ece summit iv

March 21 - 23, 2013Dear Conference Participants,

On behalf of the Texas School for the Deaf (TSD) Governing Board, faculty, staff and students, I welcome you to the Early Childhood ASL & English Bilingual Summit IV.

This national conference is a wonderful opportunity for professionals to meet and address this year’s theme “Building Bilingual Partnerships: Home, School and Community”. We all know that early intervention and early language development is a top priority for our students. This meeting will give us time to learn more about evidenced based practices supporting early language development for our babies and young children. It will also tie the Child First Campaign to these critical practices.

The Child First Campaign, being driven by national, state and local organizations, is advocating for equality and quality in the education of deaf and hard of hearing students. The campaign is premised on many important beliefs—but none more significant that the fact being deaf is not what disables a child---it is language deprivation that results from diminished exposure and access to meaningful language and communication. We are excited about the resources and challenges our colleagues and experts will share to ensure that we give our babies the roots to grow and the wings to fly in all kinds of learning environments--home, school and community!

TSD is delighted to host this national Summit. I want to take this opportunity to thank our own Heidi MacGlaughlin and her committee for their incredible planning and organization, and of course Dr. Laurene Simms for her ongoing leadership. We look forward to our active learning and participation with you in our unique community.

Best Regards,

Claire BugenSuperintendent

The target audience for the Summit is those who are actively involved in the field of ASL/English bilingual education.

During the summer of 2005, as part of the Gallaudet Leadership Institute and Center on American Sign Language and English Bilingual Education and Research (CAEBER), numerous professionals gathered at Gallaudet to prioritize areas for the future direction of early childhood education of the Deaf and Hard of Hearing.

The priority areas identified were:• National Curriculum Development• Cooperative and Collaborative (Networking) Between and Among Professionals• Impact of Technology, Medical and Educational Communities• Training (Leadership and Instructional)• Training in the Unique Needs of Diverse Children, Multiple Disabilities, Culturally and Linguistically

Diverse Children, Hearing Children of Deaf Parents (CODA), and Hard of Hearing Children.• Public Policy/System Issues/ Advocacy• High Quality Research

As a result of that meeting, the Center for ASL/English Bilingual Education and Research: Early Childhood Advisory Focus Group was formed. The purpose of the National ASL/English Bilingual ECE Advisory Focus Group is to coordinate and collaborate in the compilation of a Bilingual Early Childhood Curriculum for deaf and hard of hearing children. This compilation is intended to be used with home-based, school based and community based programs. Currently, professionals do not have guidance in the provision of bilingual education of the very young deaf/hard of hearing child. The result of our work will be a research-based curriculum for professionals to use across the country. This work also is in alignment with the National Deaf Education Project (http://www.ndepnow.org). In addition to curriculum, the group identified research and resources as priorities to address (as stated above).

Now that the Advisory Focus Group’s three years project ended last December 2010, in 2011, the National ASL/English Bilingual Consortium for Early Childhood Education is being established as a non-profit organization of professionals who are dedicated to the development, management, and coordination of ASL/English bilingual early childhood programs for children who are deaf and hard of hearing and their families. This organization gives us an opportunity to continue working with our colleagues on some of the aforementioned areas as well as setting up cooperative and collaborative networking among professionals.

Your involvement and our work during the summit will have a positive impact on how we all can work together to provide information, resources and strategies that will allow for early access to language and bilingual education for deaf and hard of hearing children.

Please visit our website for more information about the organization at www.bilingualece.org and/or contact at [email protected].

Background

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http://www.ndepnow.org

http://www.ndepnow.org

http://www.bilingualece.org


mailto:[email protected]




Texas School for the Deaf is proud to host the National American Sign Language and English Bilingual Consortium for Early Childhood Education’s fourth annual summit. The theme of the Summit is Building Bilingual Partnerships: Home, School and Community. This is an opportunity for professionals to meet to address the new direction as well as “hands on demonstrations of ASL/English Bilingual Education for deaf and hard of hearing children ages 0-8. and their families.

The purpose of this Summit is to identify and evaluate the themes, terminologies and forms of discourse in early childhood education that have historically under-served and underrepresented groups of students and adults, while catering to a privileged few. Some of the possible issues within this change of view include: bilingual acquisition, pedagogies, language and literacy, equity and diversity, and family and teacher education. At the Summit, based on the feedback of the past participants, there will be five separate clusters of professionals working with children ages 0-3; 3-5; 5-8; 0-8 and administrators/service providers. The focus areas are assessments, early literacy, pedagogy, and family education.

We hope to address many of the issues faced by professionals, especially those who are actively involved in the field of ASL/English Bilingual Education such as service providers, childcare providers, deaf mentors, early-grade teachers, medical personnel, speech language specialists, audiologists as well as teacher education and staff development programs. Please note that the Summit is not meant to serve as an introductory conference. It is designed for those who are quite familiar with ASL and English bilingualism and desire to enrich their professional development.

The Summit will begin on Thursday, March 21st at 4:30PM (pre-conference) followed by appetizers and Keynote speaker starting at 6PM. The summit will conclude on Saturday, March 23rd at 5:00PM. The abstracts and bios of the presenters are enclosed in this e-program book.

About the Summit

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Schedule

Thursday March 21st

4:30PM - 6:00PM

Pre-Conference: Dr. Laurene Simms and Susanne Scott

R. L. Davis Auditorium

6 PM - 7 PM

Heavy Appetizers

Cafeteria or Pavilion

7 PM - 8:30 PM

Keynote Presentation: Dr. Peter Hauser


Friday March 22nd

7:30 - 8AM Registration at Auditorium

8-8:30AM Continental Breakfast at Cafeteria

8:30-9AM Welcome Remarks and Overview Auditorium

9-9:45AM Presentation #1: Dr. Raychelle Harris

9:45-11AM Discussion Groups: various classrooms Classroom Tours Refreshments at Yellow Lobby

11-11:45AM Presentation #2: Dr. Barbara Pearson

11:45-12:15 Discussion Groups: various classrooms Refreshments at Yellow Lobby

12:15-1:15PM Lunch at Deaf Smith Center (DSC)

1:15-2:15PM Presentation #3: Community Panel (Alicia Favria, Jean Origer, Chris ! Moody, and Mary Monckton)2:15-2:30PM Question & Answer Session

2:30-2:45PM Networking

2:45-3:30PM Presentation #4: Dr. Jenny ! Singleton, Dr. Melissa Herzig, ! Melissa Malzkuhn

3:30-4:15PM Presentation #5: Adam Stone

4:15-4:45PM Discussion Groups Refreshments at Yellow Lobby

4:45-5PM Group Photo Shoot Amphitheatre

Saturday March 23rd

7:30 - 8AM Registration at Auditorium 8-8:45AM Hot Breakfast at Cafeteria

8:45-9:30AM Presentation #6: Dr. Jean Andrews ! and Dr. Damara Paris

9:30-10AM Discussion Groups: various classrooms Refreshments at Yellow Lobby

10-10:45AM Presentation #7: Dr. Bobbie Beth ! Scoggins and Claire Bugen

10:45-11AM Networking

11-12PM Business Meeting/Board Election Auditorium

12-1PM Lunch at Cafeteria

1-1:45PM Presentation #8: Dr. Melissa Herzig ! and Melissa Malzkuhn


2:15-3:15PM Presentation #9: Parent Panel ! (Angie Wolf, Lisa Crawford, Avonne ! Brooker-Rutowski, & Liza Chabokov) 3:15-3:30PM Question & Answer Session


3:45-4:30PM Presentation #10: Dr. Laurene Simms

4:30-5PM Wrap Up: evaluations & certifications


BUS SCHEDULE

THURSDAY, March 21st

4PM from Hotel to TSD

5:30PM from Hotel to TSD

6:30PM from Hotel to TSD

9PM from TSD to Hotel

_______________

FRIDAY and SATURDAY,

March 22nd & 23rd

7AM from Hotel to TSD

5PM from TSD to Hotel

8PM from SoCo to Hotel

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Thursday March 21st

4:30PM - 6:00PM



6 PM - 7 PM

Heavy Appetizers


7 PM - 8:30 PM



Friday March 22nd















Saturday March 23rd















Schedule

Thursday March 21st

4:30PM - 6:00PM



6 PM - 7 PM

Heavy Appetizers


7 PM - 8:30 PM



Friday March 22nd















Saturday March 23rd















5

Friday March 22nd





9:45-11AM Discussion Groups: various classrooms ECE Classroom Tours Refreshments at Yellow Lobby




1:15-2:15PM Presentation #3: Community Panel (Alicia Favila, Jean Origer, Chris Moody, and Mary Monckton)2:15-2:30PM Question & Answer Session


2:45-3:30PM Presentation #4: Dr. Jenny Singleton, Dr. Melissa Herzig, Dr. Thomas Allen, Dr. Laura-Ann Petitto, and Melissa Malzkuhn 3:30-4:15PM Presentation #5: Adam Stone



Saturday March 23rd


8:45-9:30AM Presentation #6: Dr. Jean Andrews and Dr. Damara Paris


10-10:45AM Presentation #7: Dr. Bobbie Beth Scoggins and Claire Bugen 10:45-11AM Networking



1-1:45PM Presentation #8: Dr. Melissa Herzig and Melissa Malzkuhn


2:15-3:15PM Presentation #9: Parent Panel (Angie Wolf, Lisa Crawford, Avonne Brooker-Rutowski, & Liza Chabokrow) 3:15-3:30PM Question & Answer Session




Peter C. Hauser, Ph.D., is a deaf clinical neuropsychologist and an associate professor at the Rochester Institute of Technology. He is the Science Mentorship Leader at the NSF Science of Learning Center on Visual Language and Visual Learning. His research focuses primarily on the impact of language competency on cognitive development. He has presented his work nationally and internationally and has over 30 publications including a book he co-authored on “How Deaf Children Learn.”

Topic: What Parents and Teachers Need to Know about How Deaf Children LearnRecent research in the USA and Europe has provided more insight on how young deaf children learn. This presentation will share current research findings and will particularly focus on: (a) deaf individuals vision and visual learning; (b) the impact of early sign language acquisition on cognitive development; and (c) what parents and teachers can do to further facilitate deaf children’s development. The objective of this talk is for the participants to become familiar with current research relevant to their work and everyday practices. Such knowledge will help them explain to others the importance of bilingual education practices.

Bios & Topics

Laurene E. Simms, Ph.D., is a Professor of the Department of Education at Gallaudet University, Washington, DC. After graduating from the Indiana School for the Deaf, Indianapolis, Indiana, she received a B.S. degree in Elementary Education from the University of Nebraska, Lincoln, and a M.Ed. in Deaf Education from Western Maryland College, Westminster, Maryland. She received a Ph.D. degree in Language, Reading, and Culture from the University of Arizona, Tucson, Arizona. Laurene has hands-on experience in the implementation of a bilingual/multicultural educational environment for diverse Deaf and Hard of Hearing children and is an acknowledged expert on the topic of using ASL/English as the languages of instruction.

Susanne Scott is a Bilingual Specialist at the Laurent Clerc National Deaf Education Center. She earned her Master’s Degree in Audiology from Gallaudet University in 1980, and has worked in various positions at Gallaudet University and the Clerc Center since that time. Currently she is involved in ASL/English bilingual planning and program implementation for children who are deaf and hard of hearing (including children with cochlear implants), both at the Clerc Center and throughout the nation. She has presented at numerous conferences, provided consultations and trainings to professionals, and has authored several articles and books.

Topic: Everything You Wanted to Know About ASL/English Early Childhood EducationThe pre-conference presentation will provide participants with a description of ASL/English bimodal bilingualism and a rationale for considering an ASL/English bimodal bilingual early childhood program for deaf and hard of hearing children (including children with cochlear implants). Included will be a discussion of the process of implementing a program that supports the development and use of two languages. Program implementation is addressed using an ASL/English bilingual educational framework. This framework describes how the educational program facilitates the acquisition and learning of ASL and English (written and spoken). Successful program implementation is dependent upon program-wide language planning that includes families. This presentation will discuss the language planning process required to establish an environment that demonstrates value for both languages and is focused on meeting the needs of the deaf and hard of hearing children and families that it serves. In addition, this session will address the critical family-school-community partnership with a focus on deaf and hard of hearing children’s language/cultural learning as well as provide resources for supporting the child’s bimodal bilingual development at home.6

Raychelle Harris, Ph.D., grew up bilingually in an ASL family, developing a life-long interest in ASL, bilingualism, and education. She received her Ph.D. in the areas of education and linguistics from Gallaudet University. A member of Gallaudet's ASL and Deaf Studies department since 2009, Raychelle coordinates the Masters in Sign Language Teaching program, a 15-month summer/online graduate program preparing ASL teachers (as well as teachers of other signed languages). Her specializations include sign language teaching, methodology, curriculum development and assessment. Raychelle’s research interests include specialized ASL discourses such as ASL in academic settings.

Topic: Fingerspelling Strategies for an ASL/English Bilingual Classroom

In this presentation, Raychelle will demonstrate ten different fingerspelling strategies that specifically aid the linking of both ASL and English, in other words, strategies that support the transfer of concepts from ASL to English print. Some commonly known strategies such as chaining, sandwiching, and underlining will be demonstrated using video data from an ASL/English bilingual preschool classroom. Raychelle will also share some relatively new strategies such as compounding, size and shape specifiers, covering print and segmentation (also called rhythmic or syllabic fingerspelling). She will also introduce strategies that have not yet been documented in educational research literature such as the use of space with segmentation, anticipation of and foreshadowing complex finger spelled terms, combining segmented with signs and visual depiction for finger spelled shapes and movements. Finger spelled strategies like these have been found to aid cognitive and linguistic processing and transfer between a signed language and a print language for bilingual children.

Participants will be able to:1. develop an understanding of the value of utilizing fingerspelling (and literacy-related) strategies in

an ASL/English bilingual classrooms;2. recognize and identify at least ten different fingerspelling strategies for use in an ASL/English

bilingual classroom;3. differentiate between the fingerspelling strategies for different purposes and goals within the

classroom;4. identify and describe ways to incorporate fingerspelling strategies into their classroom curriculum.

Bios & Topics

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Dr. Barbara Zurer Pearson earned a Ph.D. at the University of Miami (FL) in Applied Linguistics. She is currently a Research Associate at the University of Massachusetts Amherst and co-director of the Language Acquisition Research Center. Her research on bilinguals from birth through college age has been broadly published and presented. Her book, Raising a Bilingual Child (Random House, 2008), has been translated into Spanish and Polish, and a Chinese translation is in progress. The book combines scholarly research and practical advice for parents and teachers and anyone involved in promoting children’s optimal linguistic development.

Topic: Two Worlds are Better than One

Becoming bilingual is a win-win situation. Children who are deaf or hard of hearing (DHH) and are exposed from birth to manual languages like American Sign Language (ASL) academically outperform—by far—those denied access to ASL. Children who read and write the language of the hearing community will have many more opportunities than those who cannot communicate outside the deaf community. There is no credible evidence that learning ASL impedes learning English (or vice versa). So, there can be no rationale for parents and other caregivers to choose only one language and not provide both paths for their children.

However, not all children are given the opportunity to become bilingual from birth. Some caregivers are not convinced of the value of childhood bilingualism, or do not feel confident in their ability to provide an effective bilingual environment. Other families want to give their children the gift of two languages, but do not know how to go about it. This presentation will discuss factors that are essential for promoting bilingual development and others that are optional, but make it easier for children to learn their two languages at once. We will explore different strategies for helping children become bilingual, and will share tips and tricks suggested by other families and supported by research evidence.

Participants will be able to: 1. explain the difference between a critical period and a sensitive period for first and second

language learning;2. describe the role of parents and caregivers in promoting bilingual development;3. evaluate at least three strategies for raising bilingual children and give the pros and cons of each

relative to their own experience;4. name three major challenges to bilingual development and suggest ways to help their children (or

students) meet those challenges;5. describe two commonalities and two differences between bilingualism in the Deaf and hearing

worlds.

Bios & Topics

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Community Panel: Alicia Favila, Mary Monckton, Chris Moody, and Jean Origer

Alicia Favila works at the ESC State Leadership Office for Deaf and Hard of Hearing Services: Birth - 5, Region 10. At the Education Service Center (ESC) she serves as the State Coordinator of early intervention and preschool services for families of infants and toddlers with hearing loss, in partnership with the Texas Education Agency.

Mary Monckton, MS, CCC-SLP, has been working with the Deaf and Hard of Hearing population for ten years as a speech language pathologist. Her experience ranges from early childhood to adults and across a variety of settings, including, regional day programs, cochlear implant center, Texas School for the Deaf and private practice. Mary uses various modes of communication to meet the individual needs of her clients and the personal priorities of each family.

Christine Moody is the Statewide Coordinator for the Texas Guide By Your Side Program. She has a 20 year old Deaf son and has been involved in Deaf Education and Early Intervention for 15 years in five major cities. Above all, she has tremendous respect and understanding for parents and their unique, often-changing and always challenging journeys.

Jean Origer is a Program Specialist for the Texas Department of Assistive and Rehabilitative Services, Division of Early Childhood Intervention. Her background includes work experience as a speech pathologist in the public schools and early intervention settings. She has also worked as a social worker with an emphasis on developing programs that serve adults with disabilities and implementing person centered planning.

Community partners will share their challenges and efforts in providing families the support and resources necessary to make informed decisions within the context of the complex and complicated field of early intervention for deaf and hard of hearing children. Following the panelists presentations, conference participants will be given the opportunity to learn how to better collaborate with community partners through a Q&A discussion.

Bios & Topics

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Jenny Singleton, Ph.D., is a Professor of Psychology at Georgia Institute of Technology. She currently serves as Translational Research Leader in the NSF Science of Learning Center on Visual Language and Visual Learning (VL2) at Gallaudet University. Dr. Singleton earned her doctorate in Developmental Psychology from University of Illinois in 1989 and has been involved in American Sign Language acquisition and educational research for over 25 years. Her current research uses both quantitative and qualitative methods to investigate how sign-exposed children’s develop eye-gaze control and how adults socialize their visual attention. Other ongoing research projects include Ethics in Research involving Deaf Participants, Sign Language Assessment, National K-12 Standards for American Sign Language, Atypical Sign Language Acquisition, Sign Language for Atypical Users, and Digital Media for Sign Language and English Literacy.

Melissa Herzig, Ph.D., is the Education and Research Translation Manager for VL2 at Gallaudet University. She is responsible for leading assessments and evaluations of resources within VL2 and for working with schools. Her role is to facilitate two-way communication between researchers and educators. She has BA in Biology from Gallaudet University. Her MA thesis in Bilingual (ASL/English) Education at University of California, San Diego (UCSD) was about bridging ASL and English skills through ASL/English Workshops. For that thesis, she developed an ASL Scale of Development authentic assessment tool for teachers. She earned her doctorate degree at UCSD focusing on the motivation of Deaf Latino adolescent struggling readers. She worked at Salk Institute, San Diego State University, and at UCSD as a Scholar Researcher. She was also a teacher at Chula Vista High School for 8 years. She worked as a supervisor for student teachers at UCSD and was a lead supervisor for student teachers and interns at National University. Her areas of interest are in ASL/English Bilingualism, Literacy Development, and Motivation for Reading.

Melissa Malzkuhn is the Digital Innovation and Media Strategies Manager at the Science of Learning Center on Visual Language and Visual Learning (VL2) at Gallaudet University in Washington DC. VL2 (www.vl2.gallaudet.edu) is a research center on how deaf children learn to read through using the visual modality, encompassing the following disciplines: neurocognitive science, biology, linguistics, psychology, socio-cultural, and pedagogy. Melissa Malzkuhn leads projects translating research findings into educational resources. She was the Managing Editor of Deaf Studies Digital Journal (DSDJ, www.dsdj.gallaudet.edu), a peer-reviewed online digital journal in sign language, at Gallaudet University form 2008 to 2012. She currently serves as an Executive Editor, consulting on user experience and long-range plans of the journal.

Bios & Topics

http://www.vl2.gallaudet.edu

http://www.vl2.gallaudet.edu

http://www.dsdj.gallaudet.edu

http://www.dsdj.gallaudet.edu

Thomas Allen, Ph.D., is the Founding Director of the VL2 Center and currently serves as its Co-Principal Investigator. He holds a faculty appointment in the Department of Education, where he has taught courses in statistics and research design. Dr. Allen formerly served a 9-year term as Dean of the Graduate School at Gallaudet. Prior to becoming Dean, Dr. Allen was the Director of the Gallaudet Research Institute, where he conducted or supervised many large-scale statistical studies of the deaf population in the USA. These included an annual survey of deaf and hard of hearing children and youth and two national efforts to develop norms for standardized achievement tests for the population of deaf and hard of hearing students. He designed and conducted studies of national patterns of classroom communication strategies for deaf and hard of hearing students, and a longitudinal study of school-to-work transition for students who are deaf. As the Dean of the Graduate School, Dr. Allen has implemented Ph.D. programs in Linguistics and Audiology, an Au.D. professional doctorate in Audiology, a Master of Arts in Teaching that focuses on preparing teachers to work in bilingual ASL-English environments, a Master of Arts degree in International Development, and a Master of Arts degree in Deaf Studies. He is currently the lead investigator for several ongoing research projects at the Visual Language and Visual Learning (VL2) Center at Gallaudet University.

Laura Ann Petitto, Ph.D., is a Cognitive Neuroscientist. Formerly at the University of Toronto, Petitto was recently recruited to serve as the Co-Principal Investigator, and Science Director, of the National Science Foundation’s Science of Learning Center, “Visual Language and Visual

Learning, VL2” at Gallaudet University – one of only 6 Centers in the nation. She is also a full Professor in the Department of Psychology at Gallaudet University, an affiliated full Professor in the Department of Psychology at Georgetown University, and the Scientific Director of her own Neuroimaging Laboratory called the Brain and Language Laboratory, BL2. She is known for her discoveries concerning language and its neural representation in the human brain, and how young human children acquire language, including shared/universal signed and spoken language processing sites and systems in the brain. Petitto received her Masters and Doctoral degrees from Harvard University in 1981 and 1984 (respectively). Petitto has won continuous (non-interrupted) Federal and/or Foundation funding for her research for the past 36 years. She is the recipient of over 20 international prizes and awards for her scientific achievements and discoveries, including the 1998 Guggenheim Award for her “unusually distinguished achievements in the past and exceptional promise for future accomplishment.” In 2009, Dr. Petitto received the distinct honor of being appointed a lifetime Fellow of the American Association for the Advancement of Science, as well as a lifetime Fellow of the Association for Psychological Science (APS). Petitto speaks English, French, Italian and is a fluent signer of American Sign Language (ASL). For more information about Professor Petitto see http://petitto.gallaudet.edu/~petitto/index/

Topic: Exciting Updates from the VL2 Center at Gallaudet University!The VL2 Center at Gallaudet University has been working on many exciting projects that will impact education and home/community outreach. At this interactive seminar, VL2 will be sharing updates about new findings, current projects, and future goals – and we want YOUR input. Your feedback will drive our efforts for the next few years as we work on two-way translational projects connecting research and education to produce educational resources and outreach materials.

Bios & Topics

http://petitto.gallaudet.edu/%7Epetitto/index/




Adam Stone is a Ph.D. student at Gallaudet University studying critical issues in the education of deaf learners and a research assistant with VL2 focusing on evaluating educational resources, including their (coming soon!) storybook apps for the iPad. Originally from San Diego, Adam earned his M.A. in ASL/English bilingual education at University of California, San Diego in 2010. He then taught kindergarten and first grade at P.S. 347 The ASL and English Lower School in New York City.

Topic: Taking Advantage of iPad Technology for Bilingual Teaching

IPads offer so many opportunities to learn and use ASL and English n the classroom! Adam Stone, a former elementary teacher, will be demonstrating several ways to use iPad technology to support bilingual instruction and produce educational resources that can be shared easily with families. Publish your own ASL/English bilingual, interactive ebooks. Create an on-demand video library of ASL literature and class videos. Use FaceTime and iMessage to let students practice on-camera ASL skills. Make imaginative tales come alive with “electronic” puppetry and live storytelling. Adam will also explain how to get comfortable with trying new technology tools and how to find help when needed.

Participants will be able to:1. develop an understanding of different pedagogical approaches using iPad technology for effective

bilingual instruction;2. identify ways to use iPad technology to aid both expressive and receptive language skills;3. produce original iPad ebooks with interactive video;4. know how and where to find help with technology as needed.

Bios & Topics

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Jean F. Andrews, Ph.D., is a professor of Deaf Studies/Deaf Education at Lamar University where she teaches courses in the doctoral leadership program and conducts literacy and language research with deaf children, youth and adults.

Damara Goff Paris, Ed.D., NCC, CRC, received her doctorate in education from Lamar University and her Master’s in Rehabilitation Counseling from Western Oregon University. Dr. Paris has worked as a counselor, program director and professor in private, non-profit, government and university environments, including counseling and managing the Connection Program (a non-profit mental health facility for Deaf individuals), the Oregon Public Utility Commission, Western Oregon University’s Rehabilitation Counseling in Deafness and ASL Studies programs. Dr. Paris currently works as an Assistant Professor at Lamar University’s Deaf Studies and Deaf Education division.

Topic: Starting with Story: ASL/English “Adapted Little Books,” Emergent Literacy and Signing Deaf Children

Based on the Emergent Literacy Theoretical framework, “Adapted Little Books” is an early literacy intervention that starts with stories. Short, simple stories are presented in American Sign Language (ASL) and English (adapted from McCormick & Mason, 1990). Twenty-five deaf children, ages 4 to 10, participated. We used a standardized early reading concept assessment and 7 observation early literacy tasks. We asked: 1)

How did the storybook intervention increase emergent literacy? 2) How did parents support home literacy? 3) How did drawing/writing support emergent literacy? 4) How did the deaf children’s reading and reciting stories change quantitatively and qualitatively over a full year? A longitudinal, pre-experimental, one group pre/post test design was used. Relationships between child background knowledge variables and pre/post test scores were also examined. Growth was found in early literacy concepts, vocabulary, book reading and book reciting using the shared book reading “adapted little books” intervention.

Participants will be able to identify:1. emergent literacy concepts, particularly whole story book reading;2. ASL/English bilingual strategies deaf children use to read picture books;3. how early writing supports early reading;4. how story reciting supports reading comprehension.

Bios & Topics

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Bobbie Beth Scoggins, Ph.D., has been involved in various endeavors improving the quality of lives of deaf and hard of hearing adults and children in all areas. She received a doctoral degree in Institutional Management from Pepperdine University in California. She is also an alumnus of California State University, Northridge with a BA in Psychology and a Master’s degree in Administration and Supervision. As Executive Director of the Kentucky Commission on the Deaf and Hard of Hearing, Dr. Scoggins was instrumental in the licensing of interpreters; expansion of educational reform for deaf and hard of hearing children; and development of a technology access program statewide. Previously, she worked at Communication Services for the Deaf, Inc., based in Sioux Falls, South Dakota. Recently, Dr. Scoggins completed three terms from 2006 to 2012 as NAD President. She is delighted to be back in Texas.

Claire Bugen is the superintendent and chief executive officer of the Texas School for the Deaf (TSD). She has more than 30 years experience serving in administrative roles in schools and programs for deaf students. Bugen has been active in professional organizations her entire career. She has served as president and secretary of the Convention of American Instructors of the Deaf (CAID) and the Conference of Educational Administrators of Schools and Programs for the Deaf (CEASD), and presently chairs CEASD’s Accreditation of Schools Committee and serves as a member of CEASD’s Government Relations Committee. Bugen was pivotal in the development of the National Agenda for the Education of Deaf Students, a coalition of parent, consumer, professional, and advocacy organizations working to develop an effective, communication-driven educational delivery system for deaf students. Her recent awards include Outstanding Women in Texas Government and the Robert R.

Davila award for meritorious contributions to the field of deafness, presented by CEASD. She currently serves as a trustee on the Gallaudet University Board.

Topic: Child FirstWhat: Child First is a national campaign to ensure that the Individuals with Disabilities Education Act (IDEA) appropriately addresses the language, communication, and educational needs of deaf and hard of hearing children.Who: Child First was developed and is being driven by national organizations that advocate for the educational rights of deaf and hard of hearing children.Why: At the time IDEA (then the Education for All Handicapped Children Act) was passed in 1975, many children with disabilities were precluded from going to school, either by law or because schools were not equipped to teach them. IDEA changed that by requiring states, local school districts, and schools to provide them with an individualized education. The main principles include: Individualized Education Program (IEP), Evaluation, Least Restrictive Environment (LRE), and Procedural Safeguards.

In order to meet deaf and hard of hearing students' educational needs, programs must first address their language and communication needs. However, today implementation of IDEA pays little attention to this issue. Instead, IDEA implementation often focuses on the location where the child is being educated, rather than the supports and services available at that location to meet the needs of the child. Child First is attempting to shift the focus of IDEA back to the individual needs of the child. It is attempting to ensure that deaf and hard of hearing children's IEPs and educational placement facilitate full language and communication development, which will lead to greater educational success.

Bios & Topics

Parent Panel: Avonne Brooker Rutowski, Dr. Liza Chabokrow, Lisa Crawford, and Angie Wolf

Avonne Brooker-Rutowski is a proud mother of two children (deaf daughter and CODA son) who are living examples of bilingual learners. She has a combination of 20 years working in the field of Deaf Education as a teacher, school administrator and outreach program specialist with the Educational Resource Center on Deafness (ERCOD) in Texas. Avonne is currently serving as American Society of Deaf Children’s vice president. Her life-time passion is working with families and professionals who are associated with Deaf and Hard of Hearing children.

Dr. Liza Chabokrow and her husband have a beautiful 3- year-old deaf-visually impaired child who is the light of their lives. She is an intelligent and curious child with all of the patience in the world and more zest for life than anyone Dr. Chabokrow has ever met. She is hearing and has become involved in ASL because that is her daughter's primary mode of communication. Dr. Chabokrow is excited about the future for her child and all of the wonderful educational possibilities for her in both the English and ASL world.

Lisa Crawford is the Statewide Parent Liaison in ERCOD. In this position she coordinates programs and services that promote parent involvement, as it relates to families with children who are deaf or hard of hearing, and also administers the Texas Guide By Your Side program. Lisa and her husband Steve are the proud parents of two teenage daughters, including Emma, who is deaf.

Angie Wolf is the proud parent of 3 children, Amanda-17, Travis-13 and Ian-5 years. Amanda and Travis attend Texas School for the Deaf and are in the 11th and 7th grade, while Ian attends a private school. Angie is a member of the TSD PTA and St. Ignatius Martyr Catholic School Parent Teacher Organization and she is also a parent member of the Texas School for the Deaf Governing Board since 2006.

Parents will share their success stories and challenges and emphasize the importance of being proactive in their children’s education. Conference attendees should find these stories heartwarming, thought provoking, and instructive. Additionally, a questions and answers period will offer participants the opportunity to delve deeper to learn how the panelists’ experiences might shape their own involvement in early intervention.

Bios & TopicsBios & Topics

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Melissa Malzkuhn and Dr. Melissa Herzig, Gallaudet University VL2

Topic: Storybook Apps: An Innovative, Research-Based, and Digitalized Approach in Storytelling

Have you seen The Baobab yet? It’s a bilingual, interactive storybook app for the iPad, incorporating ASL and English. Created by the creative team

at the Center on Visual Language and Visual Learning (VL2) at Gallaudet University, this story is about a curious little girl who goes off on an adventure and learns an important lesson. This app was designed based on our new and exciting research in visual learning, fingerspelling, ASL, and Deaf children’s cognitive development. VL2 will be sharing how this app was created and how it connects research and education. We will also discuss how to use this story with children focusing on ASL and English development and visual attention. This interactive seminar will also ask for YOUR ideas as well as to develop parents’ and teachers’ guides.

Participants will be able to:1. develop an understanding of what research and design principle upon which the creation of this

app is based on (Theory of Change);2. discuss and share ideas on how they may use this app in their profession (identify main ideas that

we should include in the guidebooks or lesson plans); 3. bring home some ideas from VL2 on how to promote literacy skills using this app that they could

use with Deaf children.

Dr. Laurene Simms, Gallaudet University

Topic: The Deaf and Hard of Hearing Children’s Visual Communication and Sign Language Milestones Checklist

This checklist will be used to monitor the visual communication and sign language acquisition of deaf and hard of hearing young children birth to five years of age. It is intended to be used by teachers and parents to identify gaps in development and to plan for instruction. Kendall Demonstration Elementary School at Gallaudet University has piloted the checklist for two years. In addition, it has undergone review by bilingual (ASL/English) early childhood professionals. The developers are currently standardizing the checklist through the assistance of teachers and schools throughout the U.S. using an online reporting system. It is anticipated that the checklist will be available for distribution in the spring of 2013. This presentation will include the background on the assessment’s development, the standardization process, and the psychometric measures that have been gathered so thus far.

Topics

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TSD Campus Map

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Michelle Gough hailed from the Midwest states and northern California, she is a Deaf bilingual teacher working with various grade levels from preschool through first grade. She has taught at Sidwell Friends Lower School for a year after committing a full semester of internship in the prior year, and New Mexico School for the Deaf for three years before moving back to Washington D.C. She has been teaching at Laurent Clerc National Deaf Education Center for seven years, and is currently teaching Kindergarten this year. She has received her B.A. in Early Childhood Education and her M.A. in Deaf Education from Gallaudet University. She also has received various trainings in ASL/English bilingual education for young deaf and hard of hearing children. She is a proud mother of two boys, a Deaf teenager and a 9 year old CODA.

Bobbie Jo Kite is currently a faculty member in the Department of Education at Gallaudet University. Originally from Pennsylvania, Bobbie Jo received her B.A. in Early Childhood Education in 2004 and her M.A. in Deaf Education in 2005 from Gallaudet. She has taught Pre-Kindergarten and Kindergarten at Kendall Demonstration Elementary School for 5 years and Kindergarten-First grade at New Mexico School for the Deaf for a year. She is currently working on her Ph.D. from George Mason University, specializing in Early Childhood Education and Multilingual/Multicultural Education. In her very little free time, she enjoys spending time with her dogs and trying new restaurants with her friends.

Nancy Milner is an A/E Bilingual Early Childhood teacher in the Early Childhood Center at Kansas School for the Deaf. She has taught since 2003. She is also a Mentor for ASL English Bilingual Professional Development (AEBPD) from 2006 to 2011. She participates in the Shared Reading Project and Deaf Mentoring program, working with families who have young children. Since graduating from High School in New York, she has received a B.S. degree from Mid America Nazarene University, Olathe, KS in Elementary Education and a M.S. degree from the University of Kansas in Lawrence, KS in Special Education/Deaf Education in Early Childhood Education. Besides teaching, Nancy is a mother of 3 bilingual sons and enjoys being with family. Her other interests include reading, jogging, swimming, and cooking.

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Brenda Perrodin is an Early Intervention Provider in the Parent-Infant Program at the Kendall Demonstration Elementary School (KDES). KDES is a component of the Laurent Clerc National Deaf Education Center at Gallaudet University. Since graduating with an B.A. from Gallaudet University in Early Childhood Education. In addition, she earned an M.A. in Family Centered Early Education from Gallaudet University. She has worked at the Clerc Center since 1996. She is also a mentor with the KDES Shared Reading Program and has taught KDES family classes in American Sign Language (ASL).

Ricky Romero has been involved in EarlyChildhood Education field since his undergraduate days. During that time, he has interned at different schools teaching a variety of students and collaborating with parents. Currently, he is working at Laurent Clerc National Deaf Education Center as a bilingual Preschool teacher.

Susanne Scott is a Cochlear Implant/Bilingual Specialist at the Laurent Clerc National Deaf Education Center at Gallaudet University. She earned her Master’s Degree in Audiology from Gallaudet University and has worked at Gallaudet University and the Clerc Center since 1980; first as an educational audiologist, then as a clinical educator in the Department of Hearing, Speech and Language Sciences. She joined the Cochlear Implant Education Center in 2003 where she provides content expertise in cochlear implants and ASL/English bilingual programming specific to working with professionals, students, and families at the Clerc Center and throughout the nation.

Laurene E. Simms is Professor of the Department of Education at Gallaudet University, Washington, D.C. After graduating from the Indiana School for the Deaf, Indianapolis, Indiana, she received a B.S. Degree in Elementary Education from the University of Nebraska, Lincoln, and a M.Ed. in Deaf Education from Western Maryland College, Westminster, Maryland. She received a Ph.D. Degree in Language, Reading, and Culture from the University of Arizona, Tucson, Arizona. Laurene has hands-on experience in the implementation of a bilingual/multicultural educational environment for diverse Deaf and Hard of Hearing children and is an acknowledged expert on the topic of using ASL/English as the languages of instruction.

Board

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Upcoming Conferences

Upcoming Conferences

#2047 - 800 Florida Avenue, NE Washington, DC 20002-3695

www.deafchildren.org [email protected] Telephone: (800) 942-2732 Fax: (410) 795-0965

American Society for Deaf Children The American Society for Deaf Children (ASDC) is a national, independent, nonprofit parent organization that supports and educates families of deaf and hard of hearing

children and advocates for high quality programs and services.

23rd Biennial ASDC Conference June 26-30, 2013

The ASDC Biennial Conference provides families with information and fun! Daytime workshops captivate parents

while children participate in educational and recreational activities. Evening events bring families together, providing the opportunity to form new friendships and peer support.

Mark your calendars now for the 2013 conference hosted by the Arizona School for the Deaf and Blind in Tucson. For more information, contact conference chair Kelly Birmingham at (520) 770-3725 (voice) or e-mail

[email protected].

#2047 - 800 Florida Avenue, NE Washington, DC 20002-3695

www.deafchildren.org [email protected] Telephone: (800) 942-2732 Fax: (410) 795-0965

American Society for Deaf Children The American Society for Deaf Children (ASDC) is a national, independent, nonprofit parent organization that supports and educates families of deaf and hard of hearing

children and advocates for high quality programs and services.

23rd Biennial ASDC Conference June 26-30, 2013

The ASDC Biennial Conference provides families with information and fun! Daytime workshops captivate parents

while children participate in educational and recreational activities. Evening events bring families together, providing the opportunity to form new friendships and peer support.

Mark your calendars now for the 2013 conference hosted by the Arizona School for the Deaf and Blind in Tucson. For more information, contact conference chair Kelly Birmingham at (520) 770-3725 (voice) or e-mail

[email protected].

Sponsors

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Sponsors

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Summit III

2012

Delaware School f/t Deaf

Newark, Delaware

Past Summit PhotosSummit I

2010

Gallaudet University

Washington, DC

Summit II

2011

Gallaudet University

Washington, DC

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Upcoming Summits

SUMMIT V 2014 @ KANSASSUMMIT VI TBA

SUMMIT VII 2016 @ BAY AREA

www.bilingualece.org

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ECE Graduate Certification

American Sign Language & English Bilingual Early Childhood in Deaf Education: Birth to 5

Graduate Certificate Program

Starting this Summer 2013! Gallaudet University Deaf Education teacher preparation program is now offering the first-ever graduate certificate program designed for pre-service and in-service professionals in ASL/English Bilingual Early Childhood Deaf Education: Birth to 5.

The ASL/English Bilingual Early Childhood Deaf Education certificate program offers 21 credits of hybrid and online courses focusing on deaf and hard of hearing children from birth to 5 years old and their families. The Program is designed to prepare professionals in early childhood education and deaf education to advocate for and educate young deaf and hard of hearing children and their families. The development of teaching methods and pedagogy is emphasized. Coursework and experiences use a critical pedagogy lens while applying an ASL/English Bilingual approach.

Contact Information: Helen Thumann, Ph.D., Department Chair, [email protected] & Julie Mitchiner, Ph.D., Program Coordinator, [email protected] Fowler Hall (FH) Room 304 VP: (202) 250-2468 Voice: (202) 651-5530 Fax: (202) 651-5860

DEPARTMENT OF EDUCATION

Sequence Courses Course Format

Summer 1 EDU 760 Foundations of Policy and Legislative Perspectives on Bilingualism: Implications for ASL/English Bilingual Education for 0-5 (3 credits)

Online

EDU$761$Theoretical$Perspectives$of$ASL/English$Bilingual$Education:$0B5$(3$credits)$

Online

Fall 1 EDU$762$Early$Language$Acquisition$&$Cognitive$Development$of$Bilingualism$(3$credits)$

Online

EDU$767$Capstone$I$(1$credit)$

Spring 1 EDU$763$Assessment$and$Individualized$Planning$in$ASL/English$Bilingual$Early$Childhood$(3$credits)$

Online

EDU$768$Capstone$II$(1$credit)$

Summer 2 EDU$764$Applications$in$ASL/English$Bilingual$Early$Childhood$Education$for$0B5$(3$credits)$

Hybrid

EDU$765$Family$Collaboration$and$Partnership:$The$ASL/English$Bilingual$Lens$(3$credits)$

Hybrid Offer Summer 1

EDU$769$Capstone$III$(1$credit)$

Interested? Send an email to [email protected]

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Recommended Readings

Incoming(E*Textbook(((work(in(progress)(

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Special Thanks to:

*Cafeteria

*Facilities

*Facilitators

*Instructional

Technology Unit

*Interpreters

*Khari Balogun

* Maintenance

* Ranger Press

* Reagan Allen

* Presenters & Sponsors

*Security

*Transportation

*Volunteers

Heidi MacGlaughlin, Twyla Heslop, Diana Poeppelmeyer, Mari Liles, Claire Bugen, Keena Miller, Russell West,

Johnett Scogin, and Stella Egbert

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ece summit iv

Documents

education of deaf

early language development

hard of hearing children

bilingual partnerships

early intervention

national summit

young children

hard of hearing students