Spoken Language and Sign: Considerations for Language and Communication Planning

Transcription

1 Spoken Language and Sign: Considerations for Language and Communication Planning Debra Nussbaum & Rebecca Stevener Laurent Clerc National Deaf Education Center

2 Who are we? Debra Nussbaum Coordinator, Cochlear Implant Education Center Clerc Center Rebecca Stevener Speech-Language Pathologist Clerc Center

3 WHO ARE YOU?

4 Agenda About the Clerc Center Establishing early language foundations Research implications for language practices Individualized language and communication planning Plan Implementation Resources

5 Laurent Clerc National Deaf Education Center

6 Establishing Early Language Foundations

7 What the shows shows

8 The brain has the capacity to acquire both a visual and spoken language. Kovelman et al., 2009; Petitto et al., 2001; Petitto & Kovelman, 2003

9 There is a risk in language delay if an accessible language is not used as early as possible. Petitto clip 25:00-25:49 Mayberry, 1993; 2007, Mayberry & Eichen, 1991; Mayberry, Lock, & Kazmi, 2002; Schick, de Villiers, de Villiers, & Hoffmeister, 2007

10 Visual language does not inhibit long range spoken language outcomes. Giezen, 2011; Jiménez, Pino, & Herruzo, 2009; Priesler, Tvingstedt, & Ahlstrom, 2005; Seal, Nussbaum, Belzner, Scott & Waddy-Smith, 2011; Tait, Lutman, & Robinson, 2000; Yoshinaga-Itano,2006

11 Research Implications For Language Practices

12 The Evidence Suggests Facilitate acquisition and use of both visual and spoken language early in a child s development

13 What is an ASL/English Bimodal Bilingual approach?

14 Bi Bi Bimodal Bilingual

15 Considerations for an ASL/English Bimodal Bilingual approach

16 Individualized Language and Communication Planning

17 Looking At Children Across a Continuum

18 Receptive Communication Continuum Fully Visual Mostly Visual Equal Visual/ Auditory Mostly Auditory Fully Auditory V VA VA AV A Nussbaum, D., Scott, S., Waddy-Smith, B., & Koch, M. (June 2004). Spoken language and sign: Optimizing learning for children with cochlear implants. Paper presented at Laurent Clerc National Deaf Education Center, Washington, DC. Adapted from McConkey-Robbins, Loud and Clear, Advanced Bionics, 2001

19 Expressive Communication Continuum Fully Sign Mostly Sign Equal Sign/ Oral Mostly Oral Fully Oral S SO SO OS O Nussbaum, D., Scott, S., Waddy-Smith, B., & Koch, M. (June 2004). Spoken language and sign: Optimizing learning for children with cochlear implants. Paper presented at Laurent Clerc National Deaf Education Center, Washington, DC.

20 Develop a Language and Communication Profile Student background characteristics Summary of current language use

21 Use the Profile to Guide Language allocation and modality use Student and family supports Student groupings

22 Factors Impacting Language and Communication Planning School & Community Planning Family Education Whole Child Attitude Staff Training Assessment Individual Planning

23 Language and Communication Planning at Kendall School

24 Assessment Guided Planning

25 Planning for Sofia

26 Where was Sofia: Age 4 Months V VA VA Av A S So SO Os O

27 Sophia s Journey

28 Sofia: Age 20 months ASL

29 Sofia: Age 20 months Spoken English

30 Sofia: Age 20 months Spanish

31 Where was Sofia: Age 20 months V VA VA Av A S So SO Os O

32 Curve in the Road

33 Change Noted: December, 2013

34 Pre CI December, 2013 Post CI April, 2014

35 Where is Sofia Now???

36 Spoken English Age 2.10 Age 2.10 Age 2.10

37 Spanish Age 2.10

38 ASL Age 2.10

39 Where Would You Place Sofia? V VA VA Av A S So SO Os O

40 Implementing a Plan

41 Considerations District School Individual

42

43 Spoken English Development

44 ASL Development

45 Using Two Languages in the Classroom

46 Language Allocation in the Classroom

47 Making Links Between Sign and Spoken English: Family Involvement

48

49 THE WHY AND HOW OF AN ASL/ENGLISH BIMODAL BILINGUAL PROGRAM ODYSSEY By Debra Berlin Nussbaum, Susanne Scott, and Laurene E. Simms

50 RESEARCH BRIEF The Implications of Bimodal Bilingual Approaches for Children with Cochlear Implants Written By: Julie Mitchiner, Debra Nussbaum, Susanne Scott -

51 Students Who Are Deaf and Hard of Hearing and Use Sign Language: Considerations and Strategies for Developing Spoken Language and Literacy Skills baumthieme.pdf

52 Visual Communication and Sign Language Checklist The Standardized Visual Communication and Sign Language Checklist for Signing Children Laurene Simms, Sharon Baker, Diane Clark e_studies/v014/14.1.simms.pdf

53 Educating Deaf and Hard of Hearing Students: A Guide for Professionals in General Education Settings (coming soon)

54 Students with Cochlear Implants: Guidelines for Educational Program Planning (coming soon)

55 Series on Classroom Interpreting for Educational Professionals

56 Setting Language in Motion: Family Supports and Early Intervention for Babies Who are Deaf and Hard of Hearing (coming soon) Seven Web-Based Modules

57 Early Intervention Network (Coming Soon)

58 You as a resource

59 Laurent Clerc National Deaf Education Center: