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 wainscot@erols.comwainscot@erols.com