Working with the LSL Student in the Inclusive Setting

Presentation Slides

Speakers:
 Diane Heller Klein, Ph.D. and Michael Boston

This will be a highly interactive presentation with a number of breakout activities. Participants will focus in
three main areas: 1) identifying the critical components that all teachers need to know when working with
students who have cochlear implants or hearing aids and utilize the principles of Listening and Spoken
Language (LSL) communication strategies; 2) identifying the specific unmet learning, communication, social,
and advocacy needs of the LSL students with whom they directly work; 3) discussing a variety of strategies and
designing an action plan to meet the identified unmet needs of their LSL students.

Credits: Act 48, ASHA, PSYCH

Audience: Teachers who work with students with hearing loss, Speech Therapists, General Education
Teachers, Supervisors/Administrators, Parents, Guardians, Family Members, Educational Audiologists

Speakers' Bios: Diane Heller Klein, Ph.D., is a Speech/Language Pathologist (SLP) and Teacher of the Deaf (TOD) who has been active in the field for over 40 years. An Emeritus Professor, retired from the IUP Deaf Education Program, Dr. Klein has written three books focused on understanding the needs of children with hearing loss and developing spoken language skills. She has consulted extensively with the Louisiana Department of Education, conducting workshops state-wide for their SLPs and TODs. She currently teaches online for the Flagler College Deaf Education Master's Program and remains actively engaged in working with D/HH children in the Pittsburgh area.

Dee Kline

Michael Boston is an itinerant Teacher of the Deaf and Hard of Hearing working with students ages 3-21 in rural and suburban western Pennsylvania. Michael also holds an EIPA Certification, as an Educational Sign Language Interpreter, and is nearly finished with his AVeD certification as an Auditory Verbal/Listening and Spoken Language Educator. He strongly believes that families of children who have hearing loss should have a full range of communication options available to them and wants all his students to reach their fullest potential.

M Boston