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Authors: Dr. Mary V. Compton and Dr. Judith A. Niemeyer To contact the author for permission to use this PowerPoint, please

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Presentation on theme: "Authors: Dr. Mary V. Compton and Dr. Judith A. Niemeyer To contact the author for permission to use this PowerPoint, please"— Presentation transcript:

1 Authors: Dr. Mary V. Compton and Dr. Judith A. Niemeyer To contact the author for permission to use this PowerPoint, please To use this PowerPoint in its entirety, please give credit to the authors.

2 Auditory-Oral Meets Birth- Kindergarten: Integrating Early Childhood and Deaf Education Funded by the U.S. Department of Education, Award #H325A Dr. Mary V. Compton and Dr. Judith A. Niemeyer Specialized Education Services, University of North Carolina at Greensboro

3 National Needs Prevalence of 1-6 in 1,000 births (American Academy of Pediatrics, 1999) Newborn & Infant Hearing Screening and Intervention Act of 1999 Recognized need for early intervention by 6 months of age Early identification recognized by professional organizations (Joint Committee on Infant Hearing, 1994) Majority of parents with children who have hearing impairments are hearing Advances in amplification technology More parents selecting Auditory-Oral options

4 North Carolina Needs North Carolina is one of 32 states that has passed a law requiring all newborns to receive hearing screenings, thus allowing for early intervention services for infants with hearing impairments. The North Carolina Department of Health and Human Services estimates that during the next year approximately 600 infants will be diagnosed with hearing impairments.

5 NC ICC Council Report March 1999 NC Legislative Study – NC Interagency Coordinating Council Report indicates the urgent shortage of teachers who have training and expertise in Auditory-oral teaching. The study recommends that: all communication options be made available to families programs increase services for infants/toddlers with hearing impairments numbers of adequately trained professionals increase curricula in pre-service programs be revised services with other providers/agencies in the early intervention system be coordinated more effectively

6 Program Design Parents ProfessionalsPractitioners A-O Program Collaborative Partnership

7 Program Components Interdisciplinary: Theoretical and applied knowledge from child development. Early Childhood Education Early Childhood Special Education Hearing Impairment Auditory-Oral

8 Birth-Kindergarten Courses HDF 410: Cultural Variations in Families and Children HDF 452: Child Observation and Assessment HDF 532: Foundations of Preschool Education SWK 584: Social Services for Children CED 310: Helping Skills SES/HDF 441: Young Childrens Learning Environments SES/HDF 425: Infant/Toddler Programs: Foundations and Methods (4 s.h.) SES/HDF 435: Preschool/Kindergarten Curriculum

9 Hearing Impairment Courses CSD 250: Concepts in Communication Sciences CSD 334: Introduction to Audiology SES 243: History and Psychology of Deafness SES 577: Teaching Speech to the Deaf SES 578: Teaching Language to the Deaf SES 450: Audition Development of Deaf Children SES 470: Parent Guidance and Hearing Impairment SES 451: Spoken Language Facilitation in Deaf Children SES 452: Amplification Technology for Deaf Children SES 483: Methods of Teaching Deaf Children

10 Teacher Licensure Courses SES 242: Intro. To Exceptional Children ELC 381: The Institution of Education CUI 516: Emergent Literacy and Mathematical Understanding NUR 345: Basic Health Management of Children SES 461/HDF 460: Student Teaching Internship (12 s.h.)

11 New Course Descriptions Four new courses have been added to the existing required courses in Special Education: SES 450 Audition Development of Deaf Children Listening processes and auditory development, procedures and techniques for assessing audition development in children who have hearing impairments, and the history and philosophy of Auditory-Oral practice. SES 470 Parent Guidance and Hearing Impairment The impact on the family of having a child with a hearing impairment, and strategies to develop the parents abilities as communication facilitators for their childs auditory-oral development.

12 SES 451 Spoken Language Facilitation in Deaf Children Assessment procedures and strategies for the development of spoken language in naturalistic settings for infants, toddlers, and preschoolers with hearing impairments including deafness. SES 452 Amplification Technology for Deaf Children Design and management of assistive technology available for children who have hearing impairments, such as hearing aids, FM systems, and cochlear implants.

13 Program Delivery Class discussions Small group interactions Video viewings Readings Case study discussions Web searches On-line discussions Exploration of assistive hearing technology

14 Learning Activities Reflective journals Lesson plan development Assessment of young children with hearing impairments Development of IEP/IFSP Parent interviews Case studies Teaching portfolio

15 Fieldwork Students will gain experience in a wide range of settings including: Inclusive preschool and kindergarten classrooms Itinerant service settings Consultative service settings Family-home based settings Community based programs

16 Student Teaching One semester (18 weeks) Inclusive setting Children with hearing impairments Children without disabilities Joint with Birth- Kindergarten program

17 Student Seminars Students attend monthly seminars on topics related to the field. Examples: working with parents collaborating with other professionals services available to families ethical issues and responsibilities of professionals

18 Competencies North Carolina Dept. of Public Instruction competencies for Birth-Kindergarten North Carolina Dept. of Public Instruction competencies for Hearing Impairment Council for Exceptional Children (CEC) – Division of Early Childhood Council for Exceptional Children (CEC) - Council on Education of the Deaf National Association for the Education of Young Children (NAEYC) Alexander Graham Bell Association for the Deaf and Hard of Hearing Auditory-Verbal International, Inc.

19 Student Outcome Data Collection Protocol Evaluation of Students Employer Field Placement Supervisor University Supervisor Course Instructor Other Student evaluations: field placements during program after graduation coursework Outside consultants: Birth-Kindergarten Auditory-Oral

20 Student Performance Outcomes Impact of hearing loss on spoken language development. Philosophy, theory, and history of Auditory-Oral and Auditory-Verbal approaches for developing auditory learning skills. Impact of various audiological, environmental, and medical factors on the reception, perception, and production of speech. Assessment of auditory learning skills of children with hearing impairments. Requirements of developing spoken language in infants, toddlers, and preschoolers who have hearing impairments. At the completion of all coursework, students will demonstrate an understanding of and be able to explain the following:

21 …more student outcomes Facilitate a childs understanding and use of auditory input. Plan and implement auditory skill development activities within all classroom curricular areas. Promote the development of the young childs spoken language by family members and caregivers. Evaluate comprehension and production of spoken language formally and informally Create appropriate spoken language facilitation plans based on evaluation results. Identify and explain the function and use of all types of hearing devices. Demonstrate care and use of cochlear implants in the educational and family environment. At the completion of all coursework, students will be able to:

22 So, in the new millenium... professionals will be prepared to meet the needs of infants, toddlers, and young children with hearing impairments and their families.


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