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ABSTRACT INFORMATION
Title: 'Listening and Spoken Language 2015' Track: 3 - Language Acquisition and Development Keyword(s): best practices-listening/spoken language Learning Objectives: The learner will define what is meant by listening and spoken language for children who are deaf or hard of hearing. The learner will be able to identify components of a listening and spoken language model for families and young children. The learner will be able to identify components of a listening and spoken language model for families and young children. Abstract: During the past 20 years, there have been great advancements in how children with permanent hearing loss are identified and educated in the United States. Recent trends indicate that most parents are choosing listening and spoken language outcomes for their children who are deaf or hard of hearing. Families who desire a listening and spoken language outcome for their deaf or hard of hearing children have the right to access programs built on a strong foundation of best-practices and guiding principles which is family-centered. It is well documented that a critical shortage exists of appropriately-trained listening and spoken language professionals for 0-5-year-old children who are deaf or hard of hearing (Johnson, 2004; Jones & Ewing, 2002; McLeskey &Billingsley, 2008). When children who are deaf or hard of hearing are identified early and provided with appropriate, comprehensive family-centered early intervention services from properly-trained professionals, most are able to progress at age-appropriate rates and many require minimal special education services by the time they enter elementary school (Kennedy, et. al., 2006; Moeller, 2000; Yoshinaga-Itano et al., 1998). This presentation is an introduction to a better understanding of the who the Listening and Spoken Language Specialist is and what value they can add to families who have chosen a listening and spoken outcome for their children. 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 CART: CART Transcription is not Available
PRESENTER(S) / AUTHOR(S) INFORMATION
Sherri Fickenscher - Primary Presenter,POC Clarke Schools for Hearing and Speech/Pennsylvania      Credentials: M.S., C.E.D., LSLS Cert. AVEd.       Sherri Fickenscher, MS, C.E.D., LSLS Cert. AVEd, is an Educational Support Specialist at Clarke Schools for Hearing and Speech/ Pennsylvania. She is responsible for staff development, parent coaching and training. She is a member of the Early Intervention Team and works to educate families of children with hearing loss in both home and center-based programs offered by Clarke. Ms. Fickenscher works as a mentor for professionals seeking their LSLS certification as well as a mentor for the First Years Program out of UNC Chapel Hill and for the Professional Preparation in Cochlear Implants (PPCI) program. She has presented at the local and state levels working to improve listening and spoken language outcomes for children who are deaf or hard of hearing. Fickenscher is a contributing author in the recently published 101 Frequently Asked Questions About Auditory-Verbal Practice.       ASHA DISCLOSURE: Financial - No relevant financial relationship exist. Nonfinancial - No relevant nonfinancial relationship exist. Judy Sexton - Co-Presenter Clarke Schools for Hearing and Speech      Credentials: Judy Sexton M.S., C.E.D., LSLS Cert. AVEd       Judy Sexton is the Director of Clarke Schools for Hearing and Speech in Pennsylvania. Judy holds a Masters Degree in Education of the Hearing Impaired. Her work experiences include 35 years in the public and private school systems as an itinerant hearing therapist , resource room teacher and classroom teacher in preschool, elementary, middle and high schools. In addition, Judy has been in administration for over 15 years in listening and spoken language programs.       ASHA DISCLOSURE: Financial - No relevant financial relationship exist. Nonfinancial - No relevant nonfinancial relationship exist.