Wednesday
June 14
Keynote: That DeafBlind Guy - My Wild Ride - Matt Daigle
Matt Daigle’s cartoons and illustrations have entertained the Deaf community for decades. “That Deaf Guy” a popular webcomic celebrates Deaf culture and community. However,unbeknownst to many of his fans, Matt has progressive vision loss due to Ushers Syndrome. In his keynote address, Matt will share his personal journey towards the need and desire to embrace his DeafBlind identity and how this journey enhanced his artwork and enriched his life.
Matt Daigle’s cartoons and illustrations have entertained the Deaf community for decades. “That Deaf Guy” a popular webcomic celebrates Deaf culture and community. However,unbeknownst to many of his fans, Matt has progressive vision loss due to Ushers Syndrome. In his keynote address, Matt will share his personal journey towards the need and desire to embrace his DeafBlind identity and how this journey enhanced his artwork and enriched his life.
Language Outcomes and Predictors of Success in Young Children Who Are Deaf or Hard of Hearing: A Multi-Site Perspective - Allison Sedey
Along with early interventionists in 17 programs across the United States, many
participants at the WREIC 2023 conference have contributed language outcomes of
children birth to 3 years of age who are deaf or hard of hearing to the Outcomes and
Developmental Data Assistance Center for EHDI Programs (ODDACE). In this
presentation, we will explore these outcomes, focusing on factors that are associated
with more successful language results as well as factors that place some children at
more risk for significant language delay. We will also describe how this information can
inform early intervention decisions and practices at both the system and individual
family levels.
Along with early interventionists in 17 programs across the United States, many
participants at the WREIC 2023 conference have contributed language outcomes of
children birth to 3 years of age who are deaf or hard of hearing to the Outcomes and
Developmental Data Assistance Center for EHDI Programs (ODDACE). In this
presentation, we will explore these outcomes, focusing on factors that are associated
with more successful language results as well as factors that place some children at
more risk for significant language delay. We will also describe how this information can
inform early intervention decisions and practices at both the system and individual
family levels.
Using a Prompt Hierarchy to Systematically Teach Young Children with Extensive Support Needs, Including DeafBlindness- MaryAnn Demchak
Developing a Love of Literacy- The Importance of Active Learning and Family Routines -Luanne Stordahl
Literacy begins long before a child’s first words or exposure to their first book. It’s a complex blend of relationships, experiences, and the ability to be an active participant in their world. This session will focus on early literacy, the importance of active learning, and involving families in their child’s learning from day one.
Literacy begins long before a child’s first words or exposure to their first book. It’s a complex blend of relationships, experiences, and the ability to be an active participant in their world. This session will focus on early literacy, the importance of active learning, and involving families in their child’s learning from day one.
Creating Bilingual/Bimodal Inclusive Early Education Programs - Karen Hopkins and Catherine Lushman
The Maine Educational Center for the Deaf and Hard of Hearing's Early Childhood team has created a unique Bilingual Bimodal inclusive early childhood program for children who are deaf, hard of hearing and hearing. Implementing evidence-based practices in early childhood education, the development of ASL and Spoken Language, and family centered programming, this program supports children in the exploration of communication opportunities while honoring family and child choice. The program offers two classrooms for one group of learners. The classroom is arranged by having two classrooms side by side, joined by a door. Each classroom offers instruction and interaction in either ASL or Spoken Language. With parent and teacher guidance, the children are supported in one or both environments. For an extended period of each child's day the child chooses which room they will spend their time in, and in essence, makes choices of how they will communicate. Data is collected on the child's choices and shared with families. The Deaf /Hearing team of specialists form an interdisciplinary collaborative team focused on offering an educational program that is rich in language experiences and the social emotional growth of each child.
The Maine Educational Center for the Deaf and Hard of Hearing's Early Childhood team has created a unique Bilingual Bimodal inclusive early childhood program for children who are deaf, hard of hearing and hearing. Implementing evidence-based practices in early childhood education, the development of ASL and Spoken Language, and family centered programming, this program supports children in the exploration of communication opportunities while honoring family and child choice. The program offers two classrooms for one group of learners. The classroom is arranged by having two classrooms side by side, joined by a door. Each classroom offers instruction and interaction in either ASL or Spoken Language. With parent and teacher guidance, the children are supported in one or both environments. For an extended period of each child's day the child chooses which room they will spend their time in, and in essence, makes choices of how they will communicate. Data is collected on the child's choices and shared with families. The Deaf /Hearing team of specialists form an interdisciplinary collaborative team focused on offering an educational program that is rich in language experiences and the social emotional growth of each child.
Now, Next, Finished: Using Calendar Systems and Routines to Support Learning - Kathi Garza
It’s no secret that young learners thrive in environments with familiar people, objects and activities. This session discusses the impact of calendar systems and routines to support young children with visual impairments. These tools help to create a predictable environment while developing communication, concepts about the world, and literacy skills.
It’s no secret that young learners thrive in environments with familiar people, objects and activities. This session discusses the impact of calendar systems and routines to support young children with visual impairments. These tools help to create a predictable environment while developing communication, concepts about the world, and literacy skills.
Taking Matters into Our Own Hands: the Evolution of Vision-Specific Early Intervention Services in Tennessee - Alison Clougherty and Stacy Cornwall
What happens when a child is born with a vision impairment in a state that does not have vision-specific early intervention providers? Should the state a child is born in determine their access to IDEA- required services? Presenters, Alison Clougherty and Stacy Cornwall encountered this scenario five and six years ago when their sons were born in the state of Tennessee. Lost, frustrated and desperate for answers, resources and support they took matters into their own hands and now operate the only vision-specific early intervention agency in the state. Listen as they outline how they used federal law and other state programs as their model to turn advocacy into action.
What happens when a child is born with a vision impairment in a state that does not have vision-specific early intervention providers? Should the state a child is born in determine their access to IDEA- required services? Presenters, Alison Clougherty and Stacy Cornwall encountered this scenario five and six years ago when their sons were born in the state of Tennessee. Lost, frustrated and desperate for answers, resources and support they took matters into their own hands and now operate the only vision-specific early intervention agency in the state. Listen as they outline how they used federal law and other state programs as their model to turn advocacy into action.
Trauma Informed Care - Dr. Allison Cunningham
Childhood trauma is pervasive and can have significant lifelong implications on pediatric outcomes.
Children who are deaf and hard of hearing have particular vulnerability in this regard. It is imperative
early intervention professionals keep the pervasiveness of trauma in the forefront of their minds when
interacting with children, families, and each other. Trauma-Informed Care is a service delivery model that promotes a culture of safety, empowerment, and healing. This presentation will review core principles of Trauma-Informed Care, discuss hearing difference within the context of toxic and chronic stress, and highlight the importance of the role early interventionists play in co-regulation.
Childhood trauma is pervasive and can have significant lifelong implications on pediatric outcomes.
Children who are deaf and hard of hearing have particular vulnerability in this regard. It is imperative
early intervention professionals keep the pervasiveness of trauma in the forefront of their minds when
interacting with children, families, and each other. Trauma-Informed Care is a service delivery model that promotes a culture of safety, empowerment, and healing. This presentation will review core principles of Trauma-Informed Care, discuss hearing difference within the context of toxic and chronic stress, and highlight the importance of the role early interventionists play in co-regulation.
Building Relationships with and Communication in Children with Significant Support Needs, Including Deaf-Blindness - Megan Mogan
Very young children with significant support needs, including those who are deaf-blind, require unique strategies to support bonding and attachment as well as the development of communication and social-emotional skills. This session will use videos, practice guides, and discussions to illustrate techniques that address these distinct needs. The resources and information provided will give families and providers tools to support building relationships, bonding, and communication development.
Very young children with significant support needs, including those who are deaf-blind, require unique strategies to support bonding and attachment as well as the development of communication and social-emotional skills. This session will use videos, practice guides, and discussions to illustrate techniques that address these distinct needs. The resources and information provided will give families and providers tools to support building relationships, bonding, and communication development.
Staying In Step: Developing Partnerships Between Families and Orientation and Mobility Specialist - Mary Shore and Kathi Garza
A strong partnership between the family of a young child with a visual impairment and the orientation and mobility specialist is an essential component for the development of early concepts and skills. Join us to discuss ways O&M specialists can follow a family's lead in creating opportunities and environments that promote confidence and skills in their young child's ability to navigate the world around them
A strong partnership between the family of a young child with a visual impairment and the orientation and mobility specialist is an essential component for the development of early concepts and skills. Join us to discuss ways O&M specialists can follow a family's lead in creating opportunities and environments that promote confidence and skills in their young child's ability to navigate the world around them
Thursday
June 15
Wyoming Early Intervention Initiative (WEII) - Christie Fritz
Members of the Wyoming Early Intervention Initiative (WEII) team, composed of highly qualified professionals including a speech language pathologist, pediatric audiologists, teachers of the Deaf/hard of hearing, administrators, and parents, will share their roadmap for driving the “I” in EHDI through a program they developed called “WEII Plus”. The WEII team will provide an overview of their ongoing process of developing WEII Plus into a best practice framework that uses training, coaching, and mentoring to build statewide capacity and deliver quality early intervention services to infants and toddlers who are Deaf or hard of hearing across the state. The WEII team will discuss the power of cross agency collaboration and how the team is maintaining a small fiscal note by using existing available resources and positions, while building a sustainable model of service delivery that positively impacts children and families for a lifetime.
Members of the Wyoming Early Intervention Initiative (WEII) team, composed of highly qualified professionals including a speech language pathologist, pediatric audiologists, teachers of the Deaf/hard of hearing, administrators, and parents, will share their roadmap for driving the “I” in EHDI through a program they developed called “WEII Plus”. The WEII team will provide an overview of their ongoing process of developing WEII Plus into a best practice framework that uses training, coaching, and mentoring to build statewide capacity and deliver quality early intervention services to infants and toddlers who are Deaf or hard of hearing across the state. The WEII team will discuss the power of cross agency collaboration and how the team is maintaining a small fiscal note by using existing available resources and positions, while building a sustainable model of service delivery that positively impacts children and families for a lifetime.
Touch Opportunities for Learners Who Are DeafBlind - Heather Withrow
This presentation introduces opportunities and considerations for using the sense of touch for environmental information and communication for children who are DeafBlind. Heather, as a mom of 12-year-old Orion who is DeafBlind, an ally of the DeafBlind community and a COMS, will share examples through stories and media of touch techniques paired with learning strategies that may be used right away or developed over time at school, in the community and at home.
This presentation introduces opportunities and considerations for using the sense of touch for environmental information and communication for children who are DeafBlind. Heather, as a mom of 12-year-old Orion who is DeafBlind, an ally of the DeafBlind community and a COMS, will share examples through stories and media of touch techniques paired with learning strategies that may be used right away or developed over time at school, in the community and at home.
Expanded Core Curriculum in Early Intervention - Robbin Clark
This professional development will focus on the Expanded Core for early childhood (birth-5 years) in three sections:
1) A closer look at he Expanded Core in early childhood
2) Communicating the Expanded Core to families
3) Designing preschool-ready & kindergarten-ready Expanded Core instruction
This professional development will focus on the Expanded Core for early childhood (birth-5 years) in three sections:
1) A closer look at he Expanded Core in early childhood
2) Communicating the Expanded Core to families
3) Designing preschool-ready & kindergarten-ready Expanded Core instruction
Family Perspectives Panel
One of the most critical roles of early interventionists is teaching family members to support the unique needs of their child. However, the most impactful teachers of early interventionists are the families they support. Join us in closing the conference with insights from these teachers.
Heather Withrow
Olivia Feaster
Stacy Cornwall
Allison Clougherty
Mayra Prieto
Facilitator: Deana Smith
One of the most critical roles of early interventionists is teaching family members to support the unique needs of their child. However, the most impactful teachers of early interventionists are the families they support. Join us in closing the conference with insights from these teachers.
Heather Withrow
Olivia Feaster
Stacy Cornwall
Allison Clougherty
Mayra Prieto
Facilitator: Deana Smith