18th ANNUAL EARLY HEARING DETECTION & INTERVENTION MEETING
March 3-5, 2019 • Chicago, IL
2/27/2017 | 11:05 AM - 11:35 AM | Social-Emotional Development: How EI Providers Can Support Infants, Toddlers and their Families | Hanover C
Social-Emotional Development: How EI Providers Can Support Infants, Toddlers and their Families
The goal of early intervention is to support the overall developmental needs of the infant and toddler to maximize each child’s potential. While programs and services for infants and toddlers who are deaf and hard-of-hearing emphasize communication and language development, they may not provide sufficient support for other critical areas. Caregivers and early intervention providers may not consider the importance of also establishing goals for children’s social-emotional development (Oliva & Lytle, 2016). Yet, experts in early childhood development have documented that growth in one area impacts development across other domains. For young children who are deaf or hard-of-hearing, as with all children, communication skills are best learned through positive social experiences. Alternatively, communicative and linguistic skills can help foster strong social-emotional functioning; thus, attention needs to be given across developmental domains (Calderon, 2000; Calderon & Greenberg, 2011; Vygotsky, 1978). This presentation will highlight several topics aimed at promoting early intervention providers’ skills: 1) understand the importance of social emotional well-being and its relevance to overall development, 2) appreciate how social development unfolds and is fostered in the early years of life, and 3) provide resources and support to both children and their families that promote overall social emotional health. Presenters will address the three areas described above based on their areas of expertise in early childhood development, development of social and emotional health, family support, and knowledge and experiences from the perspectives of Deaf adults. Presenters will provide strategies for supporting early social-emotional skills while also working with families, deaf adults and other specialists. Participants will have the opportunity to share their experiences and contribute to the discussion.
- Identify two ways in which social-emotional well-being has the potential to have a direct impact on a child’s overall development.
- Describe a minimum of three factors that can influence how social development unfolds in the early years of life.
- List a minimum of three resources and/or supports that can be made available to families that aim to promote positive social-emotional health in the child.
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Presenters/Authors
Marilyn Sass-Lehrer
(), Gallaudet University, marilyn.sass-lehrer@gallaudet.edu;
Marilyn Sass-Lehrer is Professor Emerita at Gallaudet University in Washington, DC. She received a master’s degree in Deaf Education from New York University and a Ph.D. from the University of Maryland in Early Childhood Education and Curriculum and Instruction. She is an adjunct professor in Gallaudet University's Deaf and Hard of Hearing Infants, Toddlers and Their Families Interdisciplinary Program. She is editor of Early Intervention for Deaf and Hard-of- Hearing Infants, Toddlers and their Families: Interdisciplinary Perspectives (2016), and has several other publications related to early intervention. Dr. Sass-Lehrer is actively involved in professional development and learning for early intervention providers.
ASHA DISCLOSURE:
Financial -
No relevant financial relationship exist.
Nonfinancial -
No relevant nonfinancial relationship exist.
Amy Szarkowski
(), Children's Center for Communication/Beverly School for the Deaf, amyszarkowski@cccbsd.org;
Amy Szarkowski, PhD, is the Director of The Institute at the Children's Center for Communication/ Beverly School for the Deaf (CCCBSD), and faculty for LEND (Leadership Education in Neurodevelopmental and related Disabilities), at Boston Children's Hospital. She is a Research Fellow at the Institute for Community Inclusion at the University of Massachusetts Boston.
ASHA DISCLOSURE:
Financial -
• Receives Salary for Employment from Boston Children's Hospital .
Nonfinancial -
No relevant nonfinancial relationship exist.
Tawny Holmes Hlibok, Esq.
(), Conference of Educational Administrators of Schools and Programs for the Deaf, director@ceasd.org;
Tawny Holmes Hlibok serves as Language Policy Counsel at Gallaudet University along with being an Associate Professor in the Department of Deaf Studies. She graduated from University of Baltimore School of Law. In addition to her law degree with a family mediation & law certification, she has a Master of Arts in Family Centered Early Education. Ms. Holmes Hlibok has worked four years in teaching deaf and hard of hearing students, mainly in the early childhood education field. As part of her position, she focuses on improving/establishing federal and state policy related to early intervention and education of deaf and hard of hearing children. Ms. Holmes Hlibok strongly believes in the power of collaboration and has contributed a significant amount of her work towards this endeavor, in varying ways, from promoting parent resources to inclusion of deaf and hard of hearing adult professionals.
ASHA DISCLOSURE:
Financial -
• Receives Salary for Teaching and speaking from Gallaudet University.
• Receives Salary for Employment from National Association of the Deaf.
Nonfinancial -
No relevant nonfinancial relationship exist.
Audra McCorkle
(), University of Northern Colorado, audra.mccorkle@gmail.com;
Audra McCorkle is a graduate student at University of Northern Colorado (UNC) for Teaching American Sign Language (TASL) program. She is also in Deaf and Hard of Hearing Infants, Toddlers, and their Families Interdisciplinary Program through Gallaudet University in Washington DC. Audra works through Early Intervention Reading Program through Colorado Springs School for Deaf and Blind (CSDB) and also works part time as Graduate Teacher Assistant (GTA) teaching ASL 101 at her university, UNC.
ASHA DISCLOSURE:
Financial -
Nonfinancial -
Emily Wojahn Small
(), Gallaudet University, emily.wojahn@gallaudet.edu;
Emily (Wojahn) Small, M.A, is a teacher of the deaf, with a focus on early intervention. She has experience teaching preschool and kindergarten in Hawaii and Colorado using a bilingual (ASL/English) approach and was a Colorado Regional Hearing Resource Coordinator (CO-HEAR) for the Colorado Home Intervention Program (CHIP). Emily recently became the EHDI program coordinator for DC. She has completed the Infants, Toddlers and Families (ITF) interdisciplinary certificate program at Gallaudet and is currently a second year PhD candidate there. Emily’s passions include helping families make informed decisions around communication with and education for their child and promoting a love of reading among all children.
ASHA DISCLOSURE:
Financial -
No relevant financial relationship exist.
Nonfinancial -
No relevant nonfinancial relationship exist.