Evidence-Based Learning for Deaf and Hard-of-Hearing Students 

Registration fee is $15.00 (No Refunds)

Make checks payable to OSD

Mail payment to

Center for Outreach Services

attn: Evidence Based

500 Morse Road

Columbus, OH 43214

IF your school district is paying by purchase order please pre-register for the date and notify Cindy Whicker of the purchase order in process. Whicker@osd.oh.gov

 Ohio educators and residence are given registration priority

Registration Deadline for ALL dates/locations will close on Friday July 26, 2013

 

SCHEDULE

7:30 – 8:00      Registration

8:00 – 9:30      Marc Marschark – Myths and Misunderstandings in Deaf Education: On Language, Cognition, and Learning

9:30 – 9:45      Break

9:45 – 11:15     Susan Easterbrooks – Literacy and Evidence-Based Practices in Deaf Education: What We Know For Sure and What We Suspect

11:15 – 12:15   Lunch on your own

12:15 – 1:45     Linda Spencer – Listening, Speaking and Phonology—Oh My! Evidence-Based Practice Principles for Deaf Children with Cochlear Implants

1:45 – 2:00      Break       

2:00 – 3:30      Mark Rosica – Social and Emotional Functioning and its Impact on Academic Success

3:30 – 3:45       Evaluation

 

ABOUT THE PRESENTATIONS

Myths and Misunderstandings in Deaf Education:
On Language, Cognition, and Learning

Marc Marschark, PhD
Professor and Director, Center for Education Research Partnerships
National Institute for the Deaf – Rochester Institute of Technology
And Moray House School of Education, University of Edinburgh
School of Psychology, University of Aberdeen

Significant progress has been made in deaf education over the past 50 years, yet deaf learners continue to face significant challenges in terms of academic performance and outcomes. Despite appealing claims about new models and methodologies, most deaf children still underperform relative to their hearing peers across settings and across the curriculum. If we are to support them in achieving their full potential, we need to leave behind opinions about what should or should not work in favor of an evidence-based agenda. Research indicating that deaf children learn differently than their hearing peers in several domains and are more diverse in their knowledge and learning strategies should allow us to build on their strengths and accommodate their needs. If we abandon myths and re-examine some of our assumptions about deaf education, we can create educational partnerships in which decisions are based on facts while recognizing that we are dealing with lives, emotions, rights, and responsibilities.

 

Listening, Speaking and Phonology—Oh My!
Evidence-Based Practice Principles for Deaf Children with Cochlear

Linda Spencer, PhD, CCC-SP
Department of Special Education/Communication Disorders
New Mexico State University
Las Cruces, NM

Children with profound hearing loss who wear Cochlear Implants (CIs) can perceive speech, yet there are distinct differences in how and what they hear when compared to their peers with acoustic hearing. What sounds should they does the consonant repertoire of CI users develop? This talk will answer these questions, and explain how what a child hears influences speech sound production, meaningful unit production and even reading skills. Principles to incorporate into your practice will be provided as well as ideas for evaluation and therapy. Finally, we will look at some long up using CIs.

 

Literacy and Evidence-Based Practices in Deaf Education:
What We Know For Sure and What We Suspect

Susan R. Easterbrooks, EdD, Professor
College of Education
Georgia State University
Atlanta, GA

This presentation will review the current status of DHH readers, including recent results of an outcomes study of states’ assessments. Participants will learn about factors that contribute to positive literacy outcomes, including key predictors of reading success. Finally, this presentation explores evidence-based practices in literacy instruction and presents a strategy to determine the usefulness of an instructional practice or material in the absence of available evidence.

 

Social and Emotional Functioning and its Impact on Academic Success

Mark Rosica, MS, Chairperson
Counseling and Academic Advisory Services Department
National Technical Institute for the Deaf – Rochester Institute of Technology

Erikson’s Stages of Psychosocial Development outline the ‘normal’ pattern and grown of development across ones’ life. Each stage builds on the successful completion of earlier stages. The challenges of incomplete stage development are expected to reappear in the future. We will discuss the impact that hearing loss has on these stages of development as well as what educators, mental health professionals and the schools/administration can do to provide opportunities for growth and development. Small and large group discussion focusing on some of your specific students will offer another perspective for intervention and interaction that will produce new and positive results.

 LODGING

A list of hotels can be provided upon request by email, whicker@osd.oh.gov. You must provide the date/location you are registered for when requesting the list.

 CREDIT

6 contact hours will be offered upon completion; no partial credit given