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Gallaudet University's Department of Education is proud to host the 6th annual ASL & English Bilingual Early Childhood Consortium Summit!
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Gallaudet University’s Department of Educa8on is proud to host the 6th ASL & English Bilingual Early Childhood Consor8um Summit. The theme of the Summit is “Making a Difference”. Through presenta8ons and work groups par8cipants will have an opportunity to network, address issues in bilingual early childhood educa8on, gain informa8on, and learn strategies for implementa8on. This Summit is designed to address issues faced by professionals who are ac#vely involved in the field of ASL & English bilingual educa8on. It is intended for early childhood and early elementary classroom teachers and staff, service providers, early interven8onists, administrators, child care providers, deaf mentors, and other related service personnel. Please note: The Summit is not meant to serve as an introductory conference. It is designed to be professional development for par8cipants who are familiar with ASL & English bilingual early childhood educa8on. If you are interested in learning more about ASL & English bilingual early childhood educa8on, please contact [email protected] and ask for the training, “Considera#ons for ASL and Spoken English Bilingual Development in Young Children Who are Deaf or Hard of Hearing: An Overview”
Dear ECE Summit VI par8cipant,
I’d like to personally welcome you to the sixth annual ECE Summit at Gallaudet
University! This is an exci8ng 8me to be involved in American Sign Language and English
Bilingual Early Childhood Educa8on as we con8nue to grow, innovate and adapt with our children of the future.
I am enthusias8c to see what comes of this summit, as we collaborate our knowledge and experience and work as a team to reach new peaks. If I were to define this summit in one word, it would be “collabora8on”. I look forward to mee8ng the Clerc Center’s Early Childhood team and our featured presenters and learn about their groundbreaking research! Join our Edcamp and partake in this exci8ng new style of par8cipant-‐driven conversa8ons that facilitate growth and connec8on. I would like to remind you that we have a packed agenda for the next two days, so please take a minute to familiarize yourself with the informa8on in this packet.
In closing, I’d like to thank you for aUending and bringing your exper8se to the ECE Summit VI! Throughout the summit, I ask you to stay engaged, keep us proac8ve, and help us shape the future of ASL and English Bilingual Early Childhood Educa8on!
Cheers,
Bobbie Jo Kite ECE Summit VI Coordinator
Na8onal American Sign Language & English Bilingual Consor8um for Early Childhood Educa8on
Friday, April 10, 2015
7:30 – 8:30 AM Con8nental Breakfast (MPR) 8:30 – 8:50 AM Walk to KDES, Auditorium 9:00 – 9:20 AM Welcome remarks by Ed Bosso 9:30 – 10:40 AM KDES Concurrent Presenta8ons 10:40 – 10:50 AM Break (KDES) 10:55 – Noon KDES Concurrent Presenta8ons Noon – 1:25 PM Lunch & Vendors (MPR) 1:30 – 2:15 PM Presenta8on: Dr. Outlaw (MPR) 2:30 – 3:15 PM Spotlight Presenta8ons* (Flex A/B and SAC 1010 )
3:20 – 3:35 PM Break (MPR) 3:40 – 4:25 PM Spotlight Presenta8ons* (Flex A/B and SAC 1010) 4:30 – 5:00 PM Group Picture, Chapel Hall Steps *check out aUached flyer for presenters’ bio
Saturday, April 11, 2015 7:30 – 8:30 AM Hot Breakfast (MPR) 8:45 – 9:30 AM Presenta8on: Drs. Clark & Simms (MPR) 9:35 – 10:05 AM Work Groups 10:10 – 10:25 AM Break (MPR) 10:30 – Noon Ed Camp Work Groups Noon – 1:00 PM Lunch & Vendors 1:15 – 2:30 PM Ed Camp Work Groups 2:35 – 2:50 PM Break (MPR) 3:00 – 3:30 PM Ed Camp Wrap Up 3:30 – 4:00 PM Evalua8ons (MPR) 4:00 – 5:00 PM Business Mee8ng & Social Networking (MPR)
The Clerc Center Early Childhood Team will open up their classrooms to showcase how they implement ASL & English Language Planning for children from birth to 8 years old.
Parent Infant Program Brenda, Rebecca, Michelle L. & Michelle S.
Toddlers Senoa & Katy
Preschool Ricky, David & Debbie C.
Pre Kindergarten Steve, Page & Francisca
K – 2nd grade Akilah
Clerc Center Early Childhood Team Friday, April 10 at 9:00 am
Loca8on: Kendall Demonstra8on Elementary School
Learning Outcomes At the end of this session, par8cipants will be able to: • describe some basic tenants of Montessori educa8on and evaluate how these were implemented in this research study • evaluate the research findings and what the implica8ons of this study are for other deaf and hard of hearing early childhood programs • discuss how a bilingual bimodal approach could be used in a Montessori environment
Montessori Deaf Project: Pilot Study
Abstract There are ample research studies to explain the weaknesses, gaps, and struggles of deaf and hard-‐of-‐hearing students, yet very liUle research focuses on instruc8onal strategies or materials that capitalize on deaf students’ strengths and interests. As opposed to tradi8onal educa8on, one of the main principles of Dr. Maria Montessori’s work is to observe children and build on their individual strengths and interests. The goal of this study was to inves8gate Dr. Montessori’s educa8onal curriculum, materials, and instruc8on and its use with deaf and hard-‐of-‐hearing children three to seven years of age, typically called Children’s House, using a bilingual bimodal language approach. This research was funded by NTID’s Research Center for Teaching and Learning and was conducted during the 2013-‐14 school year. Research data included 17 Montessori classroom sessions, two parent informa8on mee8ngs, and a parent focus group. This session/presenta8on would provide an overview of the research, ini8al findings, and implica8ons for ASL/English early childhood programs.
Key Presenter: Dr. Susan Lane-‐Outlaw
Friday, April 10 at 1:30pm Loca8on: Mul8purpose Room at JSAC
Biography Susan Lane-‐Outlaw earned her doctorate from Gallaudet University focusing on ASL/English bilingual educa8on. She recently rejoined the staff at Metro Deaf School as the newest preschool teacher aoer spending four years as a faculty member at Rochester Ins8tute of Technology in the Master of Science in Secondary Educa8on of Students Who are Deaf or Hard of Hearing (MSSE) program. Her research interests include content literacy, ASL/English bilingual educa8on, language and literacy development, Montessori educa8on for deaf students, and children and adolescent literature. Dr. Lane-‐Outlaw has over fioeen years of classroom and administra8ve experience in deaf educa8on.
Spotlight Presenta8ons Friday, April 10, 2015 2:30 pm – 3:15 pm
Learning Outcomes At the end of this session, par8cipants will be able to: • Ar8culate the various organizing devices that characterize paUerned texts from a range of early childhood genres. • Recognize and describe how successful and crea8ve applica8ons of paUerned ASL texts can lead to building a strong
cogni8ve, linguis8c and academic founda8on for learning.
Learning Outcomes At the end of this session, par8cipants will be able to: • Understand how using whole stories would impact emergent reading among deaf children. • Understand how segmen8ng words using fingerspelling and wri8ng impact deaf children emergent
reading. • Improve emergent reading and wri8ng in young deaf children by integra8ng ASL into early reading
strategies.
Abstract: Early and rich language input is an essen8al ingredient for later academic success and sophis8cated cogni8ve abili8es. However, in addi8on to the important benefits of spontaneous interac8ons there are also unique and crea8ve kinds of input (nursery rhymes and paUerned language play) that contribute significantly to developing discrete language skills, including: metalinguis8c awareness, execu8ve func8on and an overall apprecia8on for the paUerns of language. We will describe and showcase how Project Genesis has come up with innova8ve and crea8ve approaches through mo8on capture technology to developing ASL texts for early childhood students in child-‐friendly and visually accessible formats. We will describe how their applica8on can lead to building important cogni8ve, linguis8c and academic founda8ons. And finally, we will ask for par8cipant input, insights and feedback to enhance the development process and take advantage of the collec8ve exper8se that this conference assembles.
Abstract: A 10-‐week early reading program using top down (reading whole stories) and boUom up (segmen8ng words using fingerspelling and wri8ng) is described. The study is based on Emergent Literacy theory and prac8ce with hearing children and uses Adapted Li*le Books, which are easy-‐to-‐read, picture-‐phrase books that are translated in ASL by deaf parents on DVDs. The teachers follow a balanced approach to reading (top down and boUom up) early reading strategies. The children receive the weekly storybook treatment along with their regular language arts curriculum. Treatment and control group scores are compared. Findings are interpreted with early childhood/ emergent literacy theory and the Qualita8ve Similar Hypothesis.
Loca8on: Flex A/B Rooms at JSAC
Loca8on: Classroom 1010 at JSAC
Spotlight Presenta8ons Friday, April 10, 2015 3:40 pm – 4:25 pm
Learning Outcomes At the end of this session, par8cipants will be able to: • iden8fy what usability behavior the children demonstrated while reading the bilingual reading app (VL2 Storybook App) • discuss ways to best support the children with varying levels of sign language competency and reading skills development. • get an overview of Storybook Creator and access direct resources to develop their own bilingual apps.
Learning Outcomes At the end of this session, par8cipants will be able to: • consider applying a variety of mediums that promote language acquisi8on at home to support wha8s being learned in school. • gain a greater understanding how beneficial and meaningful bilingual acquisi8on (ASL & English) for both families and their children is when the informa8on is based on contents that are being learned in school.
Abstract: Looking into how deaf children learn to read is the fundamental ques8on of the Science of Learning Center on Visual Language and Visual Learning. Research has shown that early bilingual exposure to ASL and English leads to strong cogni8ve development and literacy skills. Transla8ng these vital findings has led us to develop of five ASL/English bilingual storybook apps including the award-‐winning inaugural app, The Baobab. We have built a custom plarorm for our apps, called Storybook Creator, and we are making it available for educators, parents, students, and developers. They can create their own bilingual apps without wri8ng a line of code. This will increase the number of resources for Deaf and visual learners, and provide classrooms with more bilingual material, especially in form of storybooks, where children and parents can read together at home. In addi8on to the program, and app development, VL2 has also conducted a study on the usability and design of the apps, with 44 students in K through to 2nd grade with varying sign language experience and reading levels at four different schools. The findings will be shared, as well as implica8ons to uses and needs of more bilingual storybooks. These findings will help us know how to best meet children’s bilingual needs at home and at school (through addi8onal instruc8onal support or guidance) by adults.
Abstract: The presenta8on covers how beneficial and impera8ve for bilingual teachers to assume the role of language facilitator/advocate for their students and their families at home to scaffold and support their students’ learning. This involves teachers providing informa8on and resources including signs for the words students are studying in school via a variety of mediums (vlogs, blogs, dialogue journal, social media, binder). The presenta8on also covers the fact that bilingual teachers have mul8ple roles to assume beyond what their teacher training programs have covered such as being available to support parents' emo8onal journey in dealing with their children being Deaf and challenging access to acquiring ASL for them and their children outside the school.
Loca8on: Flex A/B Rooms at JSAC
Loca8on: Classroom 1010 at JSAC
Learning Outcomes At the end of this session, par8cipants will be able to: • Share their experiences and/or feedback on the VCSL and its contents, especially the procedures of doing the checklist. • review ASL glossary and English texts of the checklist and share their feedback and input on them.
Visual Communica#on and Sign Language Checklist Updates
Abstract Updates on the Visual Communica8on and Sign Language (VCSL) checklist, which was developed to evaluate typically developing milestones in American Sign Language and to monitor the visual communica8on and sign language acquisi8on of deaf and hard of hearing young children birth to five years of age, will be addressed. This presenta8ons will include the background on the assessment’s development, the standardiza8on process and the psychometric measures that have been gathered so far. Also, the ASL glossary and English texts on each skill will be discussed as to whether they are lexically appropriate.
Key Presenters: Drs. Laurene Simms and Diane Clark
Saturday, April 11 at 8:45am Loca8on: Mul8purpose Room at JSAC
Dr. Diane Clark’s Biography
Dr. M. Diane Clark is a full professor in the Educa8on Department at Gallaudet University with a background in the cogni8ve development of deaf individuals. She earned her Ph.D from the Department of Psychology at the University of North Carolina Greensboro in 1985 under her advisor, Marc Marschark. They have published three edited volumes together. Dr. Clark had a post doctorate fellow at Gallaudet aoer obtaining her Ph.D and returned to the university in 2002. She teaches research design, sta8s8cs, and educa8onal psychology. She was a founding member of the NSF funded Science of Learning Center on Visual Language and Visual Learning and is currently involved with the Early Educa8onal Longitudinal Study inves8ga8ng children between the ages of three to seven. Her current publica8on have included the development of the Visual Communica8on and Sign Language Checklist, the Beliefs and Attudes about Deaf Educa8on Ques8onnaire as well as projects that inves8gate successful deaf readers.
Dr. Laurene Simms’ Biography Laurene E. Simms is Professor of the Department of Educa8on at Gallaudet University, Washington, D.C. Aoer gradua8ng from the Indianan School for the Deaf, Indianapolis, Indiana, she received a B.S. Degree in Elementary Educa8on from the University of Nebraska, Lincoln, and a M.Ed. in Deaf Educa8on from Western Maryland College, Westminster, Maryland. She received a Ph.D Degree in Language, Reading, and Culture from the University of Arizona, Tucson, Arizona. Laurene has hands-‐on experience in the implementa8on of bilingual/mul8cultural educa8onal environment for diverse Deaf and Hard of Hearing children and is an acknowledged expert on the topic of using ASL/English as the languages of instruc8on.
Thank you for your support!
New Governing Board: 2014-2016 www.bilingualece.org
https://www.facebook.com/bilingualece
President Bobbie Jo KiteVice President Bradley Porche
Board Member Nancy Milner
Board Member Maureen YatesBoard Member Patrick Graham
Secretary Stacy Abrams
Summit Rep Akilah EnglishBoard Member Susanne Scott
Board Member Tawny Holmes President Emeritus Laurene Simms
Board Member Leigh Stracke
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