Cultivating New Beginnings:
a real south x language first conference
Welcome to our first-ever Cultivating New Beginnings Conference! This event will bring together professionals, educators, researchers, and advocates to share insights and expertise on topics related to birth through age 3.
Friday, September 12
12:00 - 3:00 pm
ASSESSMENT TRACK
ASL-cdi | DR. naomi caselli
Course Description:
Language
Agenda:
10 minutes: Q&A
Learner Outcomes:
Participants will be able to:
Describe
State
Explain
Speaker Disclosures:
Financial disclosures: Dr. Caselli is receiving an honorarium for this presentation.
Nonfinancial disclosures: Dr. Caselli has no relevant nonfinancial disclosures.
instruction track
ASL At Home | DR. leah geer & dr. razi zarchy
Course Description:
ASL at Home is an innovative family-centered curriculum designed for families of young deaf and hard of hearing children and the professionals who support them. This presentation introduces participants to the research foundations underpinning the curriculum and a general overview of how the curriculum can be used in group and 1-on-1 settings.
Agenda:
15 minutes: What is ASL at Home?
40 minutes: The ASL at Home curriculum
5 minutes: A note on language teaching
5 minutes: Questions/Discussion
5 minute BREAK
30 minutes: See one, do one (Expressive practice only)
10 minutes: “Putting it all together” + Debrief
10 minutes: Teaching language techniques (See one)
5 minute BREAK
20 minutes: Teaching language techniques (Do one)
20 minutes: Teaching DCCW (See one; Do one)
15 minutes: Debrief/Questions & Discussion
Learner Outcomes:
Participants will be able to:
Explain the components of the ASL at Home, where to find them, what it was designed to do, and why
Summarize the specific needs of hearing families of deaf children in their process of learning ASL
Implement the ASL at Home curriculum in a classroom setting and/or during home visits with families
Speaker Disclosures:
Financial disclosures: The presenters are receiving payment for this presentation. Leah receives a salary from Gallaudet University supported by the REAL grant. She also works as a content expert and interim webinar coordinator for Language First. Leah is one of the owners of ASL at Home. Razi receives a salary from California State University, Sacramento. He works occasionally as a paid consultant for Language First and receives quarterly payouts for Learning Library webinar views. He is one of the owners of ASL at Home.
Nonfinancial disclosures: The presenters have no relevant nonfinancial disclosures.
3:30 - 6:30 pm
ASSESSMENT TRACK
spoken language checklist | DR. ashley greene
Course Description:
Changes in legislation require more frequent evaluation of Deaf children using ASL and English assessments. To date, there are an insufficient number of ASL and English evaluations that are normed and can appropriately be compared to one other. The Cognition in Context lab led under Dr. M. Diane Clark at Lamar University collected data from hearing children to develop norms for an English checklist. The purpose of this checklist is to measure the language development Deaf children who use spoken language. The audience will learn about the process of developing the checklist, what the data tells us about typical children's language development, and how we can use this checklist with Deaf children.
Agenda:
10 minutes: Language acquisition
20 minutes: Language access & language deprivation
20 minutes: Language processing in the brain for auditory and visual languages
20 minutes: Parent choice
20 minutes: Bimodal bilingualism
10 minutes: Legislation
20 minutes: Available assessments
20 minutes: Informal vs formal assessments
10 minutes: Parent-friendly checklists
20 minutes: Development of SLC
10 minutes: Administration and evaluation of SLC
Learner Outcomes:
Participants will be able to:
Explain the process of developing a normed checklist
Explain the process of collecting data for evaluation
Evaluate language acquisition of Deaf children
Speaker Disclosures:
Financial disclosures: Dr. Greene received funding to attend this conference.
Nonfinancial disclosures: Dr. Greene has no relevant nonfinancial disclosures.
instruction track
ml2 & bsb app | stacy abrams, tayla newman, & dyan newman
Course Description:
Language
Agenda:
7:00-7:30: Positionality & Intersectionality
7:30-8:00: What is Language Deprivation and who is impacted?
8:00-8:30: Deaf Classroom Data
8:30-8:45: Culturally Responsive Classroom
8:45-9:00: Q&A
Learner Outcomes:
Participants will be able to:
Describe
State
Speaker Disclosures:
Financial disclosures: The presenters received funding to attend this conference.
Nonfinancial disclosures: The presenters have no relevant nonfinancial disclosures.
6:30 dinner reception
Saturday, September 13
8:00 - 8:30 Opening remarks
8:30 - 9:30 keynote
The Foundation: Empowering Deaf Children Through Safe Learning Environments | DR. morgan lee
Course Description:
Language deprivation occurs when young children, particularly those under the age of four, lack the language exposure needed during critical developmental years. This affects their early language skills, cognitive development, emotional well-being, and long-term success. Children from marginalized communities are especially vulnerable to language deprivation and may not have educators who share their cultural or linguistic background. Creating transformative learning environments for infants and toddlers requires educators and service providers to understand their own perspectives and recognize the unique identities of the children they serve. Practitioners must recognize systemic barriers, biases, and deficit-based thinking that can impact these children’s growth. A culturally responsive approach that honors each child's individual background and experiences can help build supportive, inclusive environments. This presentation draws on doctoral research, focusing on the lived experiences and recommendations of BIPOC Deaf practitioners, to offer a critical framework for nurturing young Deaf children.
Agenda:
20 minutes: Positionality & Intersectionality
15 minutes: Language Deprivation
20 minutes: Culturally Responsive Spaces
5 minutes: Q&A
Learner Outcomes:
Participants will be able to:
Describe two ramifications of language deprivation on the achievement of DHH children
Identify their own positionality and recognize at least one potential influence of that positionality in the learning space
Create at least one strategy that they can apply in their role to create safe, welcoming spaces for multicultural children, families, and caregivers
Speaker Disclosures:
Financial disclosures: Dr. Lee is receiving an honorarium for presenting.
Nonfinancial disclosures: Dr. Lee has no relevant nonfinancial disclosures.
9:45 - 10:45 workshops
Asking for More: The POWER of Wh- questions | twila latini
Course Description:
In our efforts to continuously ask children YES and NO questions, we often neglect to pose complex WH- questions. According to Visual Communication and Sign Language Checklist (VCSL) children should be able to ask two signed word questions (e.g., object+where) by age three, along with the ability to respond to WHERE, WHAT, WHICH, WHO, FOR+FOR with words by age 3. These basic skills often are not met because deaf/hard of hearing children have not acquired nor developed the skill to respond to or ask WH- questions. This session will corporate some self reflection, activities, and strategies on how we could build the child’s confidence, cognitive development, critical thinking, and promote their curiosity. Participants will leave with practical ways to collaborate, develop and implement more WH- questions naturally within their various fields of work, including both home and school environments.
Agenda:
5 minutes: Introduction
50 minutes: WH- questions
5 minutes: Q&A
Learner Outcomes:
Participants will be able to:
create a language development plan for their families and deaf/hard of hearing children.
State how they will be proactive in their field of work with infants and young children.
State two strategies/resources for supporting language development for children who are deaf/hard of hearing in their home and/or the childcare.
Speaker Disclosures:
Financial disclosures: Twila has no relevant financial disclosures.
Nonfinancial disclosures: Twila has no relevant nonfinancial disclosures.
Partnering with Families: Supporting Preschool Transitions for Children who are DeafBlind | Donna Carpenter, Danna Conn, & Nicky Gillies
Course Description:
The transition to preschool from early intervention can be full of unknowns, especially for families of children who are DeafBlind. This session brings together stories, strategies, and resources from families and professionals. With an emphasis on the critical role of early family understanding of communication and language development, participants will gain insights from families, explore family-informed tools, and learn ways to support accessible communication, sensory accommodations, and inclusive preschool transitions.
Agenda:
10 minutes: Overview of deafblindness
10 minutes: Building family understanding of communication for young children who are DeafBlind
15 minutes: Exploring family experiences of preschool transition
20 minutes: Using family-informed tools to support accessible communication and sensory accommodations
5 minutes: Q&A
Learner Outcomes:
Participants will be able to:
Identify key elements of early family understanding of communication and language development for young children who are DeafBlind.
Explore real-life stories to learn from the challenges and successes of families navigating the transition from early intervention to preschool.
Examine family-informed tools and strategies that support accessible communication, sensory accommodations, and smooth and individualized preschool transitions for children who are DeafBlind.
Speaker Disclosures:
Financial disclosures: Donna Carpenter is a full-time, salaried employee of the University of Kentucky. Danna Conn is a full-time, salaried employee of Vanderbilt University Medical Center. Nicky Gillies is a full-time, salaried employee of the Louisiana State University Health Sciences Center.
Nonfinancial disclosures: The presenters have no relevant nonfinancial disclosures.
11:00 - 12:00 workshops
Theory of Mind & Incidental Learning | Michelle Meyer & Briella Diaz
Course Description:
How do children come to understand the thoughts, beliefs, and intentions of others - and what happens when they miss out on everyday conversations and experiences that shape this understanding? This presentation explores Theory of Mind (ToM) and the critical role of incidental learning in child development, with a special focus on Deaf and Hard of Hearing (DHH) children.
We'll unpack how ToM develops in early childhood, why it's foundational for empathy, communication, and social-emotional growth, and how access to language and overheard conversations play a vital role. Participants will gain insight into how language deprivation and reduced access to incidental learning experiences can impact ToM development in DHH children and what we can do to support it.
This session will include research highlights, real-life examples, and practical strategies for families, educators, and professionals to foster Theory of Mind and create more accessible, language-rich environments.
Agenda:
50 minutes: Theory of Mind and incidental learning
10 minutes: Q&A
Learner Outcomes:
Participants will be able to:
Define Theory of Mind (ToM) and explain its role in social-emotional and cognitive development.
Describe how incidental learning contributes to the development of Theory of Mind in typically developing children.
Apply practical strategies to promote incidental learning and support Theory of Mind development in home, school, or therapeutic settings.
Speaker Disclosures:
Financial disclosures: The presenters have no relevant financial disclosures.
Nonfinancial disclosures: The presenters have no relevant nonfinancial disclosures.
Strengthening Language Journeys: Coaching Strategies for Early Expansive ASL with Families | Alayna Finley & Dr. Joanna Cannon
Course Description:
Much of the research about deaf children’s early language experiences rightly focuses on the harms and risks of language deprivation — a systemic harm with lifelong and developmental consequences. Naming and understanding these realities is critical. At the same time, there is a need to broaden the conversation: to study and celebrate the diverse ways families foster early language development, and to learn from environments where Deaf children are supported to connect, communicate, and thrive.
This session shares research on the semantic and syntactic features Deaf parents use during everyday ASL conversations with their young children, offering insights into how early academic language foundations are built naturally through daily interaction. Instead of centering on risks or idealized outcomes, we focus on practical, affirming strategies that early intervention professionals can use to mentor families: ways to model academic ASL in everyday routines, nurture reflection, and build parents’ confidence as growing language partners.
Participants will leave with coaching strategies, examples of extended discourse in ASL, and practical tools to help families create language-rich, relational moments, strengthening early academic language pathways and fostering lifelong thriving.
Agenda:
5 minutes: Learning from current research
5 minutes: Understanding the study
10 minutes: Language features to highlight and foster;
20 minutes: Coaching and mentoring in partnership
10 minutes: Reflection and discussion
Learner Outcomes:
Participants will be able to:
Identify key linguistic features that can support early academic ASL development in everyday family interactions.
Select at least two coaching strategies that affirm and strengthen families’ existing language practices during daily routines such as mealtime, playtime, and storytime.
Consider an action step to mentor parents in creating opportunities for early academic ASL exposure that foster connection, confidence, and thriving.
Speaker Disclosures:
Financial disclosures: Dr. Cannon is being paid by UBC to attend. Alayna Finley has no relevant financial disclosures.
Nonfinancial disclosures: The presenters have no relevant nonfinancial disclosures.
12:00 - 1:00 lunch
1:15 - 2:15 Workshops
A Two-torial on Implementing Evidence-Based Bilingual Intervention for DHH Children in Early Intervention | nicole chow & Twila latini
Course Description:
This session focuses on how to implement evidence-based early intervention language strategies for deaf and hard of hearing (DHH) children learning in American Sign Language (ASL) and spoken English. We review key findings from the literature as well as our longitudinal research study related to language development and intervention for young bilingual DHH children. We then apply this evidence to case examples that highlight different types of bilingualism and different trajectories for ASL and spoken English growth. The case examples include videos and prepare attendees for application within their work settings.
Agenda:
5 minutes: Introductions
20 minutes: Rationale and evidence for bilingual ASL-English early intervention services for DHH children
10 minutes: Interactive case example for DHH child gaining linguistic competence in ASL and spoken English to use across their life (with video examples)
10 minutes: Interactive case example for DHH child learning ASL and spoken English during the pre-cochlear implant and early post-cochlear implantation period (with video examples)
10 minutes:Interactive case example for DHH child with reducing speech intelligibility increasing communicative effectiveness through ASL and spoken English (with video examples)
5 minutes: Q&A
Learner Outcomes:
Participants will be able to:
Describe at least two benefits of deaf and hard of hearing children learning ASL and spoken English.
Describe at least two evidence-based early intervention strategies for support deaf and hard of hearing children who are learning ASL and spoken English.
Describe at least one intervention strategy to address a common area of need for DHH children in spoken English.
Speaker Disclosures:
Financial disclosures: Nicole Chow and Twila Latini, presenters, are full-time, salaried employees of the Kansas School for the Deaf.
Co-authors not presenting: Erin Schuweiler, Julie Bustos are full-time,, salaried employees of the KS School for the Deaf. Angie Walker and Jena McDaniel are full-time employees of Vanderbilt University. Jena is the lead investigator and has grant funding for her research.
Nonfinancial disclosures: Nicole Chow is a member of ASHA. She serves or has served on ASHA committees including the CAA, CAA Site Visitor team, Convention Topic Committee for Listening, Language, and Speech in DHH Children, and is current Topic Co-Chair of this committee. She is a co-founder and board member of the American Board of DHH Specialists.
Twila Latini is currently a Vice President Board Member for Kansas Division Early Childhood (KDEC) and recognized as a Nationally Certified ASL Assessor/Trainer.
The Fundamental Framework for Deaf and Hard of Hearing Children: A Model from the Child's Perspective | Dr. kinya embry-wright
Course Description:
This presentation will provide a detailed description of a theoretical model created to promote interprofessional collaboration among professionals, family members, and the deaf or hard of hearing child in language decision making. The Fundamental Framework for Deaf and Hard of Hearing Children (FFDHH) was created by Dr. Kinya Embry-Wright, a speech-language pathologist, as one chapter of her three part dissertation. How the framework came about, each component of the framework, and its intended use will be thoroughly discussed and explained during this presentation.
Agenda:
5 minutes: Background, purpose
5 minutes: Introduction to the ICF model
5 minutes: Introduction to Rosenbaum and Gorter’s F-Words in Childhood Disability
25 minutes: Introduction to the Fundamental Framework, description of each component, ket words and child statements
10 minutes: Application and intended use of the framework, explanation of supplemental table
10minutes: Wrap-up, closing remarks, Q&A
Learner Outcomes:
Participants will be able to:
Identify the components of The Fundamental Framework for DHH Children.
Describe how each component encompasses the DHH child’s perspective and experience.
Explain how the use of this model can decrease bias in the decision-making process regarding language and communication.
Speaker Disclosures:
Financial disclosures: Dr. Embry-Wright is the Assistant Director of Language First.
Nonfinancial disclosures: Dr. Embry-Wright is a member of the American Speech-Language Hearing Association (ASHA).
2:30 - 3:30 keynote
family immersion camp | Rachella Moore and Heather Parker
Course Description:
Throughout United States of America, there are many camps, retreats, and events offered to families with a child who have a hearing difference. Less than ten of these events are offered exclusively to families with a child who is under the age of 5, even fewer are focused on this specific population when it comes to immersion in ASL. Although some states offer ASL Immersion Camps to adults to improve their ASL skills, there are less than 5 nationwide camps that focus on parents and fostering their child’s early language acquisition through the use of the bilingualism approach. Data, testimonials, and input were collected and will be presented to share ideas to help support families with young children who are deaf or hard of hearing. This camp aligns with current goals of language acquisition, strengthening communication strategies, and learning about literacy topics related to children who are deaf and hard of hearing between birth to five years old.
Agenda:
5 minutes: Introduction
10 minutes: History behind the idea of FIC
10 minutes: Structure and logistics of the FIC
10 minutes: Data on the surveys sent out pre- and post-FIC
10 minutes: Testimonials and experiences
10 minutes: Q&A
5 minutes: Closing and survey
Learner Outcomes:
Participants will be able to:
Explain the importance of providing families with opportunities using American Sign Language immersion.
Describe how the Family Immersion Camp was executed.
Identify opportunities for families to gain an immersive experience in ASL utilizing the Deaf community.
Speaker Disclosures:
Financial disclosures: The presenters are employed by the Statewide Outreach Center at the Texas School for the Deaf and are receiving travel reimbursement provided by the conference.
Nonfinancial disclosures: The presenters have no relevant nonfinancial disclosures.
3:30 - 4:00 Closing
Sunday, September 14
8:00 - 8:30 Opening
8:30 - 9:30 keynote
(re)Constructing Deafness in Early Intervention | DR. bettie petersen
Course Description:
What hearing parents of DHH children believe about deafness is socially constructed. What they believe is possible for their child(ren) depends on the experiences they have. In my dissertation research, I asked these parents what they believe about deafness and what/who impacted these beliefs. Parents report that other parents and professionals (SLP, audiologists, EI providers, etc.) had the biggest impact on their beliefs about deafness. Based on these findings, we, as professionals and parents of DHH children, need to be aware of the impact our words, actions, and programs have on DHH children and their families. This presentation will address our constructions of deafness, what impacts these constructions, social construction theory, and how we can re-construct deafness in our interactions with each other.
Agenda:
2 minutes: Introduction
10 minutes: Beliefs about deafness (then vs now)
10 minutes: What impacted those beliefs (then vs now)?
10 minutes: Social Construction Theory
10 minutes: Impact on families and DHH children
8 minutes: (re)Constructing deafness (what can you begin to do today?)
8 minutes: Q&A
Learner Outcomes:
Participants will be able to:
Describe the basic components of social construction theory.
Identify things that have impacted their construction of deafness.
Identify something they can adjust in their practice/interactions that promotes a more positive construction of deafness.
Speaker Disclosures:
Financial disclosures: Dr. Petersen receives a salary from the New Mexico School for the Deaf and is receiving an honorarium for this presentation.
Nonfinancial disclosures: Dr. Petersen has no relevant nonfinancial disclosures.
9:45 - 10:45 workshops
Language Deprivation: NOW WHAT? | twila latini
Course Description:
Are we too quick with saying “this deaf/hard of hearing is being language deprived” without processing the ability to define or explore two prongs: the whole child and terminology. In this presentation, the audience will do self-reflection to have a better understanding and come up with realistic language planning and learning strategies within our field of work. In the world of early intervention, we provide the family with comprehensive and reflective guidance support based on the family’s identified needs and hopes with their deaf/hard of hearing infants and young children. Several stories from the teaching field will be shared as they pertain to the two prongs for this workshop.
Agenda:
5 minutes: Introduction
50 minutes: Language Deprivation
5 minutes: Q&A
Learner Outcomes:
Participants will be able to:
Self-reflect to have a better understanding of where families are coming from.
Recognize the needs (e.g., resources, programs, etc) within their states.
State how to be proactive in their field of work with infants and young children.
Speaker Disclosures:
Financial disclosures: The presenter has no relevant financial disclosures.
Nonfinancial disclosures: The presenter has no relevant nonfinancial disclosures.
From Detection to Language Equity: Designing a Deaf-centric Medical Approach | Alyna Finley & melissa malzkuhn
Course Description:
This session introduces a radical redesign of medical education in early hearing detection and intervention (EHDI) systems through a Deaf-centered, equity-rooted Project ECHO model. Language deprivation, not hearing loss, is the public health emergency. Yet early detection systems often pathologize deafness and delay full language access, particularly by excluding signed languages and Deaf community expertise from early care pathways.
Developed by Motion Light Lab (Gallaudet University), Project ECHO, and collaborators including the University of British Columbia, this initiative challenges deficit-based clinical models and builds professional capacity to recognize, prevent, and repair systemic language harm. The six-session ECHO curriculum, launching in October 2025, is designed to provide healthcare professionals with comprehensive approaches to language access through case-based learning, short didactics, and community reflections.
Participants will be introduced to our curriculum design, language framing strategies, and clinical tools (e.g., relational audits, decision flowcharts, and commitment cards). This session is also a call to action: attendees are invited to share this ECHO initiative with colleagues and networks in newborn screening, pediatric audiological care, and early sign language access.
Agenda:
5 minutes: Welcome & grounding
10 minutes: The emergency we’re missing
15 minutes: Designing the ECHO: A model for clinical learning and systems change
10 minutes: Framing language in clinical education
10 minutes: Invitation to share and join the work
10 minutes: Closing reflections & discussion.
Learner Outcomes:
Participants will be able to:
Describe an ECHO model designed for healthcare professionals that centers Deaf cultural wealth, multilingual language access, and anti-audist practice in early hearing detection.
Identify key strategies for balancing medical language with equity-oriented, anti-colonial framing in professional education.
Share the ECHO initiative with colleagues and networks working in EHDI and early intervention systems to support broader participation and systems change.
Speaker Disclosures:
Financial disclosures: The presenters’ project is supported by a grant.
Nonfinancial disclosures: The presenters have no relevant nonfinancial disclosures.
11:00 - 12:00 workshops
New Beginnings: Evidence-Based Strategies for Young DHH Learners | DR. jennifer beal
Course Description:
Presently, little is known about effective strategies used for the early language and literacy development of young deaf and hard of hearing (DHH) children. In 2020-2021, there were 2,436 deaf or hard of hearing children and adolescents in Georgia, birth through 12th grade (Georgia Commission for the Deaf or Hard of Hearing, 2022). Many DHH children are language deprived due to a lack of accessible communication with their parents/caregivers and teachers. This lack of language affects all facets of academic learning, including literacy. The use of evidence-based instructional strategies is mandated by federal legislation such as the Individuals with Disabilities Education Improvement Act (IDEIA, 2004), No Child Left Behind (NCLB, 2002), and the Every Student Succeeds Act (2015). Evidence-based strategies are published for DHH learners in K-12 settings (Beal et al., 2024) but have not been investigated with younger DHH learners. Educators are frequently unaware of or unsure how to embed evidence-based practices (EBPs) within their instruction with DHH learners. This presentation will identify EBPs for young DHH students based on evidence from published research. Participants will briefly discuss why we use EBPs (i.e., legal requirements, best practices) and how EBPs are determined (i.e., quality indicators for single case and group design research studies). Then I will present a comprehensive list of research-based EBPs that apply across learners and how to use them with young DHH learners (e.g., visual support, active learning, child choice, open-ended and close-ended questions, scaffolding and feedback, etc.). Each strategy will be presented with visual support and an example of how it can be used. I will ask participants how they presently use these strategies. Finally, I will ask participants to share out one new EBP they learned from the session and how they will use it with young DHH children.
Agenda:
10 minutes: Discuss why we use EBPs (i.e., legal requirements, best practices) and how EBPs are determined (i.e., quality indicators for single case and group design research studies)
35 minutes: Comprehensive list of research-based EBPs that apply across learners and how to use them with young DHH learners
15 minutes: Discussion, Q&A
Learner Outcomes:
Participants will be able to:
Discuss why we use EBPs (i.e., legal requirements, best practices) and how EBPs are determined.
State how they presently use these strategies.
State one new EBP they learned from the session and how they will use it with young DHH learners
Speaker Disclosures:
Financial disclosures: Dr. Beal is a Professor of Deaf Education, Valdosta State University.
Nonfinancial disclosures: Dr. Beal is a member of the National Association of the Deaf.
Parent Power: How Parental Beliefs Drive Language Success in Deaf Children | DR. oscar ocuto & Dr. ashley greene
Course Description:
Effective language development is essential to the cognitive, social, and emotional growth of all children. For deaf children, sign language often serves as their primary means of communication, providing access to family, peers, and the broader world. Language is more than a communication tool—it shapes learning, relationships, and identity. A supportive home language environment is vital, particularly in the early years, influencing both the quality and quantity of language exposure a child receives.
Families play a central role in language acquisition. Parents and caregivers are typically a child’s first and most influential language models, but many families of deaf children lack familiarity with sign language, resulting in gaps during critical developmental windows. Additionally, parental beliefs about a child’s language potential greatly influence how and how often they engage in meaningful communication.
This presentation examines how parental beliefs and expectations affect the language development of deaf children. Educating families on the importance of early, consistent sign language use can enhance a child’s linguistic, cognitive, and social outcomes. When families understand the impact of their attitudes and communication practices, they can create rich, interactive environments where language can thrive.
We will offer practical strategies to engage families, address misconceptions, and encourage positive beliefs about their child’s capabilities. The session also explores how educators, healthcare providers, and community organizations can support families in fostering optimal language development. Informed, proactive family involvement is key to helping deaf children reach their full potential and succeed in all areas of life.
*This presentation will yield pilot data from an ongoing study titled Understanding Your DHH Child's Language Growth and How Your Family's Communication Supports It (IRB # provided upon acceptance).
Agenda:
5 minutes: Introductions
50 minutes: Pilot data, practical strategies
5 minutes: Q&A
Learner Outcomes:
Participants will be able to:
State practical strategies for engaging families in their child's language development, focusing on early exposure to sign language.
Explain how to encourage positive beliefs about deaf children's language potential, including how to foster ongoing, meaningful communication within the home environment(s).
Describe how to address common misconceptions with evidence-based approaches towards making the best informed decisions possible for their family.
Speaker Disclosures:
Financial disclosures: The presenters have no relevant financial disclosures.
Nonfinancial disclosures: The presenters have no relevant nonfinancial disclosures.