Auditory Teaching Strategies and Techniques to Facilitate Spoken Language through Listening
Monday October 03, 2016 9:00 AM - 3:30 PM
This workshop focuses on early language development, emphasizing research demonstrating that children are equally equipped to acquire signed language or spoken language (through their eyes or through their ears). Throughout the workshop, we will reinforce lecture material with hands-on analysis and discussion of ASL and English produced by young children.
We will cover the major linguistic milestones from the first few years of life, beginning with the surprising but often overlooked linguistic abilities of newborns, and ending at the two-word stage. We will see that children are innately endowed with amodal tools that apply equally well to signed language and spoken language, albeit with some modality effects (e.g. phenomena that occur in ASL development but not in English, or vice versa). Language delays, then, are not caused by choosing one language instead of another, but rather by delays in language exposure, triggering so-called critical period effects. We will also examine popular claims about language learning, including claims those involving baby signs and early bilingualism, and determine whether they are substantiated by research.
Participants will be able to:
- Describe auditory brain development as a foundation to maximize auditory potential for listening, spoken language and literacy.
- Detail auditory teaching strategies and techniques to maximize auditory potential for children who are deaf or hard of hearing from the detection level in the auditory skill hierarchy to the conversational level.
- Discuss strategies and techniques for sharing children’s literature to facilitate thinking, listening and spoken conversational skills.
- Discuss the importance of a team approach to support children in developing listening and spoken language.
This training is intended for Early Intervention service coordinators, providers, teachers of the deaf and hard of hearing, teachers of the visually impaired, early childhood education teachers, speech & language therapists, audiologists, special health care needs consultants, physical therapists, occupational therapists, nurses, and parents of infants and young children who are deaf, hard of hearing, deaf-blind or at risk for deaf-blindness.
Individuals attending this course must arrive on time and stay the duration of the course in order to receive Act 48 Professional Education hours. Requests for exceptions are to be brought to the attention of the individual´s Superintendent or IU Director prior to the course.