March 13-15, 2016 • San Diego, CA


  |   -   |  3 - Language Acquisition and Development

Applying Maslow’s Hierarchy to Deaf and Hard of Hearing Children

Maslow’s model was created by studying highly successful individuals and identifying factors for their success. Using Maslow’s approach we will review the research on academic and social outcomes of well adjusted deaf and hard of hearing individuals and the role that language plays in enabling deaf and hard of hearing children to climb towards self-actualization. Maslow’s heuristic scale states that the most basic needs are physiological and security level needs. Sensory input (hearing, seeing, feeling, tasting, physical and mental stimulation) can be considered both physiological and safety level needs. Language and communication development is established through appropriate early auditory and or visual stimulation which then map brain neural circuitry. How do deaf and hard of hearing infants and toddlers progress through this hierarchy with the extra effort needed in developing language skills. We will explore how gaps in pragmatic language and levels of sophistication of language nuance mastery may correlate to social and academic achievement as well as self advocacy and self actualization.

  • Apply the concept of Maslow's model to raising Deaf/HH children

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Julie Rems-Smario (POC,Primary Presenter), DawnSignPress, JulieSmario@gmail.com;
Julie Rems-Smario, M.A., M.S.: After graduating from California State University, Northridge, Julie joined California School for the Deaf (CSD) as early childhood educator. After receiving her MS in Counseling, Julie joined the first national training held by Abused Deaf Women Advocacy Services and founded DeafHope as the executive director. In 2010, she returned to CSD as an Educational Consultant working with families and school's media. Her work has been recognized with several awards such as CNN Heroes and E-Women Network International Humanitarian Award.


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