16th ANNUAL EARLY HEARING DETECTION & INTERVENTION MEETING
February 26-28, 2017 • Atlanta, GA
2/27/2017 | 11:35 AM - 12:05 PM | CANCELED: The Whole Child: Language and Social Emotional Development | Hanover C
Suffice to say, there are many perspectives on how to define success for school-aged children. Academic success is just one factor for determining how well a child is developing. For deaf children in particular, there is recognition that access to language is critical to engaging with their families, peers, and others in their home and school environments. Access to language also allows for the development of positive self-esteem and other important social-emotional factors as described by Maslow (Rems-Smario & Petersen, 2014). Language, therefore, is critical to accessing what is being taught in a classroom but is just as important to the development of the whole child. These variables are interrelated and worth exploring further.
In order to better understand all of the complexities that contribute to deaf childrens’ success, a pilot study was conducted in an elementary school that evaluated not only the students’ academic skills, but also their self and social development and health and safety. Preliminary results showed significant correlations between the variables such as language scores and a child’s awareness about health and safety. What was learned in this study will provide parents and the early interventionists who work with them a better understanding of how to best support their Deaf child’s access to the world as well as their academic development.
- identify the impact of language acquisition on social-emotional development
- understand the value of early access to language
- evaluate variables that may contribute to students' academic success
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(), California School for the Deaf, email@example.com;
Michele Berke has worked for over 30 years in programs within the Deaf community. Her experience includes management of a rest home for deaf and deaf-blind senior citizens, directing Gallaudet University's western regional office, coordinating a US Department of Education funded project to develop an ASL Assessment tool, and teaching college-level Linguistics of ASL courses. Berke currently works at the California School for the Deaf in Fremont as the Student Outcomes Specialist where she is responsible for assessment and data analysis. Her doctoral studies in Speech, Language, and Hearing Sciences from the University of Colorado in Boulder focused on exploring the shared reading practices of Deaf and hearing mothers and their pre-school children.
Financial - No relevant financial relationship exist.
Nonfinancial - No relevant nonfinancial relationship exist.
Adele Ann Eberwein
(), California School for the Deaf, firstname.lastname@example.org;
Adele Ann Eberwein is Principal of the Elementary School at the California School for the Deaf, Fremont. Eberwein has served in a variety of positions, including Elementary Classroom Teacher, Math Curriculum Specialist, and Mentor for ASL/English Bilingual Education Professional Development. She evaluated Elementary teachers using the California Standards for the Teaching Profession standards and redesigned the Common Core State Standards-based electronic report cards (grades 1-5). Her areas of interest are bilingual teaching practices, language planning, Deaf pedagogy and culturally relevant and responsive teaching. Eberwein earned her B.A. in Psychology from Gallaudet University, M.A. in Deaf Education from San Francisco State University, and Ed.S.in Change Leadership in Education from Gallaudet University. She holds the Administrative Services and Education Specialist Instruction credentials.