Downloads: Transcript (RTF, 65 kB); Handout 1 (PDF, 9 kB); Handout 2 (PDF, 13 kB) Family engagement is a collaboration and relationship between an early… Read More »Starting Early: Family Engagement in the Urban Setting – Lynette Mattiacci & Amy Moore
National Deaf Education Conference
Downloads: Transcript (RTF, 60 kB) People often underestimate children’s ability to handle raw history. Do you want to learn more about hidden truths and narratives… Read More »Exploring Hidden Narratives to Engage Diverse Students – Lia Bengtson & Tarja Lewis
Downloads: Transcript (RTF, 10 kB) The presenters will engage participants in an interactive session that will show them how to implement a newly developed English… Read More »Tools for Teaching English Syntax Through ASL (TTES-ASL) – Amanda Howerton-Fox & Jodi Falk
Downloads: Transcript (RTF, 74 kB) The ability to “mind read,” or having a theory of mind (ToM), is critical to how we successfully interact with… Read More »Theory of Mind and Deaf Students Barriers and Solutions – Lisalee Egbert & Ashlee Trempus
Downloads: Transcript (RTF, 89 kB) Want to know how theatre programming can benefit your students? Want to know what skills are practiced during theatre classes?… Read More »Shining a Spotlight on Theatre Programming in Deaf Education in the United States – Brian Cheslik
This workshop will focus on ASL/English for 0-5 year-old learners. We will also discuss the value in Primary Education/University collaborations, which can help provide evidence-based data on the efficacy of early language experience.
A specific and successful collaboration between a Reggio-Emilia ASL immersion classroom (The Rosen Family Preschool) and researchers at the University of California, Davis (Center for Mind and Brain) is presented. Together, we created ASL/English N-400 experiments to pair with our current assessment tools. Examples will be shown of videos of the ASL version (i.e. trials of the lead teacher signing picture trials, with some correct and incorrect target trials) and the English version (i.e. our hearing Speech Language Pathologist speaking the words with some correct and incorrect target trials), so we can discuss how such a tool can be used to help understand semantic development.
The audience will see classroom footage of our kids together, show code switching, and how those unfamiliar with Deaf culture, such as hearing speech pathologists, audiologists and special education teachers, miss the complex inner workings of a rich language environment that contains native ASL use for our young learners.
In 2018 a team of writers from across the education continuum developed the document “Optimizing Outcomes for Students who are Deaf or Hard of Hearing: Education Services Guidelines.”
Next Generation Science Standards (NGSS) developed the science standards to address science teaching and learning in our classroom. However, the research to practice is lagging in the 3-D teaching, which involves with the Disciplinary Core Ideas, Science and Engineering Practices, and the Crosscutting Concepts.
There is a lot of chatter about the NGSS in the academic world on practical application from the framework. Although a little more than 50% of the states officially adopted the NGSS, other states used the NGSS to create their science standards. With this being said, there is an agreement with all states on the need to transform the science classroom. That is where 3-D teaching comes in to help our science teachers to become a more comprehensive science teacher as well as making the students’ learning experience more meaningful. There is an increase in the research and resources for the Crosscutting Concepts that would help our science teachers to become a more comprehensive teacher and reflects the 3-D teaching that we aim to transform the classroom.