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ABSTRACT INFORMATION
Presenter Information:
Presenter 1: Name: Gloria Menezes-Furtado

Affiliation:

Gloria holds a Bachelor’s and Master’s degrees in English Literature, as well as a Master’s of Education of the Deaf. She is a certified Auditory Verbal Therapist and holds certification as a Teacher of the Deaf. She has worked with deaf children and their families for more than twelve years. Her experiences include supporting mainstream students with hearing loss in areas of language and academics, as well as individualized instruction in speech and auditory skills. Gloria has become a mentor to others in the field because of her expertise in the Auditory-Verbal approach to therapy for deaf children. Her interests include integrating technology into intervention and using a whole-child approach, identifying the multiple intelligences of her students.
Presenter 2: Name: Karen Cassidy
Affiliation:

Karen holds a Bachelor’s degree in Communication Sciences and Disorders from James Madison University, and a Master’s in Deaf Education from Gallaudet University. She holds certification in Deaf Education and an Early Childhood Education teaching license. Karen's experiences include residential school for the deaf preschool teacher, high school deaf education instructor, and early interventionist. Her interests include early intervention, play-based and family-centered therapy, and working with families in their natural environments to encourage listening and language.
Presenter 3: Name: Sarah Wainscott
Affiliation:
Sarah holds a Bachelor’s degree in Speech Language Pathology, a Master’s of Education in Hearing Disorders, and has completed her Doctorate work in Deaf Education. She is licensed as an Audiologist and holds certification in Deaf Education. Sarah has worked with deaf children and their families for more than seventeen years. Her experiences include clinical and educational Audiology, preschool teacher and early interventionist, program director, parent educator, and university instructor. Sarah’s research interests include the decision-making processes of families and early language acquisition by young deaf children. Sarah particularly values family-centeredness and a transdisciplinary approach to servicing children with hearing loss.
Author Information:
Author 1: Name: Gloria Menezes-Furtado
Affiliation: Chattering Children
Author 2: Name: Sarah Wainscott
Affiliation: Chattering Children
Author 3: Name: Karen Cassidy
Affiliation: Chattering Children
Abstract Information:
Title: Family-Centered Intervention for Non-English Speaking Families
Primary Track: 3-Early Intervention
Keyword(s): Family centered intervention, bilingual families

Abstract:

This session will discuss the changing early habilitation needs of non-English speaking families. Data from the 2006-2007 school year indicates that nearly one-third of children with hearing loss are identified as Latino, and one-fourth are from non-English speaking families (Gallaudet GRI). Families from non-English speaking backgrounds who are pursuing spoken language options for their young children are confronted with the complexities of supporting language development in English when the parents themselves may not have proficient or even functional English skills. This is particularly true of an Auditory-Verbal approach where parent educations and participation are critical components of the program. A team Aural Habilitation Specialists from Chattering Children will share a practical approach that meets the needs of children from non-English speaking families. We will discuss factors to be considered when promoting the family’s language along with the long-range benefits seen in bilingual children. We will explore models like one parent one language or one language for the parents and one for the siblings and the outside world; introducing the second language after the child has mastered conversation language in one; introduction to only cultural specific vocabulary/expressions. We anticipate that participants from this session will leave with wider understanding of the issues to be address in a family –centered model when deciding to use native language versus English, empowering families, and transition to (or immediate use of) English as a target language.
Presentation(s): Not Available
Handouts: Not Available