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Creating Supportive, Inclusive Creating Supportive, Inclusive Placements for Deaf Placements for Deaf
PreschoolersPreschoolers
The River School ModelThe River School Model
Sarah WainscottSarah Wainscott
Purpose of PresentationPurpose of Presentation
Provide a rationale and overview of an Provide a rationale and overview of an inclusion model: The River Schoolinclusion model: The River School
Share strategies for effective intervention Share strategies for effective intervention programming within inclusion settingprogramming within inclusion setting
Hidden Agenda:Hidden Agenda:– Think differently about interventionThink differently about intervention– Children with hearing loss are children firstChildren with hearing loss are children first– Maximize the potential of EHDIMaximize the potential of EHDI
Priority Focus:Priority Focus:
Competence commensurate with Competence commensurate with typical hearing peers for skills in:typical hearing peers for skills in:
CommunicationCommunication
Spoken languageSpoken language
SocializationSocializationGoal is broad competency and generalized skillsGoal is broad competency and generalized skills
Timeliness of Inclusive Intervention Timeliness of Inclusive Intervention Programming:Programming:
Advent of universal newborn hearing screeningAdvent of universal newborn hearing screening
Positive outcomes for EI participantsPositive outcomes for EI participants
Earlier implantation & advancing technologyEarlier implantation & advancing technology
Research related to incidental language learning Research related to incidental language learning for implant usersfor implant users
IDEA policy regarding “least restrictive IDEA policy regarding “least restrictive environment”environment”
Narrow scope of traditional oral approachNarrow scope of traditional oral approach
Best practices in early childhood educationBest practices in early childhood education
Inclusion Model of EducationInclusion Model of EducationUnderlying PrinciplesUnderlying Principles
MMultifaceted approach should be used to ultifaceted approach should be used to support the development of support the development of communication, spoken language, and communication, spoken language, and social skills. social skills. Intervention services should be imbedded Intervention services should be imbedded within a context of “developmentally within a context of “developmentally appropriate” early childhood curriculum, appropriate” early childhood curriculum, and alongside hearing peers.and alongside hearing peers. – Potential benefit in more natural context
Components of Model:Components of Model:
Small groups of primarily typical hearing peersSmall groups of primarily typical hearing peers
Transdisciplinary team of Educator and SLP Transdisciplinary team of Educator and SLP
Strong developmental frameworkStrong developmental framework
Focus on spoken language and literacyFocus on spoken language and literacy
Family-centered programmingFamily-centered programming
Result:Result: Intensive services in least restrictive environmentIntensive services in least restrictive environment
Developmental Framework: Developmental Framework: Setting the StageSetting the Stage
Create an Appealing, Inviting EnvironmentCreate an Appealing, Inviting Environment
Improve the AcousticsImprove the Acoustics
Think About GroupingsThink About Groupings
Carefully Plan ScheduleCarefully Plan Schedule
Create the Culture of the ClassroomCreate the Culture of the Classroom
Transdisciplinary TeamingTransdisciplinary Teaming
Diverse team of professionalsDiverse team of professionals
Shared ownership of classroomShared ownership of classroom
Cross-training and role releaseCross-training and role release
Broad professional developmentBroad professional development
Teachers as facilitatorsTeachers as facilitators
The Role of Typical, Hearing PeersThe Role of Typical, Hearing Peers
Play partnersPlay partners
Language modelsLanguage models
Social agentsSocial agents
Standard of typical developmentStandard of typical development
Context of Least Restrictive EnvironmentContext of Least Restrictive Environment
Language & Learning:Language & Learning:Select Target AreasSelect Target Areas
Social DevelopmentSocial Development
Play Skills Play Skills
Pre-Literacy SkillsPre-Literacy Skills
Auditory DevelopmentAuditory Development
Language & Social Language & Social DevelopmentDevelopment
TARGETSTARGETS
Initiating, Responding, and Maintaining a Initiating, Responding, and Maintaining a ConversationConversation
Exchanging InformationExchanging Information
Negotiating and Resolving ConflictNegotiating and Resolving Conflict
Developing Relationships Developing Relationships
Language & Social Language & Social DevelopmentDevelopment
STRATEGIESSTRATEGIES
Facilitating and Modeling InteractionFacilitating and Modeling Interaction
Manipulating Environment and MaterialsManipulating Environment and Materials
Using ScriptingUsing Scripting
Deliberately GroupingDeliberately Grouping
Valuing Individual Identity and “Grouplife” Valuing Individual Identity and “Grouplife”
Language & Play SkillsLanguage & Play Skills
TARGETSTARGETS
Developing ConceptsDeveloping Concepts
Using Functional and Symbolic PlayUsing Functional and Symbolic Play
Engaging in Dramatic PlayEngaging in Dramatic Play
Developing Understanding of Roles and Developing Understanding of Roles and Responsibilities Responsibilities
Language & Play SkillsLanguage & Play Skills
STRATEGIESSTRATEGIES
Providing (and Frequently Changing) Providing (and Frequently Changing) Engaging Props and MaterialsEngaging Props and Materials
Narrating and Supporting PlayNarrating and Supporting Play
Using Extending and QuestioningUsing Extending and Questioning
Following the Children’s InterestsFollowing the Children’s Interests
Using Themes (Books, Concepts)Using Themes (Books, Concepts)
Language & Pre-Literacy SkillsLanguage & Pre-Literacy Skills
TARGETSTARGETS
Using Vocabulary and Background Using Vocabulary and Background KnowledgeKnowledge
Using Symbols and SequencingUsing Symbols and Sequencing
Using Knowledge of Language StructureUsing Knowledge of Language Structure
Reading for ComprehensionReading for Comprehension
Language & Pre-Literacy SkillsLanguage & Pre-Literacy Skills
STRATEGIESSTRATEGIESProviding Foundational Vocabulary BaseProviding Foundational Vocabulary BaseLinking Print Information with Child’s Linking Print Information with Child’s ExperiencesExperiencesProviding a Variety of Reading MaterialsProviding a Variety of Reading MaterialsUsing Environmental PrintUsing Environmental PrintUsing a Strong Approach to Phonological Using a Strong Approach to Phonological Awareness and PhonicsAwareness and PhonicsPlacing a High Priority on ReadingPlacing a High Priority on ReadingChecking for ComprehensionChecking for ComprehensionImbedding Reading & Writing in Routine Imbedding Reading & Writing in Routine
Auditory DevelopmentAuditory DevelopmentFor Early Identified D/HoHFor Early Identified D/HoH
TARGETSTARGETS
Detecting a variety of soundsDetecting a variety of sounds
Discriminating saliently different to Discriminating saliently different to saliently similar soundssaliently similar sounds
Identifying environmental sounds &speechIdentifying environmental sounds &speech
Comprehending content informationComprehending content information
Following conversationFollowing conversation
Auditory Development Auditory Development For Early Identified D/HoHFor Early Identified D/HoH
STRATEGIESSTRATEGIES
Using listening tasks in routines and playUsing listening tasks in routines and play
Experimenting with soundsExperimenting with sounds
Integrating auditory information with other Integrating auditory information with other sensory inputsensory input
Using repetition, redundancy, & acoustic Using repetition, redundancy, & acoustic highlightinghighlighting
Language, Listening, and LearningLanguage, Listening, and Learning
Identify TargetsIdentify Targets
Set the StageSet the Stage
Partner EffectivelyPartner Effectively
Use Multiple StrategiesUse Multiple Strategies
Create incidental opportunities to make Create incidental opportunities to make natural connectionsnatural connections
Is the “Model” working for emerging language users, Is the “Model” working for emerging language users, targeting targeting competence in communication, spoken competence in communication, spoken language, and socializationlanguage, and socialization??
Preliminary data suggest that implanted deaf children Preliminary data suggest that implanted deaf children educated in an inclusion model show trends of:educated in an inclusion model show trends of:– high frequency of interactionshigh frequency of interactions– greater peer-driven communicationgreater peer-driven communication– frequent initiation of communicationfrequent initiation of communication– rapid progress toward linguistic communicationrapid progress toward linguistic communication
Inclusion Model of EducationInclusion Model of EducationThe BIG question...The BIG question...
Resources:Resources:
www.riverschool.netwww.riverschool.net
Where We Work: The River SchoolWhere We Work: The River School www.ASHA.orgwww.ASHA.org ASHA Leader March 2005 ASHA Leader March 2005
Mouthtime At The River SchoolMouthtime At The River School; M.O.Kane ; M.O.Kane Advanced Bionics Loud & ClearAdvanced Bionics Loud & Clear
Sarah Wainscott – Educational Consultant Sarah Wainscott – Educational Consultant [email protected]@erols.com