2026 Early Hearing Detection & Intervention Conference
March 15-17, 2026 • Jacksonville, FL
| Fostering Reflective Practice Through Video Supported Learning in Graduate Training for LSL Professionals
Fostering Reflective Practice Through Video Supported Learning in Graduate Training for LSL Professionals
Reflective practice is central to the preparation of effective Listening and Spoken Language
(LSL) professionals, including teachers of the deaf and speech-language pathologists. Video-
based tools provide authentic opportunities for graduate students to observe, analyze, and reflect
on their own instruction as well as receive meaningful and timely feedback from instructors.
Recent studies highlight the value of video annotation and guided feedback in moving reflection
beyond surface-level considerations of teaching strategies or classroom management toward a
deeper focus on student learning and instructional effectiveness (Hamel & Via-Guay, 2019,
Pérez-Torregrosa, Díaz-Martín, & Ibáñez-Cubillas, 2017). In graduate LSL training, video-
supported reflection serves as a bridge between theory and practice, helping students develop the
habits of observation, critical analysis, and self-evaluation essential for professional growth
(Masats & Dooly, 2011). This poster synthesizes practical approaches for integrating video into
graduate preparation, demonstrating how structured video analysis, annotation, and feedback
conversations can strengthen reflective practice and support the development of confident, self-
directed LSL practitioners. Additionally, it describes how Utah State University’s Graduate
Program in LSL Deaf Education has integrated video-based tools into their teacher preparation
program and includes graduate student perspectives on the role of video reflection in their
professional learning.
- Explain how video-based tools and annotation strengthen preservice teachers’ reflective practice in authentic and meaningful ways.
- Identify practical strategies for integrating video-based reflection into preservice training.
- Apply evidence-based strategies for incorporating video-based tools into teacher education programs to foster critical reflection, learner-centered perspectives, and sustained professional development.
Presentation:
View Presentation File
Handouts:
Handout is not Available
Transcripts:
CART transcripts are NOT YET available, but will be posted shortly after the conference
Presenters/Authors
Paula Almeida
(Primary Presenter,Author,Co-Author), Utah State University, a02457559@usu.edu;
Paula Almeida, Graduate Student, Utah State University, Deaf Education. I was born in Ecuador
and came to Miami, Florida in 2003. I went to Florida International University and obtained a
bachelor's in early childhood education. I became a kindergarten teacher and enjoyed teaching
for many years. I am currently at the Debbie School, teaching children who are deaf and hard of
hearing. I have a passion for teaching the young ones, and I want to be there to help guide them
forward.
ASHA DISCLOSURE:
Financial -
No relevant financial relationship exists.
Nonfinancial -
No relevant nonfinancial relationship exists.
AAA DISCLOSURE:
Financial -
No relevant financial relationship exists.
Nonfinancial -
No relevant nonfinancial relationship exists.
Dorie Noll
(Author,Co-Author), Utah State University, dorie.noll@usu.edu;
Dr. Dorie Noll is a deaf educator and Listening and Spoken Language Specialist, Auditory-Verbal Educator (LSLS Cert. AVEd). She is an Education Specialist in Listening and Spoken Language in the Department of Speech and Hearing Sciences at Utah State University. Over the past 18 years, Dr. Noll has worked with children and families as an early intervention provider and teacher at Central Institute for the Deaf, mentored graduate students and early career teachers of the deaf, presented nationally and internationally, and conducted research on caregiver coaching in early intervention services for deaf children learning to listen and speak. She has planned and implemented workshops for teachers and healthcare professionals in Vietnam and Mongolia with the Global Foundation for Children with Hearing Loss. Dr. Noll serves on the Board of Directors for the AG Bell Academy for Listening and Spoken Language, is a member of AG Bell's Global Matters Committee, and serves as co-lead for the Global Family Council. She also brings a parent perspective as the mother of a young adult son who is profoundly deaf and uses a cochlear implant.
ASHA DISCLOSURE:
Financial -
No relevant financial relationship exists.
Nonfinancial -
No relevant nonfinancial relationship exists.
AAA DISCLOSURE:
Financial -
No relevant financial relationship exists.
Nonfinancial -
No relevant nonfinancial relationship exists.