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 SchoolShare strategies for effective intervention Share strategies for effective intervention programming within inclusion settingprogramming within inclusion settingHidden 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:

CommunicationCommunicationSpoken languageSpoken languageSocializationSocialization

Goal 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 screeningPositive outcomes for EI participantsPositive outcomes for EI participantsEarlier implantation & advancing technologyEarlier implantation & advancing technologyResearch related to incidental language learning Research related to incidental language learning for implant usersfor implant usersIDEA policy regarding “least restrictive IDEA policy regarding “least restrictive environment”environment”Narrow scope of traditional oral approachNarrow scope of traditional oral approachBest 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 peersTransdisciplinary team of Educator and SLP Transdisciplinary team of Educator and SLP Strong developmental frameworkStrong developmental frameworkFocus on spoken language and literacyFocus on spoken language and literacyFamily-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 EnvironmentImprove the AcousticsImprove the AcousticsThink About GroupingsThink About GroupingsCarefully Plan ScheduleCarefully Plan ScheduleCreate the Culture of the ClassroomCreate the Culture of the Classroom

Transdisciplinary TeamingTransdisciplinary Teaming

Diverse team of professionalsDiverse team of professionalsShared ownership of classroomShared ownership of classroomCross-training and role releaseCross-training and role releaseBroad professional developmentBroad professional developmentTeachers as facilitatorsTeachers as facilitators

The Role of Typical, Hearing PeersThe Role of Typical, Hearing Peers

Play partnersPlay partnersLanguage modelsLanguage modelsSocial agentsSocial agentsStandard of typical developmentStandard of typical developmentContext of Least Restrictive EnvironmentContext of Least Restrictive Environment

Language & Learning:Language & Learning:Select Target AreasSelect Target Areas

Social DevelopmentSocial DevelopmentPlay Skills Play Skills Pre-Literacy SkillsPre-Literacy SkillsAuditory DevelopmentAuditory Development

Language & Social Language & Social DevelopmentDevelopment

TARGETSTARGETSInitiating, Responding, and Maintaining a Initiating, Responding, and Maintaining a ConversationConversationExchanging InformationExchanging InformationNegotiating and Resolving ConflictNegotiating and Resolving ConflictDeveloping Relationships Developing Relationships

Language & Social Language & Social DevelopmentDevelopment

STRATEGIESSTRATEGIESFacilitating and Modeling InteractionFacilitating and Modeling InteractionManipulating Environment and MaterialsManipulating Environment and MaterialsUsing ScriptingUsing ScriptingDeliberately GroupingDeliberately GroupingValuing Individual Identity and “Grouplife” Valuing Individual Identity and “Grouplife”

Language & Play SkillsLanguage & Play Skills

TARGETSTARGETSDeveloping ConceptsDeveloping ConceptsUsing Functional and Symbolic PlayUsing Functional and Symbolic PlayEngaging in Dramatic PlayEngaging in Dramatic PlayDeveloping Understanding of Roles and Developing Understanding of Roles and Responsibilities Responsibilities

Language & Play SkillsLanguage & Play Skills

STRATEGIESSTRATEGIESProviding (and Frequently Changing) Providing (and Frequently Changing) Engaging Props and MaterialsEngaging Props and MaterialsNarrating and Supporting PlayNarrating and Supporting PlayUsing Extending and QuestioningUsing Extending and QuestioningFollowing the Children’s InterestsFollowing the Children’s InterestsUsing Themes (Books, Concepts)Using Themes (Books, Concepts)

Language & Pre-Literacy SkillsLanguage & Pre-Literacy Skills

TARGETSTARGETSUsing Vocabulary and Background Using Vocabulary and Background KnowledgeKnowledgeUsing Symbols and SequencingUsing Symbols and SequencingUsing Knowledge of Language StructureUsing Knowledge of Language StructureReading for ComprehensionReading for Comprehension

Language & Pre-Literacy SkillsLanguage & Pre-Literacy SkillsSTRATEGIESSTRATEGIES

Providing Foundational Vocabulary BaseProviding Foundational Vocabulary BaseLinking Print Information with Child’s ExperiencesLinking Print Information with Child’s ExperiencesProviding 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

TARGETSTARGETSDetecting a variety of soundsDetecting a variety of soundsDiscriminating saliently different to Discriminating saliently different to saliently similar soundssaliently similar soundsIdentifying environmental sounds &speechIdentifying environmental sounds &speechComprehending content informationComprehending content informationFollowing conversationFollowing conversation

Auditory Development Auditory Development For Early Identified D/HoHFor Early Identified D/HoH

STRATEGIESSTRATEGIESUsing listening tasks in routines and playUsing listening tasks in routines and playExperimenting with soundsExperimenting with soundsIntegrating auditory information with other Integrating auditory information with other sensory inputsensory inputUsing repetition, redundancy, & acoustic Using repetition, redundancy, & acoustic highlightinghighlighting

Language, Listening, and LearningLanguage, Listening, and Learning

Identify TargetsIdentify TargetsSet the StageSet the StagePartner EffectivelyPartner EffectivelyUse 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.netWhere We Work: The River SchoolWhere We Work: The River School www.ASHA.orgwww.ASHA.org ASHA Leader March 2005 ASHA Leader March 2005Mouthtime 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