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ABSTRACT INFORMATION
Title: 'Jump Start 21st Century Skill Development: Communication, Critical Thinking, Creativity and Collaboration in Early Intervention Services '
Track: 4 - Early Intervention
Keyword(s): critical thinking, creativity, cognition
Learning Objectives:
  1. Describe the 21st Century Learning Initiative and identify the specific skills targeted for learners
  2. Redesign traditional language acquisition activities into parent-led critical thinking experiences
  3. Utilize a cognitive checklist of critical questions to drive planning for intervention with parents of very young children

Abstract:

The scope of practice for Early Interventionists encompasses the critical birth to three learning period with many important responsibilities for guiding child development and coaching and empowering parents during that time. With three short years to assist children who are deaf or hard of hearing in developing the communicative competence they need to enter school, our work has had a sense of urgency. However, as we have been reflecting upon and refining our own practices in Early Intervention, the larger education field has upped the ante as it has adapted to a changing global world. This creates an even greater need to expand the task before us: preparing very young children who are deaf or hard of hearing to become 21st Century Learners just like their typically developing peers. Thus, the work of Early Interventionists must entail experiences beyond communication development and general learning and include authentic and abundant opportunities to ignite critical thinking, engender creativity and foster collaboration. The thrust of this professional learning session is to demonstrate how the expertise of Early Interventionists in language acquisition (regardless of communication choice) can be leveraged for the development of critical thinking skills and creativity. With personal knowledge building in 21st Century Learning Skills as a backdrop, strategies for coaching parents in the task of developing critical thinking and encouraging creativity within the language acquisition process will be offered. Video examples of interventionist-parent coaching sessions will ensure the practicality of this presentation. Interactive learning experiences will provide an opportunity to explore engaging cognitive strategies to ensure knowledge implementation back in the home workplace.
Presentation: 1229KathleenSussman.pdf

Handouts: Handout_1229MarryEllenNevins.pdf
Handout_1229Mary EllenNevins.pptx
PRESENTER(S) / AUTHOR(S) INFORMATION
Mary Ellen Nevins - Primary Presenter
UAMS
     Credentials: Ed.D. Director, Auditory-Based Intervention
     Other Affiliations: Consultant to Project ASPIRE at University of Chicago
      Mary Ellen Nevins, Ed.D., is a Professor and the Director of Auditory-Based Intervention at the University of Arkansas for Medical Sciences/University of Arkansas at Little Rock. Nevins is an experienced teacher of children who are deaf or hard of hearing and the former Director of PPCI, a continuing education program for speech and hearing professionals housed at The Children's Hospital of Philadelphia. Dr. Nevins is recognized as a national expert on the educational issues facing children who are deaf or hard of hearing especially those using listening technologies to learn to listen and talk.
      ASHA DISCLOSURE:

Financial - Receives Royalty options or other ownership interest for Other activities from Plural Publishing.  

Nonfinancial - No relevant nonfinancial relationship exist.
Kathleen Sussman - Co-Presenter
The Weingarten Children's Center
     Credentials: M.Sc.
      Kathy Sussman is the Executive Director of the Foundation for Hearing Research in California that operates the The Weingarten Children's Center and The CCHAT Center. She serves as faculty for San Jose State University Specialty Track in Speech Pathology. Ms Sussman is a Past President of the AG Bell Association.
      ASHA DISCLOSURE:

Financial -

Nonfinancial -