18th ANNUAL EARLY HEARING DETECTION & INTERVENTION MEETING
March 3-5, 2019 • Chicago, IL
4/15/2014 | 1:45 PM - 2:15 PM | Promoting English Mastery | Daytona | 3
Promoting English Mastery
Nationwide newborn hearing screening and Part C of the IDEA has allowed for early intervention to be a reality for many children. Part C is a large safety net meant to ensure all kids, including those with mild hearing levels, receive services from specialists to ensure language, cognitive, and social-emotional skills are optimized in order for these children to be kindergarten ready. However what actually happens to these kids in school? The academic achievement gap between deaf and hard-of-hearing students and their hearing peers remains. Research shows that up to 37% of students with unilateral hearing or slight-mild hearing levels fail one or more grades (Bess et. al. 1998, Oyler 1987,Jensen 1988, Martini 1988). Being Deaf/Hard of Hearing is largely an issue of communication and language access. How do we provide full access for these children? We will look at the differences between language acquisition and language learning and explore how they affect children’s ability to succeed academically and master English. of mind effects children’s ability to master English and thrive.
- • At the end of this session participants will be able to identify differences between language acquisition and language learning
- Learn current best practices to foster English mastery
- Discuss how changes in early intervention can improve outcomes
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Presenters/Authors
Laura T. Petersen
(Primary Presenter), California Department of Education, ltpetersen@csdf-cde.ca.gov;
Laura T Petersen MA Ed, currently provides support to families in California with young Deaf/HH children in her position as Early Intervention Consultant with the California Department of Education. She has worked with families with Deaf and Hard of Hearing children as a parent infant specialist, a behavior specialist, a home visit teacher and an Early Intervention Educational Consultant in both medical and educational environments. She supports families by helping them navigate the medical and educational interventions using research-based information regarding language acquisition and social-emotional development as they apply to the academic readiness of their children.
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