EARLY HEARING DETECTION AND INTERVENTION VIRTUAL CONFERENCE
MARCH 2-5, 2021
(Virtually the same conference, without elevators, airplane tickets, or hotel room keys)
3/02/2021 | 1:20 PM - 2:05 PM | Best Practices in Distance Learning for Deaf/HH Children ages 0-5 | Topical Breakout
Best Practices in Distance Learning for Deaf/HH Children ages 0-5
Statewide and nationwide, due to the COVID 19 pandemic, virtual home visits and distance learning has become the norm for early intervention and pre-kindergarten classes. Often, parents and caregivers are dealing with inequities in accessing education. Ninety percent of Deaf/HH children, parents and caregivers experience the lack of exposure or expertise in language acquisition, language development, and Deaf education. With distance learning, technology necessitates navigating learning with both parental involvement and teacher guidance through the screen and software. We will share best practices in fostering interactive learning with families and young children through technology. We will share experiences and tips collected from several teachers and early interventionists that should be considered by every early intervention team.
- At the end of this session, participants will feel safe knowing that they are not alone in the challenge of working with young deaf children. The participants will also be able to identify different learning approaches and to utilize different distance learning activities with deaf children.
- Discuss how E- learning impacts language and social development for families, as well as parental involvement.
- Discuss the resources available to ensure access for all families in receiving quality education via online.
Presentation:
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Presenters/Authors
Jaclyn Vincent
(), Families Language Connector Program, jaclyn.vincent@gallaudet.edu;
Jaclyn Vincent, a Deaf educator with more than ten years of experience working with deaf and hard-of-hearing children, comes from a deaf family and is also a mother to a deaf teenager. Jaclyn spent the last five years as a Parent-Infant Program teacher at California School for the Deaf Riverside and as a quality reviewer for FLCP to better support Connectors as language mentors for new families in the program.
ASHA DISCLOSURE:
Financial -
No relevant financial relationship exist.
Nonfinancial -
No relevant nonfinancial relationship exist.
Melessa Arellano
(), California School for the Deaf, Fremont, marellano@csdf-cde.ca.gov;
Melessa Arellano, MA SpEd, works with families and their DHH children ages 0-3 in Early Start at the California School for the Deaf, Fremont both as a home visitor and as a teacher at the center-based classroom. Having taught Language Arts at the middle and high school levels, she brings her understanding of the importance of early language acquisition throughout a child’s academic career.
ASHA DISCLOSURE:
Financial -
Nonfinancial -