidemic despite Early Intervention (EI) programs for deaf babies. EI provides at-home services and assumes caregivers are with their babies during the day to use their learning strategies. However, most parents work full-time, and their children attend daycare. This presentation will describe a pilot program for families whose deaf babies were in daycare without full access to a natural language. Deaf Language Associates (DLA) were placed in classrooms with Deaf babies for twenty-five hours a week. The program’s success resulted in state legislature funding and statewide adoption. As the program grows, further research is needed to explore the benefits.

CREATIVE WRITING CAN WORKSHOPING BE FUN V. Lynn Small Dunn, MEd.FOR THE UNIQUE BRAINSTORMING STUDENT IN YOUR CLASSstudents tend to have Typically most Deaf/Hard-of Hearing(DHH) aMorgan negativeLee perception of the writing process. This session will focus on activities, ideas, and resources which will aid in putting a An openspin workshop Morgan Lee Techniques to explore and unique positive on thewith writing process. will discuss be discussed challenges in your classroom.

Participants are encouraged to that can be used to make writing a more positive experience for bring real-world scenarios for group discussions or individual DHH students.

Creative writing activities will be shared around a consultations.

This workshop offers a collaborative space Halloween theme ,as well as, activities which will include afor literary creative problem-solving. piece and ideas for developing vocabulary and reading skills dealing with setting, main character, and supporting details.

CREATING THE BIG PICTURES: EXPERIENCES AND CONCEPT DEVELOPMENT Susie Tiggs True comprehension of language for students who are deafblind or who are deaf and have developmental delays is dependent on their understanding of the concepts behind the language and vocabulary. For this unique group of students, concept development does not often happen incidentally. How can we ensure that students have access to the tools needed to ensure concept development? Come find out!

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FORM, CONTENT, USE: LANGUAGE DEVELOPMENT AS EASY AS 1, 2, 3 Kandice Hunt, M.Ed., TBRI Practitioner In this session, paticipants will: 01 Identify and define the three interrelated components of language: form, content, and use 02 Use developmental milestones to create integrative and robust IEP goals.

03 Categorize developmental milestones in Listening and Spoken Language and American Sign Language into the categories of Form, Content, and Use.

THE LANGUAGE OF EMOTIONS Jo Ann Mackinson WRITING CAN BE FUN The Language of Emotions!

V. Lynn Small Dunn,Emotions MEd. are a beautiful, richly textured, colorful language. They deserved to be celebrated! At times, our deaf Typically most Deaf/Hard-of Hearing(DHH) tend to have and hard-of-hearing children may have difficultystudents expressing their feelings and perception regulating them.

Emotions an organic of who a negative of the writingare process.

This part session willwe are. The the partand of the brain which we will call aid the Emotional focus onAmygdala activities,is ideas, resources which in putting a Brain.

It isspin often quicklyprocess. and it often has an overwhelming control. positive onignited the writing Techniques will be discussed The Cortex is the Thinking Part of the brain. It is slow to wake up and that can be used to make writing a more positive experience for slow to bring a measure of control to the often overpowering Amygdala.

DHH students. Creative writing activities will be shared around a It is important for all of us to help our deaf and hard-of-hearing children Halloween theme ,as well are as, activities include We a literary to understand that emotions real and a which part ofwill themselves. need piece and ideas for developing vocabulary and reading skills to show them the words/signs for emotions and remind them that dealing setting, main character, and supporting details. everyonewith has many emotions.

Most importantly of all, we need to equip them with the skills to regulate their emotions and to help the thinking brain bring a measure of control over the emotional brain. Emotional Literacy is important to their overall wellness and success!

METALINGUISTIC BRIDGING: ENHANCING ENGLISH LITERACY FOR DEAF CHILDREN THROUGH AMERICAN SIGN LANGUAGE Emily Jo Noschese, Do-Hong Kim This research aims to explore how metalinguistic skills in American Sign Language (ASL) can enhance English literacy, specifically through direct grammar instruction within the Bilingual Grammar Curriculum (BGC). Prior studies have noted a connection between proficiency in signed and written languages but lack insight into coordinated bimodal bilingual teaching outcomes. The absence of tailored bilingual programs forces educators to improvise, resulting in inconsistent language and literacy outcomes for Deaf children. By evaluating formal ASL instruction's impact on English skills, this study seeks to improve Deaf children's literacy outcomes in both languages.

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PREVIEWING TO REVIEWING: CREATING MEANINGFUL LITERACY EXPERIENCES THROUGH SOCIAL STORIES AND EXPERIENCE BOOKS Krista Olsen, Minnie Lambert During this session, participants will learn how to create a social story to prepare a complex learner for a new experience.

Presenters will discuss the components of a social story and how to make it accessible for a learner’s unique needs. Participants will then learn about the benefits of an experience book for both communication and literacy. During this session, attendees will have the opportunity to create components of both a social story and an experience book for a student/child.

THANK YOU.

To our co-hosts, sponsors, presenters, esteemed colleagues, and guests for lending your expertise and presence to our 2024 Conference - Literacy: Creating Connections with Language.

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