This webinar will be hosted via Zoom for national and international attendees on Sunday, August 23, 2026 from 4:00 - 6:00 pm ET.

Speaker Disclosures:

Financial disclosures: Kim is the owner of Language First and is receiving payment for presenting.

Nonfinancial disclosures: Kim is a member of ASHA, ABCLLD, and ABDHHS.

Course Description:

Language deprivation is not solved by simply surrounding a child with ASL. It requires intentional, structured, and experiential teaching that bridges conceptual gaps and builds true linguistic competence. This session unpacks what purposeful ASL immersion might look like for students who do not yet have a complete first language (L1). Participants will explore intentional language instruction, including concept anchoring, experiential learning, structured repetition, and explicit language modeling. Through lesson plan examples and practical demonstrations, attendees will gain strategies for designing purposeful immersion environments that actively build language. Practical tools will be shared so participants leave ready to implement immediately.

Agenda

4:00-4:15: Immersion framework and possible year-long structure

4:15-4:45: Foundational concepts behind ASL immersion for students with language deprivation

4:45-5:30: Sample case studies and lesson plans

5:30-5:50: Teamwork: making a lesson plan together!

5:50-6:00: Discussion, Q&A

Learner Outcomes:

Participants will be able to:

1. State the difference between ASL exposure and intentional language instruction

2. Identify instructional shifts necessary for students with language deprivation

3. Design at least one lesson that intentionally builds conceptual understanding and linguistic structure

Registration information:

This is a digital purchase only; no physical ticket is provided. A form will populate for you to complete your registration and then your purchase will be added to your cart in the upper right-hand corner of the screen. You will receive an email with instructions on how to participate as well as a Google Calendar invite with the Zoom link one week prior to the event. Registration ends one day prior to the webinar. All registrants will receive a copy of the presenter’s PowerPoint and the presentation recording. Please email info@language1st.org with any questions.

This webinar will be hosted via Zoom for national and international attendees on Thursday, August 6, 2026 from 5:00 - 7:00 pm ET.

Speaker Disclosures:

Financial disclosures: Erica is receiving an honorarium from Language First for presenting.

Nonfinancial disclosures: Erica has no relevant non financial disclosures.

Course Description:

Language deprivation remains one of the most significant risks facing Deaf and Hard of Hearing children, yet it is often misunderstood or incorrectly attributed to hearing loss itself. This presentation explores the critical role of early language access in supporting cognitive, social-emotional, and academic development. Participants will examine the difference between hearing loss and language deprivation, review current research on early language acquisition, and discuss common misconceptions that can influence decision-making and service delivery. The presentation will also explore the experiences of families following a diagnosis of hearing loss, including information overload, decision-making challenges, and the importance of culturally responsive support. Through the Community Health and Literacy Program (CHLP), a Deaf-led, home-based language access program serving families across Michigan, participants will learn how Deaf mentors, family engagement, and community connections can help support language development and prevent language deprivation. Attendees will leave with practical strategies for promoting language access, supporting families, and fostering collaboration among professionals, Deaf adults, and communities to improve outcomes for Deaf and Hard of Hearing children.

Agenda

5:00-5:10: Introduction, presenter background, and learning objectives

5:10-5:30: Understanding language deprivation and the importance of early language access

5:30-5:50: Research and developmental outcomes, current research on early language access and academic outcomes

5:50-6:10: Family experiences and culturally responsive support and family engagement

6:10-6:35: CHLP case study, why CHLP was created, outcomes, lessons learned, and family success stories

6:35-6:45 Practical strategies and key takeaways, what professionals, families, and communities can do

6:45-7:00: Q&A

Learner Outcomes:

Participants will be able to:

1. Define language deprivation and distinguish it from hearing loss, including its impact on cognitive, social-emotional, and academic development

2. Describe the importance of early language access and identify strategies that support language development in Deaf and Hard of Hearing children

3. Identify practical approaches for supporting families, promoting language access, and fostering collaboration among professionals, Deaf adults, and communities

Registration information:

This is a digital purchase only; no physical ticket is provided. A form will populate for you to complete your registration and then your purchase will be added to your cart in the upper right-hand corner of the screen. You will receive an email with instructions on how to participate as well as a Google Calendar invite with the Zoom link one week prior to the event. Registration ends one day prior to the webinar. All registrants will receive a copy of the presenter’s PowerPoint and the presentation recording. Please email info@language1st.org with any questions.

This webinar will be hosted via Zoom for national and international attendees on Sunday, September 13, 2026 from 4:00 - 6:00 pm ET.

Speaker Disclosures:

Financial disclosures: Will benefits from the sale of his book, The Deaf Baby Instruction Manual, and is receiving payment from Language First for presenting.

Nonfinancial disclosures: Will is the father of a Deaf child. He sits as a volunteer on the board of California Educators of the Deaf (CAL-ED) as director of family involvement, and on EHDI's Parent to Parent advisory committee as a co-chair. Additionally, Dr. Ofori-Sanzo, founder of Language First, contributed a forward to his book.

Course Description:

This presentation will be a multimedia overview of books as essential tools for child-rearing. It will detail the benefits of story time for deaf and hard of hearing (DHH) kids and their parents. These benefits get into areas of cognitive, linguistic, and social development that go way beyond literacy. Covering from birth to early elementary, it will include an extensive review of children's literature with a bibliography of more than 80 titles, highlighting the many ways books can support growth and connection in families.

Agenda

4:00-4:05: Introduction

4:05-4:15: Books as a parenting tool

4:15-4:30: Raising a deaf reader

4:30-4:45: Barriers to reading

4:45-4:50: The horde of books

4:50-4:55: ASL books & books with DHH characters

4:55-5:00: Concept books & counting books

5:00-5:05: Books with word balloons

5:05-5:10: Action books

5:10-5:15: Theory of mind and narrative competence-builders

5:15-5:20: Wordless books

5:20-5:25: Comic books & graphic novels

5:25-5:30: Abject crap

5:30-5:45: Classics of the genre

5:45-6:00: Q&A

Learner Outcomes:

Participants will be able to:

1. Articulate multiple benefits of reading with deaf and hard of hearing children for parents and caregivers, including the ways books support direct and incidental learning, signed and spoken language development, and critical social-emotional connections

2. State multiple overlapping strategies to support themselves or the families they serve to regularly read and share books with their deaf and hard of hearing children

3. Name multiple book titles that support specific aspects of deaf and hard of hearing children's development

Registration information:

This is a digital purchase only; no physical ticket is provided. A form will populate for you to complete your registration and then your purchase will be added to your cart in the upper right-hand corner of the screen. You will receive an email with instructions on how to participate as well as a Google Calendar invite with the Zoom link one week prior to the event. Registration ends one day prior to the webinar. All registrants will receive a copy of the presenter’s PowerPoint and the presentation recording. Please email info@language1st.org with any questions.

*IF YOU ARE THE PARENT OF A DEAF CHILD, PLEASE EMAIL INFO@LANGUAGE1ST.ORG TO WAIVE THE REGISTRATION FEE.

This webinar will be hosted via Zoom for national and international attendees on Sunday, December 6, 2026 from 5:00 - 7:00 pm ET.

Speaker Disclosures:

Financial disclosures: Kim is the owner of Language First and is receiving payment for presenting.

Nonfinancial disclosures: Kim is a member of ASHA, ABCLLD, and ABDHHS.

Content disclosure: This presentation will focus solely on the Language First Early Language Centers (ELCs).

Course Description:

This session introduces a scalable Early Language Center (ELC) model designed to ensure early, robust language access for Deaf and hard of hearing children through bilingual ASL–English development and intentional family involvement. Participants will explore the core components of the ELC model, including Deaf-centered practice, language-rich environments, family coaching, and coordinated services—and how this approach bridges long-standing gaps between early intervention and educational systems. We’ll share how ELCs function as both a clinical and community-based solution, offering a replicable framework that can be adapted nationwide. Language deprivation is not inevitable—it is fully preventable. This session challenges us to move from awareness to action and to reimagine what true language equity can look like for Deaf children and their families.

Agenda

5:00-5:30: Early Language Environments (ELEs)

5:30-6:00: ELEs for DHH Children

6:00-6:40: Early Language Centers (ELCs)

6:40-6:45: Future Directions

6:45-7:00: Q&A and discussion

Learner Outcomes:

Participants will be able to:

1. Define the core components of the Early Language Center (ELC) model

2. Explain how Deaf-centered, bilingual ASL–English environments support early brain and language development

3. Apply key principles of the ELC framework to their own setting

Registration information:

This is a digital purchase only; no physical ticket is provided. A form will populate for you to complete your registration and then your purchase will be added to your cart in the upper right-hand corner of the screen. You will receive an email with instructions on how to participate as well as a Google Calendar invite with the Zoom link one week prior to the event. Registration ends one day prior to the webinar. All registrants will receive a copy of the presenter’s PowerPoint and the presentation recording. Please email info@language1st.org with any questions.

This webinar will be hosted via Zoom for national and international attendees on Monday, July 27, 2026 from 6:00 - 8:00 pm ET.

Speaker Disclosures:

Financial disclosures: Karen, Julie, Christina, and Courtney receive salaries from CCCBSD.

Nonfinancial disclosures: Karen is Board president of Hands & Voices HQ. Julie, Christina, and Courtney have no relevant non financial disclosures.

Course Description:

The Children’s Center for Communication/Beverly School for the Deaf is recognized for its expertise in educating deaf and hard of hearing children with additional needs. Building on this foundation, the school developed an innovative, inclusive bilingual, multimodal early childhood program grounded in evidence-based practices, family-centered principles, and expertise in ASL, spoken language development, and multimodal approaches to language learning. The program is guided by the understanding that language development is not linear and that each child’s language journey is unique. The program features three interconnected classrooms offering ASL, spoken language, and multimodal learning environments. Families identify their child’s initial placement, while children are encouraged to move between classrooms and language environments based on interest and engagement. This flexible structure supports agency, confidence, and individualized language exploration. Ongoing assessment and data collection are used to monitor progress, inform instruction, and support collaborative decision-making with families. This presentation will examine the design and implementation of the program, including language planning, family engagement, interdisciplinary collaboration, classroom structure, and assessment practices. Presenters will share lessons learned, examples of student growth, and parent perspectives through video testimonials. Participants will gain practical strategies for creating flexible, inclusive early childhood environments that support individualized language development, social-emotional growth, and Kindergarten readiness.

Agenda

6:00-6:20: Introduction and historical and parent perspectives

6:20-7:00: Bilingual multimodal classroom structure

7:00-7:20: Morning Meeting and Center Time

7:20-7:30: Assessments -

7:30-7:35: Parent Perspective

7:35-7:45: Closing

7:45-8:00: Q&A

Learner Outcomes:

Participants will be able to:

1. Describe the core components of a bilingual-bimodal or multimodal early childhood program for deaf and hard-of-hearing children, including the integration of ASL, spoken language, Deaf Culture, and inclusive practices

2. Identify strategies for creating family-centered programming that honors family choice, child choice, and individualized communication pathways

3. Examine how interdisciplinary Deaf/hearing teams can collaborate to design classroom environments, staffing models, curriculum, and assessment systems that support language, developmental, and social-emotional growth

Registration information:

This is a digital purchase only; no physical ticket is provided. A form will populate for you to complete your registration and then your purchase will be added to your cart in the upper right-hand corner of the screen. You will receive an email with instructions on how to participate as well as a Google Calendar invite with the Zoom link one week prior to the event. Registration ends one day prior to the webinar. All registrants will receive a copy of the presenter’s PowerPoint and the presentation recording. Please email info@language1st.org with any questions.

This webinar will be hosted via Zoom for national and international attendees on Sunday, October 4, 2026 from 1:00 - 4:00 pm ET.

Speaker Disclosures:

Financial disclosures: Amanda is receiving payment from Language First for presenting.

Nonfinancial disclosures: Amanda is a member of RID and NAIE. In collaboration with Dr. Laura Polhemus (Bethel University), she is researching neurodiversity in the interpreting profession and runs @SLINeurodiversity on FB/IG.

Course Description:

Neurodiversity has become a hot topic on social media, however, research and discussions have been limited within the interpreting field despite many neurodivergent interpreters and consumers regularly experiencing stigma due to their perceived differences. Systemic barriers within the medical, mental health, and education systems have a profound impact on hard of hearing, d/Deaf, DeafBlind, and DeafDisabled consumers. Specifically, BIPOC students are significantly less likely to receive a diagnosis and more likely to be referred for disciplinary action compared to white students. For Deaf students, access to diagnoses and accommodations is further complicated by the fact that assessments are standardized towards the hearing norm and administered in English. In addition to embracing their intersectional identities, it is critical to gain a better understanding of neurodiversity as a whole in order to address the unconscious bias, stigma, and discrimination.

Drawing from lived experience, professional practice, and research, Amanda will introduce participants to the behavioral, socio-emotional, linguistic, and ethical considerations interpreters encounter while working with neurodivergent hard of hearing, d/Deaf, DeafBlind, and DeafDisabled students in educational settings. As participants examine these considerations and the stigma surrounding neurodiversity, they will also integrate research and best practices to develop strategies for ethical, effective, and neuro-affirming interpreting services as part of the educational team.

Although this workshop is presented from an interpreter’s perspective, teachers, related service providers, and other educational team members are welcome to attend.

Agenda

1:00-1:05: Introduction & Educational Objectives

1:05-1:50: Stigma & Stereotypes

1:50-2:30: Behavioral & Social-Emotional Considerations

2:30-3:00: Linguistic Considerations

3:00-3:45: Ethical Considerations

3:45-4:00: Wrap-Up: Q&A, References & Resources

Learner Outcomes:

Participants will be able to:

1. Provide at least two examples of how students are impacted by the intersectionality of race, deafness, neurodivergence, and/or other identities.

2. Describe at least one consideration from each of the following categories: behavioral, socio-emotional, linguistic, and ethical.

3. Integrate research in order to formulate interpreting strategies to utilize while working with neurodivergent students, including atypical language users, such as teaming, technological resources, and props.

Registration information:

This is a digital purchase only; no physical ticket is provided. A form will populate for you to complete your registration and then your purchase will be added to your cart in the upper right-hand corner of the screen. You will receive an email with instructions on how to participate as well as a Google Calendar invite with the Zoom link one week prior to the event. Registration ends one day prior to the webinar. All registrants will receive a copy of the presenter’s PowerPoint and the presentation recording. Please email info@language1st.org with any questions.

This webinar will be hosted via Zoom for national and international attendees on Sunday, August 16, 2026 from 4:00 - 6:00 pm ET.

Speaker Disclosures:

Financial disclosures: Steven and Kandice are receiving honorariums from Language First for presenting. Dr. Farmer is the owner of DeafEd Dynamics.

Nonfinancial disclosures: Steven and Kandice have no relevant nonfinancial disclosures.

Content disclosure: This presentation will focus on TBRI®.

Course Description:

Deaf and Hard of Hearing (DHH) individuals experience Adverse Childhood Experiences (ACEs) at twice the rate of the general population (NCTSN, 2006; Anderson et al, 2016). Compounding risk factors contribute to the relational trauma experienced by DHH individuals, including language development, caregiver grief, access to care and community, timeliness of diagnosis, multiple transitions, and overall family stress (NCTSN, 2006; Rosenzwieg, 2023; Anderson et al, 2016). Additionally, DHH individuals have other intersectionalities that increase the risk of experiencing early relational trauma, such as low socio-economic status, being minorities, being in foster care, being adopted, and being immigrants (Anderson et al, 2016). Toxic stress caused by relational trauma impacts the 5 Bs: Brain, Body, Biology, Behavior, and Beliefs (KPICD, 2023). Research has shown that language deprivation has similar effects (Anderson et al, 2017; Hall, 2017; Rosenzweig, 2023; Signs for Hope, 2025). As professionals working with DHH children, it is imperative to act as investigators to determine the needs behind the behavior and to establish an environment in which children impacted by trauma and language deprivation gain a voice.

Felt-safety is established through implementing environmental changes and using engagement strategies such as predictable routines with visuals, transition warnings, connected rituals, eye contact, nurturing touch, and playful engagement. Maintaining connection and attunement to the child’s needs helps professionals meet needs, preventing challenging behaviors. Regulation is mitigated through sensory-integrative activities and explicitly taught for mental well-being. TBRI® is a trauma-informed, attachment-based practice that is effective with children who have experienced severe and chronic trauma in early childhood. The practices are grounded in years of experience, neuroscience research, and attachment science, which have a profound impact on all individuals. This presentation will specifically discuss the practice of TBRI® with DHH children. In conclusion, we will review available resources to gain a deeper understanding of trauma-informed, attachment-based practices, facilitating further learning.

Agenda

4:00-4:15: Introduction & why we do this work

4:15-4:30: Prevalence of Trauma among DHH populations

4:30-4:45: Impacts of trauma on the brain, body, biology, behavior, and beliefs

4:45-5:00: Intro to TBRI® and Three Pillars of Trauma-Wise Care

5:5:45: Overview & Applications of TBRI® Principles

5:45-6:00: Q&A

Learner Outcomes:

Participants will be able to:

1. State the intersection of trauma and deafness.

2. Explain the impact of trauma experienced by abused and language-deprived Deaf/Hard of Hearing (DHH) children.

3. Apply trauma-informed strategies to support children throughout their healing process and language development

Registration information:

This is a digital purchase only; no physical ticket is provided. A form will populate for you to complete your registration and then your purchase will be added to your cart in the upper right-hand corner of the screen. You will receive an email with instructions on how to participate as well as a Google Calendar invite with the Zoom link one week prior to the event. Registration ends one day prior to the webinar. All registrants will receive a copy of the presenter’s PowerPoint and the presentation recording. Please email info@language1st.org with any questions.

This webinar will be hosted via Zoom for national and international attendees on Wednesday, October 14, 2026 from 6:00 - 8:00 pm ET.

Speaker Disclosures:

Financial disclosures: Dr. Zarchy receives a salary from California State University, Sacramento and summer income from Gallaudet University. He is also receiving an honorarium from Language First for this webinar.

Nonfinancial disclosures: Dr. Zarchy has no relevant non financial disclosures.

Course Description:

Language deprivation in deaf and hard of hearing children is a developmental emergency, and identifying it early is critical. Yet many families lack clear guidance on whether their child is getting enough language access at home. The Language Access Profile Tool (LAPT) was designed to fill that gap — it helps evaluate how accessible the home language environment actually is for a deaf or hard of hearing child, including in households where both spoken and signed language are used. This study asked a crucial question: does limited language access at home predict whether a child hits key language milestones? The findings have direct implications for early intervention, helping clinicians and educators work with families to identify and address gaps in their child's language environment before those gaps become lasting.

Agenda

6:00-6:10: Introductions and disclosures

6:10-6:30: Background literature - what we already know

6:30-6:55: Methods with brief demonstration

6:55-7:20: Results of this study

7:20-7:45: Discussion and future directions

7:45-8:00: Q&A

Learner Outcomes:

Participants will be able to:

1. Explain the need to measure the home language environment to better understand language deprivation in deaf children

2. Identify strengths and weaknesses of the Language Access Profile Tool as a measure of Limited Access

3. Demonstrate how the present data provide evidence for the predictive validity of the Language Access Profile tool, as evidenced by the link between estimates of Limited Access and the likelihood of missing key language milestones

Registration information:

This is a digital purchase only; no physical ticket is provided. A form will populate for you to complete your registration and then your purchase will be added to your cart in the upper right-hand corner of the screen. You will receive an email with instructions on how to participate as well as a Google Calendar invite with the Zoom link one week prior to the event. Registration ends one day prior to the webinar. All registrants will receive a copy of the presenter’s PowerPoint and the presentation recording. Please email info@language1st.org with any questions.