16th ANNUAL EARLY HEARING DETECTION & INTERVENTION MEETING
February 26-28, 2017 • Atlanta, GA

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2/28/2017  |   3:45 PM - 4:15 PM   |  How Young Deaf Children Benefit from Rhymes and Rhythms   |  Grand Hall C

How Young Deaf Children Benefit from Rhymes and Rhythms

Studies after studies have revealed the benefits of phonological awareness for hearing children hence the popularity of nursery rhymes in early childhood programs and curricula. Rhymes and rhythms increase young children's executive functions and memory skills, contribute to vocabulary growth and language proficiency (Nash & Donaldson, 2005), boost natural language acquisition, and is strongly linked to reading achievement (Adams, 1990; Stanovich, 1992). Most young deaf and hard of hearing learners do not have the same kind of access to rhymes and rhythms as hearing children do. This presentation by a dynamic and experienced team of educators will introduce educational resources available to ensure that deaf and hard of hearing children thrive with language via rhymes and rhythms.

  • Participants will be able to list out the benefits of phonological awareness for children, and identify the barriers deaf and hard of hearing children experience at school and home.
  • Participants will be able to incorporate rhymes and rhythms into their lives as parents, teachers, or mentors while interacting with deaf and hard of hearing children.
  • Participants will know where to find valuable educational resources designed for deaf and hard of hearing children, and know how to utilize them in the classroom or at home.

Presentation:
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Handouts:
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Transcripts:
5751.rtf


Presenters/Authors

Jonathan McMillan (), Hands Land, mcmillanx@gmail.com;
Hailing from Washington, D.C., Jonathan McMillan has a Master’s Degree in Sign Language Education and two Bachelor’s Degrees in Sociology and Communication Studies. Being an inveterate traveler, he has participated in various organizations such as AmeriCorps, Global Deaf Connection and World Federation of the Deaf to promote better education and quality of life for Deaf youth throughout the world. In addition to his extensive outreach work in India, Kenya, Venezuela, Finland, and USA, he spent a year as a visiting Research Assistant at Boston University for an ongoing research to assess ASL knowledge and its relationship to English reading in Deaf Children. With a team of people who specialize in Education, Linguistics, and Family Therapy, he is currently working on a project that focuses on developing ASL Rhymes and Rhythms digital resources for young children. He is presently a lecturer with the Communication Studies department at Gallaudet University and a Certified Deaf Interpreter.

ASHA DISCLOSURE:

Financial - No relevant financial relationship exist.

Nonfinancial - No relevant nonfinancial relationship exist.


Leala Holcomb (), University of Tennessee, Knoxville, lholcom5@vols.utk.edu;
Leala is a multigenerational signing Deaf, white, Euro-American, Queer, non-binary person using ze/zir/zirs pronouns. Ze received zir Master’s degree in Deaf Education from the National University in California. Leala was a preschool and family education teacher at California School for the Deaf, Fremont for a few years before moving onto new opportunities to conduct research and train teachers of the Deaf in other locations. Leala also created a new enterprise geared for young Deaf children called Hands Land, which focuses on the development of educational resources through rhymes and rhythms. Leala is currently a second year Ph.D. student at the University of Tennessee, Knoxville, studying theory and practice in Deaf education through a social justice lens. Leala provides professional consultations on bilingual education to Deaf-based programs and schools inside and outside the United States. Leala is a fellow of the National Leadership Consortium on Sensory Disabilities (NLCSD).

ASHA DISCLOSURE:

Financial - No relevant financial relationship exist.

Nonfinancial - Has a Professional (Cooperating a project to create educational resources for young children) relationship for Volunteer employment.   Has a Professional (Founder of Hands Land) relationship for Board membership.   Has a Professional (Founder of Hands Land) relationship for Board membership.   Has a Professional (Founder of Hands Land) relationship for Board membership.