Conference Sessions

Session Length

Session Topic/Title

Presenter

60 Minutes

4 Modules

Practical Ideas for the Itinerant Visit

As an itinerant, our time with students is so limited, we can often feel our instruction is ineffective. This course provides practical ideas to help you meet the individual goals and objectives set for your student while making your time fun and educational.

Participants will be able to:

  • Match goals and objectives with practical activities
  • Set up a visit using minimal materials
  • Record data during visits

Brenda Wellen

45 Minutes

3 Modules

Beyond the Books – Developing Self-Determination in Students who are Deaf and Hard of Hearing

This session explores structured peer and mentor programs for students who are deaf and hard of hearing, the benefits of self-determination and the development of a tool facilitating peer-connection, education, advocacy, and knowledge for students who are deaf and hard of hearing.

Participants will be able to:

  • Identify the foundations of self-determination
  • Understand the importance of relatedness for students who are deaf/hard of hearing
  • Describe the essential components of school-based support programs

Krista Yuskow

75 Minutes

4 Modules

Meeting Student Needs in a Consultation-Only Model

Increasingly, the field of deaf education is moving toward an itinerant, consultation-focused model. This presentation will consider how to structure indirect services to increase impact, encourage educator buy-in, and go beyond the “one and done” team training in pursuit of sustained and impactful communication with teams.

Participants will be able to:

  • Identify 3-5 tools/strategies for effectively structuring impactful/meaningful consultation services
  • Identify consultation models from related fields and apply them to deaf education
  • Apply learning to case studies

Brittany Dorn

90 Minutes

5 Modules

Starting from Scratch – Building Language Where There is None

This session presents strategies helpful in building concepts, language, and vocabulary from the bottom up in students that come to us with little or no language. We will look into finding a starting point and moving forward through an appropriate service delivery model.

Participants will be able to:

  • Identify a starting point when you have no previous data
  • Employ age-appropriate strategies for building basic concepts, language, and vocabulary to build a foundation for learning based on relationships and positive attitudes for school
  • Use case studies to acquire strategies to help the team appropriately support learning and for advocating for appropriate service delivery model

Lynae Holmen

60 Minutes

3 Modules

Using Research-Based, High Leverage Practices with DHH Students: An Introduction

Buzz words such as “evidence-based” and “high-leverage” are thrown around in education, but what do they actually mean? How can we utilize them to improve practice in the field of deaf education? This presentation will provide a practical overview of these terms relevant to our work with students who are deaf and hard of hearing.

Participants will be able to:

  • Define and compare “evidence-based practices” and “research-based practices”
  • Identify and apply at least one high-leverage special education practices to deaf education (HLPs developed by the Collaboration for Effective Educator Development, Accountability and Reform and the Council for Exceptional Children)
  • Utilize at least one element from the NASDSE “Optimizing Outcomes” and the TSDHH: Critical Resource Needed for Legal Compliance” documents to support services for students who are deaf or hard of hearing

Brittany Dorn

75 Minutes

4 Modules

Teaching Academic Reading and Writing Vocabulary

This session will focus on classroom routines that teachers can sustain throughout the year to increase 1) sight word reading and 2) vocabulary. The presentation will provide instructional activities that include usage of English grammar and sight words to help you answer, “Which words do I teach? and “How do I teach them?”. Discover how to teach academic reading and writing vocabulary.

Participants will be able to:

  • Teachers will identify research-based strategies to effectively teach English sight words, including the grammar knowledge necessary for usage of the targeted words.
  • Teachers will learn the principles of effective vocabulary instruction.
  • Teachers will select research-based teaching strategies that support word reading and writing

Tamby Allman

90 Minutes

5 Modules

Improving Spelling Skills as an Integral Part of Better Writing

What does developmental spelling look like for students who are DHH?  This session will lead  participants through a developmental spelling assessment, review of different word stages and provide instructional strategies within each stage. Ways to differentiate communication and instruction to optimize learning for each student will also be included.

Participants will be able to:

  • Participants will identify how to analyze students’ development spelling stage using results of a spelling inventory.
  • Participants will identify the different spelling stages, create examples of spelling patterns at each stage and identify the correlated reading stage.
  • Participants will plan word sort activities and integrate student writing into their plan.

Tamby Allman

75 Minutes

4 Modules

HL + LD: Addressing the Needs of Students with Hearing Loss Plus Learning Disabilities

This session will take a practical look at the identification and programming for students who have hearing loss coinciding with learning disabilities. Direct instruction, strategy instruction, and rehearsal and practice ideas to support students academically will be discussed. Accommodations and modifications necessary for academic success will be presented.

Participants will be able to:

  • Examine the characteristics of a learning disability
  • Discuss methods used to identify learning disabilities in a student with hearing loss
  • Determine needed strategies to assist these students in making academic progress and accommodations and modifications necessary for academic success

Lynae Holmen

90 Minutes

5 Modules

Beyond the Hearing Aid – The Impact of Hearing Loss in the Classroom and Strategies for Access

Physical presence in a classroom, in no way, guarantees a student who is hard of hearing equal access to the auditory curriculum.  There are numerous barriers to this access, many of which are overlooked. In this course, barriers that impact access and practical strategies to overcome these barriers will be discussed.

Participants will be able to:

  • Understand how access to the foundations of learning, specific to students who are deaf/hard of hearing, can impact outcomes
  • Recognize curricular and non-curricular activities, during which access may be a concern
  • Identify strategies to overcome predictable as well as potentially overlooked barriers to auditory access

Krista Yuskow

120 Minutes

6 Modules

What We Can Do to Prevent Rejection of Hearing Device Use

Research indicates that at least 25% of our students will reject their hearing aids and/or hearing assistance technology (HAT). Reasons why this occurs at different age points will be discussed, and specific learning goals will be described so students develop the resilience and self-concept to continue to use their hearing devices.

Participants will be able to:

  • Relate hearing device use to the schools’ responsibility by law and parent rights
  • Describe factors from infancy and the elementary school years that impact resilience and self-esteem
  • Describe specific goals to reduce the likelihood of students resisting or refusing to use hearing devices starting in preschool

Karen Anderson

90 Minutes

6 Modules

Cracking the Assessment Code: How to integrate listening assessment data into goals and classroom instruction

Do you ever wonder why we gather assessment data for our students? What exactly do we do with that data once we get it? Join us as we explore the how to’s of the giant puzzle of assessment data, smart goals and classroom instruction for students with hearing differences.

Participants will be able to:

  • Identify 3 types of assessments that provide data for goal writing
  • Create 3 SMART goals for listening intervention from listening assessment data
  • Design 2 instructional activities that incorporate goals and strategies for targeting listening skill development in classroom communication situations

Carrie Norman

105 Minutes

7 Modules

STRESS FREE Strategies: Classroom Instruction Ideas to Promote Listening and Spoken Language

Do you have a widely varied caseload? Do the students with hearing differences you serve all have different levels of need? Join us as we explore how to streamline your use of strategies to target listening and spoken language skills in everyday classroom activities.

Participants will be able to:

  • Explain the 4 stages of listening development (Erber’s Stages of Auditory Development)
  • Name 2 teaching strategies that promote listening and spoken language in each stage of listening
  • Design 2 lesson plans incorporating listening strategies for use with any student at any level of listening development

Carrie Norman

120 Minutes

7 Modules

Working with Multilingual Immigrant Students who are Deaf

The experiences of Multilingual immigrant Deaf students (MIDS) include an intersection of variables associated with language, culture, literacy, and immigration, making the teaching and learning process more complex. This course will examine the learners’ experiences, educational accommodations, teachers’ assumptions, creating an inclusive classroom, and strategies for teaching MIDS.

Participants will be able to:

  • Describe multilingual immigrant Deaf students’ experiences and accommodations in education.
  • Explain the process of creating an inclusive classroom with multilingual immigrant Deaf students
  • Examine specific strategies for teaching IMDL

Millicent Musyoka

105 Minutes

6 Modules

Teaching Students who are Deaf/Hard of Hearing with Additional Disabilities

Some students who are deaf or hard of hearing have concomitant disabilities that pose challenges and educational needs not accommodated in educational programs that focus on one of the disabilities. This session will discuss who these learners with additional disabilities are, and how to address their challenges and educational needs.

Participants will be able to:

  • Define and describe characteristics of D/HH students with additional disabilities
  • Discuss the teaching strategies for D/HH students with additional disabilities
  • Identify the resources and services for D/HH students with additional disabilities

Millicent Musyoka