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ABSTRACT INFORMATION
Title: 'Watering the Roots of Self-Driven Motivation, a Positive Self-Theory and Life-Long Resiliency in Deaf and Hard of Hearing Children' Track: 7 - Family Perspectives and Support Keyword(s): self-theory, resilience, mindset Learning Objectives: Participants will be able to identify the differences between a fixed mindset and a growth mindset. Participants will be able to identify and implement strategies that may facilitate a healthy sense of self in DHH children. Abstract: Abstract: A Deaf and Hard-of-Hearing (DHH) student often faces unique academic challenges. For example, there are fewer resources, unequal assessment measures, and unequal academic and linguistic access for DHH students, especially in mainstream environments (Karchmer & Mitchell, 2003; Marschark & Knoors, 2012;Schick, Williams & Kupermintz, 2006). Furthermore, the academic settings for DHH students vary in degrees of quality. Due to challenges, it is no wonder DHH students demonstrate lower academic achievement, especially in English reading/literacy knowledge (Easterbrooks & Beal-AIvarez, 2012; Qi & Mitchell, 2012; Swanwick, Oddy & Roper, 2005). While there may not be a quick solution to the academic challenges faced, how DHH students perceive themselves (their self-theory) is critical for developing self-driven motivation, life-long resiliency, skills, and mindsets that can be imperative for DHH children throughout their lives. Self-theory refers to how individuals implicitly perceive themselves, especially when confronted with a challenging situation (Dweck, 1999). Individuals tend to have one of two self-theories: a fixed mindset or a growth mindset. Which mindset someone has is strongly related to the patterns of praise they are given. By teaching DHH children growth mindset skills, supporting them in their endeavors, and instilling a sense of pride in who they are as a people, parents and educators can be positive catalysts for the success of DHH children. The benefits of a growth mindset and a healthy self-theory extend far beyond the academic setting and continue to impact individuals throughout their lives (Haselhuhn & Burton, 2013; Moorman & Pomerantz, 2010) and give children an opportunity to go through life with high expectations for themselves, the resilience to overcome and persist through challenges, and a sense of confidence in whatever confronts them. Presentation: This presentation has not yet been uploaded or the speaker has opted not to make the presentation available online. Handouts: Handout is not Available
PRESENTER(S) / AUTHOR(S) INFORMATION
Carrie Davenport - Co-Presenter Ohio State University      Credentials: MA, Ed.S.      Other Affiliations: Ohio Hands & Voices       Carrie Davenport, Ed.S., is a first year doctoral student in Special Education at the Ohio State University. Previously, she was the Early Childhood Consultant for the Center for Outreach Services at the Ohio School for the Deaf, located in Columbus, OH. She has served on several boards and committees including the Universal Newborn Hearing Screening subcommittee, American Society for Deaf Children. Carrie is a founding Board member of Ohio Hands & Voices.       ASHA DISCLOSURE: Financial - No relevant financial relationship exist. Nonfinancial - No relevant nonfinancial relationship exist. Jodee Crace - Co-Presenter American Society for Deaf Children      Credentials: M.A. School Counseling with Deaf Students; SKI-HI Parent Advisor and Deaf Mentor Certifications      Other Affiliations: Gallaudet University, American Society for Deaf Children       Jodee Crace has a Master's in School Counseling with Deaf Students and has been in the Human Development career for 27 years ranging most of the life span from community-based mental health service to Early Education and Family Support service. Currently she is a Deaf Mentor in Indiana and co-teaches with The Deaf and Hard of Hearing Infants, Toddlers and their Families: Collaboration and Leadership Interdisciplinary Certificate Program. She is actively involved with the American Society for Deaf Children board and the Joint Committee on Infant Hearing.       ASHA DISCLOSURE: Financial - No relevant financial relationship exist. Nonfinancial - No relevant nonfinancial relationship exist. Tami Hossler - Co-Presenter American Society for Deaf Children      Credentials: M.A. Education and Early Childhood Education       Tami Hossler, M.A., is a board member of American Society for Deaf Children (ASDC) and the editor of their magazine, The Endeavor. Tami and her husband have two adult daughters, one Deaf and one hearing. They reside in Ft. Myers, Florida.       ASHA DISCLOSURE: Financial - No relevant financial relationship exist. Nonfinancial - No relevant nonfinancial relationship exist.