The Deaf and Hard of Hearing Masterclass Series features 2 fantastic presenters! The program is below and can be accessed as recordings. All sessions and recordings are captioned. The All sessions except #2 are provided by Michael Douglas. All sessions will be available to view until 21 December, 2022.

Dual Language Assessment

This workshop is intended for professionals who work with children who have hearing loss and come from families that are bilingual or do not speak the majority language. Topics covered will include a review of the literature as well as considerations that need to be made when selecting assessment, administering assessment, analyzing as well as interpreting assessment for this special population.

Learning Objectives: Participants will be able to:

• describe the difference between a simultaneous language learner and sequential language learner
• identify three informal assessment procedures that may be used to obtain information about a child’s language(s)
• list at least three ways assessment can be analyzed and interpreted for this special population.

From NEAR to HEAR (Elizabeth Rosenzweig)

Why do two children with the same audiogram have such different outcomes? Why does the challenge of hearing loss paralyze some families and energize others? Why do some children have difficulty in therapy and school? What is behind that “difficult” child or parent?

Childhood trauma is a global public health epidemic that touches families across all races, ethnicities, social classes, and disability statuses. As practitioners committed to family-centered intervention, it is incumbent upon us to provide trauma-informed practice that treats the whole child and family system, not just the speech/language/listening disorder.

This presentation will bridge the research behind NEAR science (Neurochemistry, Epigenetics, Adverse Childhood Experiences (ACEs), and Resilience) with Auditory Verbal Practice, equipping participants with the tools to provide Holistic, Emotionally Intelligent Auditory Verbal Rehabilitation (HEAR).

This Masterclass will introduce the larger topic of Trauma Informed Care - follow the link to the workshop details.

Dual Language Intervention

This workshop is intended for professionals who work with children who have hearing loss and come from families that are bilingual or do not speak the majority language. Topics covered will include intervention models and strategies that facilitate successful bilingual learning.

Learning objectives: Participants will be able to:

• describe the difference between a simultaneous language learner and sequential language learner
• describe a continuum of intervention services that meets the needs of developing language in children who are bilingual or who come from families that do not speak the majority language
• list at least three recommended educational environment strategies used with children who have hearing loss

Advanced Dual Language Support: How did they do that?

This workshop continues the conversation about dual language learning for children with hearing loss. It is intended for professionals who work with children who have hearing loss and come from families that are bilingual or do not speak the majority language. The presenter will provide a quick review of considerations for this special population and guide participants through a variety of case examples that represent a variety of languages and types of dual language learning.

Learning objectives: Participants will be able to:

• Identify three considerations to make when designing intervention
• List three intervention models which may lead to successful bilingual learning and
• Identify three active ingredients which may lead to successful bilingual learning

Cultural Sensitivity

A culturally sensitive perspective changes the way we approach, counsel, support, and provide services to our families who have a different cultural background than our own. Through transformational leadership practices, this presentation will guide participants to uncover their personal journey towards cultural competence.

Learning objectives: Participants will be able to

• Identify personal triggers that may negatively impact counseling
• Explore tools that can diffuse negative reactions regarding cultural differences
• Practice 3 “think throughs” to prevent sabotaging progress towards cultural sensitivity
• Develop an action plan for improvement

Language Sampling

Children with hearing loss who use listening and spoken language increasingly reach performance within or above the average range on norm-referenced assessments of language ability prior to school entry but continue to perform below expectations on language-based academic skills such as reading. The purpose of this presentation will be to identify limitations of making service provision decisions primarily based on norm-referenced vocabulary and total language assessments for children with hearing loss. An approach to language sampling will be offered to identify areas of need not identified by formal assessments.

learning Objectives: After this course participants will be able to

1. describe the limitations of norm-referenced assessments.
2. describe the intralinguistic variability of children with hearing loss who use spoken language.
3. identify assessment procedures that may be used to obtain better information about a child's spoken language service provision needs in school.

Working with Families

Our approach to counseling and service provision can greatly impact how well information is applied outside of the intervention environment. This presentation will uncover effective methods for increasing self-efficacy while considering a model of working memory, agents of change and factors that contribute to recall and subsequent action

Learning Objectives:

By the end of the session participants will be able to

1. Explain a model of working memory that defines how we hear, see and store information
2. Describe a process-based approach to facilitate change in the behavior of others
3. List at least three interactive learning experiences to facilitate a change in self-efficacy for family members

This event has been approved for up to 7 CEUs with the AG Bell Academy (1 per event)

This event addresses the following Standards from the Australian Professional Standards for Teachers: 1.1.2, 1.2.2, 1.3.2, 1.4.2, 1.5.2, 1.6.2, 2.6.2, 3.2.2, 3.3.2, 3.4.2, 3.6.2, 4.1.2, 4.4.2, 4.5.2, 5.1.2, 5.2.2, 5.3.2, 5.4.2, 6.2.2, 6.2.6, 6.3.2, 6.4.2, 7.4.2. It fits within the Priority Area of Children/ Student with Disabilities. These events are evidence and research based.