18th ANNUAL EARLY HEARING DETECTION & INTERVENTION MEETING
March 3-5, 2019 • Chicago, IL
3/10/2015 | 4:15 PM - 4:45 PM | Listening and Spoken Language 2015 | Willis | 3
Listening and Spoken Language 2015
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.
- 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.
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Presenters/Authors
Sherri Fickenscher
(Primary Presenter,POC), Clarke Schools for Hearing and Speech, sfickenscher@clarkeschools.org;
Sherri Fickenscher, LSLS Cert. AVEd, is an Education Support Specialist at Clarke Schools for Hearing and Speech/Pennsylvania. She is responsible for staff and parent coaching and training. She mentors professionals seeking their Listening and Spoken Language certification and has presented at state, national, and international levels in an effort to improve listening and spoken language outcomes for children and families. Ms. Fickenscher is a contributing author to 101 Frequently Asked Questions About Auditory-Verbal Practice as well as Preparing to Teach, Committing to Learn and From Listening to Language. She is co-author of Auditory Verbal Strategies to Build Listening and Spoken Language Skills. Sherri is a member of the AGBell Association Board.
ASHA DISCLOSURE:
Financial -
Nonfinancial -
Judy Sexton
(Co-Presenter), Clarke Schools for Hearing and Speech, jsexton@clarkeschools.org;
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 -
Nonfinancial -