18th ANNUAL EARLY HEARING DETECTION & INTERVENTION MEETING
March 3-5, 2019 • Chicago, IL
4/16/2013 | 1:45 PM - 2:45 PM | How to Effectively Implement Positive Solutions for Families | Cascade F | 7
How to Effectively Implement Positive Solutions for Families
This presentation is a paradigm shift from traditional philosophies and attitudes for social and emotional learning for children birth to 5 years. This teaching model incorporates parents as partners with SEFEL trained professionals to provide a highly effective early childhood model. Research tells us that baby’s and young children’s communication of emotions and needs establishes the learning pathways in the brain that lead to all other physical, cognitive, and emotional learning. The first step in this model is Building Positive Relationships. Children learn and develop in the context of relationships that are responsive, consistent, and nurturing. The second step is designing supportive environments for young children. Considering the needs of children is crucial in reducing obstacles in and around their environment. This includes utilizing visual schedules, consistent routines, and clearly communicated expectations. The third step is teaching/developing social and emotional competence by providing the support to children in learning to express their emotions and to begin to develop friendship skills. The final step is the tools for individualized intensive interventions. It is teaching babies & young children new skills to replace challenging behaviors. This holistic approach also incorporates a variety of factors that impact on a child, families, and the child’s behavior. These interventions will support families and professionals in addressing babies & young children’s communication of emotions and other needs which in turn establishes the critical learning pathways in the brain.
- For attendees to experience the paradigm shift from traditional philosophies and attitudes for social and emotional learning.
- For attendees to develop skills to use the 4 steps in the Social and Emotional Learning model.
- For attendees to acquire tools and resources for implementing the model.
Presentation:
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Transcripts:
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Presenters/Authors
Lori Moers
(POC,Co-Presenter), Maryland School for the Deaf, lori.moers@msd.edu;
Ms. Lori Moers attended Gallaudet University and received her Bachelor's Degree in English. She continued her studies at McDaniel College to earn her Master's Degree in Deaf Education (Elementary and Secondary Education) She is also a graduate of the Maryland State Department of Education's Special Education and Early Childhood Leadership Academy. Lori used to work in Washington, DC at Model Secondary School for the Deaf before moving to Adams 12 County Public Schools in Broomfield, Colorado. She is currently at the Maryland School for the Deaf as Assistant Principal of Family Education and Early Childhood Department.
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Cheri Dowling
(Co-Presenter), Maryland School for the Deaf, cheri.dowling@msd.edu;
Cheri has worked as a parent support advocate throughout the state of Maryland. She is the parent of a Deaf child herself. She serves on many committees and councils serving families with Deaf or Hard of Hearing children.
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Deborah Marquez
(POC), Maryland School for the Deaf, deborah.marquez@msd.edu;
Ms. Deborah Marquez attended the University of Nebraska-Lincoln, receiving a Bachelor's Degree in Speech Pathology and Audiology. She continued her education at the University of Northern Colorado earning a Master's Degree in Deaf Education. Deborah has worked as a teacher for deaf and hard of hearing students in Albuquerque, NM Public Schools; Department of Defense Dependent Schools (DOODS) Frankfurt, Germany; and the Maryland School for the Deaf. Deborah is also a graduate of the Maryland State Department of Education's Special Education and Early Childhood Leadership Academy. She is currently Assistant Principal of the MSD Family Education and Early Childhood Department - Columbia Campus.
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