Freeing the Butterfly Conference:
Language Access for Deaf and Hard of Hearing Children
Welcome to our first-ever Freeing the Butterfly Conference! This conference is hosted by Language First in collaboration with the North Carolina Association of the Deaf (NCAD) and the North Carolina American Sign Language Teacher Association (NCASLTA). The target audience for this event is general education and medical providers, including speech-language pathologists, audiologists, doctors, educators, and other professionals who may be new to ASL-English bilingualism.
Wednesday, November 6
7:30 - 8:30 pm - Freeing the butterfly: The what, why, who, and how of the matter
rachel zemach
Session description:
My goal will be to give the audience an intimate, heartfelt, compelling overview of the inter-relationship between staff attitude/action and outcome for DHH students, especially in mainstream schools. I will mention my experience in Deaf schools as a counterbalance but the focus will be mainstream environments, and the ability— and accountability —of staff to do good work there.
Agenda:
7:30-7:45: Real-life anecdotes of how different approaches have played out in for DHH students in school settings
7:45-8:00: Four case studies involving four DHH students and how they interfaced with school staff
8:00-8:15: Summarizing what it all means; causes, impact, and what we can do to change the outcome
8:15-8:30: Q&A
Learner Outcomes:
By the end of this presentation, participants will be able to:
Name and explain 4 key issues in Deaf education
Explain, after seeing stories of individual students, the long-term impact of the approaches and educational opportunities they got in school/from professionals
Identify actions they can take at their work place, and why these actions are both vital, and do-able
Speaker Disclosures:
Financial disclosures: Rachel is receiving an honorarium from Language First for presenting.
Nonfinancial disclosures: Rachel has no relevant nonfinancial disclosures.
Thursday, November 7
9:00 - 10:00 Am - is language deprivation a social epidemic?
dr. wyatte hall
Session description:
This presentation will discuss the neurocritical period of language acquisition, the current landscape of deaf education and population health, and up-to-date research on cochlear implants and signed languages.
Agenda:
9:00-9:20: The critical period for language acquisition
9:20-9:40: Current landscape of deaf education and population health disparities
9:40-10:00: Current evidence on cochlear implants and signed languages
Learner Outcomes:
By the end of this presentation, participants will be able to:
Explain the neurocritical period of language acquisition and the importance of early access to language
State current deaf population disparities as it relates to children and adults
Describe cochlear implant outcomes and their relationship to signed language exposure
Speaker Disclosures:
Financial disclosures: Dr. Hall is receiving an honorarium from Language First for presenting. His work is funded by the National Institutes of Health.
Nonfinancial disclosures: Dr. Hall has no relevant nonfinancial disclosures.
Friday, November 8
10:15 - 11:15 am - Language Instruction Techniques for Deaf and Hard of Hearing Students
Dr. kimberly ofori-sanzo
Session description:
This presentation will cover the rationale behind using multimodal, explicit instructional and intervention techniques for working with Deaf and hard of hearing (DHH) students. Then, strategies for language, vocabulary, and syntax instruction and intervention will be reviewed. Participants will leave with new ideas they can implement with their students right away!
Agenda:
10:15-10:30: General strategies for language instruction and intervention
10:30-10:45: Strategies for vocabulary instruction and intervention
10:45-11:00: Strategies for syntax instruction and intervention
11:00-11:15: Q&A
Learner Outcomes:
By the end of this presentation, participants will be able to:
Name two principles that drive language intervention with this population
State why DHH children need explicit, multimodal strategies
Name at least four strategies for language instruction with DHH children
Speaker Disclosures:
Financial disclosures: Dr. Ofori-Sanzo is the owner of Language First.
Nonfinancial disclosures: Dr. Ofori-Sanzo is a member of the American Speech and Hearing Association (ASHA), the American Board of Child Language and Language Disorders (ABCLLD), and part of the founding board of the American Board of Deaf and Hard of Hearing Specialists (ABDHHS).
11:30 am - 12:30 Pm - impact of language deprivation & educational approaches
morgan lee
Session description:
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. This workshop seeks to identify the impact of language deprivation, provide instruction & language development strategies for school staff, and applications for creating a culturally responsive classroom.
Agenda:
11:30-11:45: Language Deprivation Impacts
11:45-12:00: Instruction Strategies
12:00-12:10: Language Strategies
12:10-12:15 Culturally Responsive Classroom
12:15-12:30: Q&A
Learner Outcomes:
By the end of this presentation, participants will be able to:
Explain the at least two impacts of language deprivation on a Deaf child
Identify at least one strategy they can bring to their school to provide accessible instruction for a student
Identify at least one strategy to build a culturally responsive classroom that builds trust and reduces anxiety
Speaker Disclosures:
Financial disclosures: Morgan has no relevant financial disclosures.
Nonfinancial disclosures: Morgan is a supporter of a bilingual-bicultural approach for Deaf education.
2:00 - 3:00 Pm - IDEA: Impact of the law in our generation
erin rhoden
Session description:
This presentation will touch on four of the six main points of IDEA from a Deaf perspective. The first, Free and Appropriate Public Education (FAPE), ensures that parents can send their children to school for free. The second, Least Restrictive Environment (LRE), is tricky because who defines what least restrictive is? The third, the requirement for an Individualized Education Program (IEP), can be tricky when parents and schools don’t agree on what the goals of the program should be. The fourth is the requirement of appropriate evaluations. The challenge here is that most standardized tests are not created with Deaf culture or ASL in mind. This may lead to Deaf children being misdiagnosed all around. The presentation will end with a call to action in order to see a change in Deaf education.
Agenda:
2:00-2:15: Free and Appropriate Public Education (FAPE)
2:15-2:30: Least Restrictive Environment (LRE)
2:30-2:45: Individualized Education Program (IEP)
2:45-2:55: Appropriate evaluations
2:55-3:00: Q&A
Learner Outcomes:
By the end of this presentation, participants will be able to:
Have a basic working knowledge of what IDEA is
Analyze a few impacts of the law 49 years after it was originally written
Evaluate possible solutions to the law's pitfalls
Speaker Disclosures:
Financial disclosures: Erin has no relevant financial disclosures.
Nonfinancial disclosures: Erin serves on the Board for Kentucky School for the Deaf.
3:15 - 4:15 Pm - Books and Texts, Where Do I Start?
jennifer francisco
Session description:
Participants will learn how to analyze and interpret books and texts in a manner where information and details will be visual and accessible to Deaf* students. Deaf students learn the best when stories and texts are interpreted visually, not English-structurally. Deaf staff members struggle to understand and know how to do this in a manner where American Sign Language should be used more and creatively. In this workshop, participants will have opportunities to learn strategies, tips, and tricks on how to analyze articles, books, and texts in order to successfully sign in ASL. Historical fiction, scientific articles, and children's books will be a few examples shared in the workshop.
Agenda:
3:15-3:30: Why is is important to be able to analyze articles/books/texts and weed out the unnecessary information and details in order to focus on the main ideas and details to sign
3:30-3:45: How to analyze articles/books/texts
3:45-4:05: Participants have opportunities to try analyzing of their own
4:05-4:15: Q&A, wrap-up
Learner Outcomes:
By the end of this presentation, participants will be able to:
State the importance of signing articles/books/texts in ASL and taking the time to analyze then signing in ASL
Learn strategies, tips, and tricks on how to analyze and sign articles/books/texts
Learn how to become comfortable using ASL to sign articles/books/texts
Speaker Disclosures:
Financial disclosures: Jennifer is receiving an honorarium for presenting.
Nonfinancial disclosures: Jennifer is a strong advocate for ASL for all Deaf students. She serves as a board member for Florida Hands and Voices, and is a consultant for Language First.
4:30 - 5:30 Pm - Expanding Communication Horizons: Engaging Modes, Collaborative Strategies, and Social Skills Development
dr. rebecca darden-perry
Session description:
This interactive session goes beyond traditional teaching methods. Get ready to embark on an engaging learning experience where PowerPoint presentations and breakout groups are just the beginning! Unlock the secrets of effective communication by exploring a multitude of engaging modes. Prepare to dive into the world of visual aids, tactile experiences, sign language, meaningful gestures, and the power of body language. Discover how these diverse modes of communication can revolutionize the learning experience for your students. The facilitator will delve into the art of determining the perfect mode or combination of modes for each individual student. Gain the skills and knowledge to identify the most effective communication strategies for each learner's unique needs, empowering them to thrive and excel. The session is designed to be an immersive experience, where you will actively participate, share insights, and engage in thought-provoking discussions. Leave no stone unturned as we explore innovative ways to enhance communication, build social connections, and create a vibrant learning environment. Join us for a session that will leave you inspired, energized, and equipped to transform the way you connect and communicate with your students. Get ready to embark on a transformative journey that will unlock the true potential of communication in education.
Agenda:
4:30-4:40: What is sensory input?
4:40-4:50: How does the student learn?
4:50-5:00: How does your student communicate?
5:00-5:10: Why is teamwork important?
5:10-5:20: Why are routines important? What are some examples of hands-on experiences?
5:20-5:25: How do we integrate literacy with the modes of communication?
5:25-5:30 Q&A
Learner Outcomes:
By the end of this presentation, participants will be able to:
Enhance visual and written communication in the classroom
Promote inclusive learning practices
Foster collaboration, literacy, and inclusivity
Speaker Disclosures:
Financial disclosures: Dr. Darden-Perry is the founder of Darden-Perry School.
Nonfinancial disclosures: Dr. Darden Perry has no relevant nonfinancial disclosures.
9:00 - 10:00 Am - Chrysalis to Flight: FAPE, EIPA Scoring, and Empowering Deaf Children to Soar
dr. jordan wright
Session description:
This presentation delves into the critical journey of ensuring Free and Appropriate Public Education (FAPE) for deaf children, particularly emphasizing the imperative of language-rich environments. Drawing upon the framework of the Educational Interpreter Performance Assessment (EIPA) scoring system, we explore how this evaluation tool influences language models, addresses language deprivation, and shapes the scaffolding of language for deaf learners. Language deprivation among deaf children is a stark reality that impedes their academic and social development. Without access to robust linguistic input, these children face significant barriers in acquiring language skills essential for cognitive growth and social interaction. By examining the impact of EIPA scoring, we uncover its role in shaping language models within educational settings, thereby addressing the crucial need for linguistic scaffolding. Moreover, this presentation highlights the indispensable role of available interlocutors in facilitating incidental learning for deaf children. Through EIPA scoring, we analyze the effectiveness of these language facilitators in creating immersive language environments conducive to linguistic acquisition and cognitive development. We explore strategies for optimizing the presence of interlocutors and fostering meaningful language interactions to enrich the educational experiences of deaf learners. Ultimately, "Chrysalis to Flight" underscores the transformative power of FAPE, EIPA scoring, and language-rich environments in empowering deaf children to transcend linguistic barriers and embark on a journey towards academic excellence and social integration. By prioritizing the cultivation of language skills and providing equitable access to educational resources, we can nurture the innate potential of deaf learners and enable them to soar to new heights of achievement and self-fulfillment.
Agenda:
9:00-9:15: Importance of FAPE for deaf children, overview of EIPA scoring and its relevance
9:15-9:30: Understanding language deprivation and challenges faced by deaf children
9:30-9:45: How EIPA scores influence language models, strategies for enhancing language models for deaf learners, importance of scaffolding in language development
9:45-10:00: Q&A, discussion
Learner Outcomes:
By the end of this presentation, participants will be able to:
State the definition and consequences of language deprivation for deaf children, including the challenges it poses to their academic and social development
Explain the basics about the Educational Interpreter Performance Assessment (EIPA) scoring system and its influence on language models within educational settings, as well as strategies for enhancing language models for deaf learners
Explain practical approaches for scaffolding language development and optimizing the presence of interlocutors to facilitate incidental learning for deaf children, fostering their linguistic enrichment and overall educational experience
Speaker Disclosures:
Financial disclosures: Dr. Wright is receiving an honorarium from Language First for presenting.
Nonfinancial disclosures: Dr. Wright has no relevant nonfinancial disclosures.
10:15 - 11:15 am - De-streaming in the Early Years for Deaf and Hard of Hearing Children
janet martino & heather gibson
Session description:
This presentation will cover introduce our research and data in early language acquisition which show that Deaf and hard of hearing children were not entering Kindergarten sufficiently prepared to learn as a result of streaming. It will explain how streaming occurs and will propose a de-streaming model of an American Sign Language and English program using a bilingual-biliteracy-bicultural approach, which recognizes and supports other cultures and languages, signed and spoken. The presenters will explain how to use a range of instructional, assessment and evaluation strategies, and how to provide children with an opportunity to develop their critical thinking skills, problem-solving skills and language/literacy skills in ASL and English through a variety of engaging, inquiry-play-based activities. Examples of language and literacy activities with ASL and English will be presented, as well as early numeracy in both languages.
Agenda:
10:15-10:30: Introduction and background related to language data
10:30-10:45: What is de-streaming and strategies to prevent language deprivation
10:45-11:00: Application of the de-streaming model in the early years home-visiting program, and implications of de-streaming
11:00-11:15: Q&A
Learner Outcomes:
By the end of this presentation, participants will be able to:
Describe how the de-streaming model addresses systemic inequality gaps in language acquisition and development
Describe how de-streaming model of ASL and English will ensure students have a strong foundation in language and literacy skills within the “critical period” ensuring full access to the Kindergarten curriculum by establishing kindergarten-readiness skills
Learn the outcomes for children in the early years who are enrolled in the de-streaming model program
Speaker Disclosures:
Financial disclosures: Janet and Heather received funding from the Ontario Ministry of Education.
Nonfinancial disclosures: Janet and Heather have no relevant nonfinancial disclsoures.
11:30 am - 12:30 Pm - Language Access & Education for Deaf Children: Where We’ve Been, Where We Are, & Where We’re Going
dr. razi zarchy
Session description:
This presentation will describe the history of oralism and audism in deaf education and present research evidence about deaf children’s use of signed and oral languages, including the role of speech-language pathologists, audiologists, and other professionals in promoting and inhibiting their language access and success. Finally, recent research will offer future directions for providers to support hearing families in creating accessible, language-rich environments for their deaf children
Agenda:
11:30-11:45: The history of audism and oralism in deaf education
11:45-12:00: Language deprivation and deaf children’s language outcomes
12:00-12:15: New directions in research: increasing language access at home
12:15-12:30: Q&A
Learner Outcomes:
By the end of this presentation, participants will be able to:
Describe the historical connections between oralism and audism and how they have led to the current biases in the field of deaf education and related clinical/medical fields
Summarize the available research evidence on language outcomes for deaf children, potential contributing factors, and long-term implications
Identify promising new avenues for improving linguistic access for deaf children
Speaker Disclosures:
Financial disclosures: Dr. Zarchy is the co-author of ASL at Home and receives a salary from California State University, Sacramento.
Nonfinancial disclosures: Dr. Zarchy is a member of the American Speech and Hearing Association (ASHA), the California Speech and Hearing Association (CSHA), California Educators of the Deaf, and the American Society for Deaf Children.
2:00 - 3:00 Pm - Bilingual Deaf Education's Impact on Academic Performance
dr. david geeslin
Session description:
Research consistently demonstrates that Deaf children of Deaf parents (DCDP) outperform Deaf children of hearing parents (DCHP) academically. This presentation will explore the concept of parentis loco and the integration of DCHP into the “Deaf family home” of bilingual Deaf education in Deaf schools. Bilingual Deaf Education provides a rich, critical environment for DCHP to grow academically and socially through interaction with Deaf role models. The presentation will examine a seven-year cohort study, which compared the academic data of DCDP and DCHP enrolled in a bilingual Deaf school. Ultimately, the findings reveal a significant reduction in academic disparity between DCDP and DCHP. This suggests that access to bilingual education and the Deaf community supports language acquisition as well as academic and social development for Deaf students, especially those from hearing families.
Agenda:
2:00-2:10: Current literature in deaf education
2:10-2:20: What is bilingual deaf education?
2:20-2:30: Review a study was conducted to measure the DCDP and DCHP academic performance
2:30-2:40: Data and results
2:40-2:50: Implications of bilingual deaf education
2:50-3:00: Q&A
Learner Outcomes:
By the end of this presentation, participants will be able to:
Explain what bilingual deaf education is and how it works
describe the power of “home language access” and the concept of parentis loco
Create the optimal environment for language acquisition
Speaker Disclosures:
Financial disclosures: Dr. Geeslin is employed by the Indiana School for the Deaf.
Nonfinancial disclosures: Dr. Geeslin has no relevant nonfinancial disclosures.
3:15 - 4:15 Pm - Someone Save My Life: Fly Away
dr. diane clark & Tabitha venable
Session description:
Early language exposure is critical for academic success and social emotional health. The newer philosophy of bimodal bilingual language exposure has been found to be effective in that deaf children who are exposed to sign language early and then obtain cochlear implants; these children have been found to have better later spoken language skills (Davidson et al., 2014; Hassanzadeh, 2012; Mithiner, 2015). More recently, hearing families who provide sign language to their young deaf infants in the first six months of life have been found to have age expected language acquisition in both receptive and expressive skills (Caselli et al., 2021). Given these findings, Clark et al., (2020) proposed that a Bimodal Bilingual philosophy provides deaf children the necessary neurolinguistic development for successful language acquisition. To determine if these research ideas have influenced early intervention programs in terms of language choice by parents of deaf infants, an Early Intervention program in the south was contacted and agreed to participate in a study evaluating the early language abilities of deaf children from birth to 5-years of age. To expand this study, we are collecting additional data. Currently, we have data from three schools and are continuing to recruit others. Here we report the early data from 15 young children between the ages of 2 and 5 years.
Agenda:
3:15-3:25: Bimodal bilingual philosophy
3:25-3:35: Assessment of early language: the Visual Communication Sign Language Checklist (VCSL) and the Spoken Language Checklist (SLC)
3:35-3:45: Scoring the early language checklists
3:45-3:55: Findings
3:55-4:00: Discussion
4:00-4:15: Q&A, wrap-up
Learner Outcomes:
By the end of this presentation, participants will be able to:
Define the benefits of bimodal bilingualism
Describe early language assessments and their scoring
Evaluate costs and benefits of monolingual versus bilingual language options
Speaker Disclosures:
Financial disclosures: The presenters have no relevant financial disclosures.
Nonfinancial disclosures: The presenters have no relevant nonfinancial disclosures.
4:30 - 5:30 Pm - Alingualism
rose fichera-lening
Session description:
This presentation will cover strategies for working with alingual and semi-lingual deaf immigrant children. Participants will gain a new perspective on what they may be seeing, why this occurs, and the frequency of occurrence in the USA.
Agenda:
4:30-4:35: Pre-test
4:35-4:45: Discussion on alingualism
4:45-4:55: How and why this occurs
4:55-5:00: A look at the numbers
5:00-5:15: Gaining perspective (with videos)
5:15-5:20: Food for thought discussion
5:20-5:25: Post-test
5:25-5:30: Q&A
Learner Outcomes:
By the end of this presentation, participants will be able to:
Define alinugalism
State the reason why alingualism/semilingualism occurs with immigrant children
State practice resources they will use in with their students
Speaker Disclosures:
Financial disclosures: The presenter has no relevant financial disclosures.
Nonfinancial disclosures: The presenter has no relevant nonfinancial disclosures.
