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ABSTRACT INFORMATION
Title: 'Proactive, Not Reactive: Advocacy Throughout Transition'
Track: 4 - Early Intervention
Keyword(s): advocacy, transition
Learning Objectives:
  1. Upon completion of this workshop, participants will be able to identify ways to advocate for deaf and hard-of-hearing students as they transition into a mainstream setting.
  2. Upon completion of this workshop, participants will be able to discuss challenges facing deaf and hard-of-hearing students as they transition into the mainstream.
  3. Upon completion of this workshop, participants will be apply and integrate strategies into their EI sessions as the child is transitioning into a mainstream classroom.

Abstract:

Every year more and more deaf and hard-of-hearing students are placed in mainstream classrooms right out of Early Intervention programs. While these toddlers may have the early language skills necessary for a mainstream pre-school setting, they may not be prepared for the challenges that lay ahead. Personal and Hearing Assistive Technology (HAT) equipment management, classroom noise level, social/emotional factors and many more challenges will face these students. To make things even more complicated, the teachers, staff and peers of that student in a mainstream setting may not be prepared for these challenges either. As you all know, the mainstream classroom moves quickly and teachers don’t have time to spend on topics outside of the curriculum. This presentation would focus on a variety of ways parents and EI providers can advocate for deaf and hard-of-hearing children as they transition into mainstream classrooms. The presentation will also give concrete examples of how teachers can incorporate self-advocacy goals into their day-to-day curriculum in an engaging and exciting way. Ideas presented would include: 1. Ways to incorporate a deaf or hard-of-hearing student’s hearing loss into the “All About Me” portion of the beginning of the year. 2. A number of whole class positive behavior systems for teachers of students who are deaf and hard-of-hearing that promote clear communication and a quiet classroom. 3. Checklists for D/HH kids with a positive and educational spin. This presentation would put a positive spin on self-advocacy in the classroom for the D/HH student, teachers and peers in the classroom.
Presentation: Tuesday_Jones_415_KatieJennings_1608.pdf

Handouts: Handout is not Available
CART: Topical Session 8- 1608.rtf
PRESENTER(S) / AUTHOR(S) INFORMATION
Katie Jennings - Primary Presenter,POC
Clarke Schools for Hearing and Speech
     Credentials: M.E.D.
      Katie Jennings is a Teacher of the Deaf for Clarke Schools' Mainstream Services in the Boston area. She has been a Teacher of the Deaf for 6 years. Katie worked as an ELA teacher for children with hearing loss in New Orleans, LA for two years before moving to Massachusetts to work at Clarke Schools as an early intervention and mainstream teacher. She earned her Bachelor's degree in Deaf Education from the University of SOuthern Mississippi and her Master's degree in Deaf Education from Smith College.
      ASHA DISCLOSURE:

Financial - No relevant financial relationship exist.

Nonfinancial - No relevant nonfinancial relationship exist.
Lauryn McGonagle - Co-Presenter
Clarke Schools for Hearing and Speech
     Credentials: M.E.D.
      Lauryn is a Teacher of the Deaf for Clarke Mainstream Services and currently works as an early intervention provider and a mainstream teacher. She earned her Bachelor's degree in Psychology at Saint Anselm College, and her Master's degree in Deaf Education from Smith College. This is Lauryn's 3rd year teaching at Clarke Schools in Boston.
      ASHA DISCLOSURE:

Financial - No relevant financial relationship exist.

Nonfinancial - No relevant nonfinancial relationship exist.