With a partnership between the California Department of Education’s Julie Rems Smario and CDERC’s Natasha Kordus and Jennifer Willey, they worked on this poster for 2019 EHDI Conference in Chicago, IL. This poster earned the top honors!
Jen Foundas learned her son William was deaf when he was 6 weeks old. As he has grown over the last five years, she, too, is studying American Sign Language. And the Foundas family aren’t alone. According to the National Institutes of Health, more than 90 percent of deaf children are born to hearing parents.
Adam Stone explains that no matter what language a child is learning, be it spoken or signed, they will make mistakes. Here, Adam goes into detail about three common mistakes children make while learning a signed language, and rest assured, these are all part of the normal language acquisition process.
Can early intervention really make a difference? Join Dr. Beth Benedict for a webinar on what research is telling us about the importance of early intervention. She will share ways in which the field is evolving and explain what professionals in the field can do to make a difference in areas related to:
Visual language and learning
English language performance
Social-emotional, cognition, and communication development
Family involvement and deaf role models
Setting high expectations
About the Presenter:
Benedict is a professor in the Department of Communication Studies at Gallaudet University. She is also the coordinator of Gallaudet’s Deaf and Hard of Hearing Infants, Toddlers, and Families: Collaboration and Leadership Interdisciplinary Graduate Certificate Program. She has published numerous articles and is a widely sought-after lecturer on diverse topics, including early intervention, early language acquisition, and family involvement.
Benedict is currently the chair of the Joint Committee on Infant Hearing and a representative on the Council on Education of the Deaf. She is currently serving as president of the American Society for Deaf Children, the oldest organization of, by, and for parents of deaf and hard of hearing children (www.deafchildren.org). In 2010, she received the prestigious Antonia Brancia Maxon Award for EHDI Excellence at the Early Hearing Detection and Intervention Conference in Chicago, along with numerous awards. Benedict holds a doctorate in education from Gallaudet, a master’s degree in educational counseling from New York University, and a bachelor’s degree from Gallaudet in psychology. She is also the proud mother of two deaf daughters.
The single greatest risk faced by Deaf people is inadequate exposure to a usable first language. Dr. Gulati reviews recent research which validates the anatomical basis and time course of the critical period for first language acquisition, and which shows the risks to the development of empathetic abilities among children who are language-deprived.
Established as a National Science Foundation Science of Learning Center in 2006, Visual Language and Visual Learning (VL2) seeks to advance understanding of the behavioral and brain mechanisms of learning.
Through collaborative research, the Center works to answer fundamental science questions about higher cognition and how humans learn, especially learning through the eyes. We investigate the effect of visual processes, visual language, and visual learning and social experiences on the development of cognition and language, reading, and literacy. With a particular focus on deaf individuals and sign language, we study learning processes in monolinguals and bilinguals across the life span in order to promote the meaningful translation of science for the benefit of education and society.
VL2 has created a set of visually appealing and accessible materials about VL2’s research on the advantages of early visual language and ASL-English bilingualism and what this means for deaf and hard of hearing children’s language acquisition and literacy.
“Growing Together: Creating Language-Rich Environments” is a series of interviews with parents, researchers, and scientists.