| Daniel Maffia |
Biomechanics I |
Participants will be able to:
- Cite available research information on how stress can increase the risk of cumulative trauma disorder, on the interpreting settings with the highest occupational health risks and on the rate of incidence of musculoskeletal pain
- Explain proper posture and the components of safe upper extremity biomechanics.
- Describe how posture and biomechanics relates to interpreter-related injuries.
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This workshop will provide background information on the unfortunate common occurrence of musculoskeletal pain in sign language interpreters. This workshop will be in lecture format along with opportunities to apply what is learned. The learning will be fun and definitely, interactive. In addition participants will learn about current research and best practices to keep your fit until you retire. Sign language interpreters of all physical levels are encouraged to participate. |
None |
None |
| Daniel Maffia |
Biomechanics II |
Participants will be able to:
- Describe strategies of how to manage/prevent pain, like exercise, bracing and stress management.
- Apply low risk behaviors to interpreting practice assignments.
- Easily follow-thru on exercises learned well beyond their participation in this workshop via use of handouts and small pieces of exercise equipment that will be distributed.
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This workshop will provide background information on the unfortunate common occurrence of musculoskeletal pain in sign language interpreters. This workshop will be in lecture format along with opportunities to apply what is learned. The learning will be fun and definitely, interactive. In addition participants will learn about current research and best practices to keep your fit until you retire. Sign language interpreters of all physical levels are encouraged to participate. |
None |
None |
| Dr. Peter Isquith |
Enhancing Self-Regulation in Deaf & Hard of Hearing Children |
After completing this activity, participants will be able to:
- describe the most widely used model of self-regulation.
- articulate special circumstances that make developing good executive functions more challenging for deaf and hard of hearing children.
- describe a general model for supporting development of good self-regulation in children.
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The development of self-regulation in children with hearing loss is at higher risk due to multiple factors. Self-regulation is important for educational, vocational, social, and health outcomes. New research on collaborative problem-solving approaches to supporting children's executive functioning holds promise for enhancing self-regulation in deaf and hard of hearing children. In this presentation, we will review models and methods for enhancing self-regulation. |
South Dakota Services for the Deaf: honorarium and travel costs |
"Boston Children's Hospital Deaf and Hard of Hearing Program : Professional Family members: Personal" |
| Dr. Tina Childress |
Simple Language for Complex Topics |
The participant will be able to:
- Describe how hearing works with little to no jargon
- Describe how to an interpret and describe an audiogram with little to no jargon
- List two Deaf/Hard of Hearing resources that are parent-friendly "
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During this workshop, we'll discuss adult learning and how to tell stories which is especially helpful for children. We'll also go back and review concepts and components that are important when we discuss the relationship between expressive and receptive language including audiograms and speech perception measures. Then, we'll discuss ways to describe these concepts through counseling and/or with the use of simulations. Lastly, we'll look at resources and ideas for future counseling. |
Midwest Conference on Deaf Education - speaking fee, lodging/meals |
"ASHA: Professional EAA: Professional" |
| Dr.Tina Childress |
My life as a Communication Engineer |
The participant will be able to:
- Descibe solutions to communication breakdowns.
- Describe technologies that may be useful solutions
- Describe advocacy tools to achieve effective access.
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Those of us that work with Deaf/Hard of Hearing students may have different titles - audiologist, speech-language therapist, Teacher of the Deaf/Hard of Hearing. I've recently been calling myself a "Communication Engineer" because that's what we do. Right? We see communication breakdowns and we engineer solutions to help our students thrive. I'll be illustrating my thoughts and retrospective observations from my own personal journey with hearing loss including insight into technologies that have helped me navigate this world and advocacy tools that I have used to achieve effective access. |
Midwest Conference on Deaf Education - speaking fee/lodging/meals |
"ASHA: Professional Association of Late-Deafened Adults Personal Hands & Voices FL3 Professional" |
| Janet DesGeorges |
Whole Child, Whole Parents, Whole Team: What it takes to Make Work – Superheroes! |
The participant will be able to:
- describe the value of partnerships in deaf education.
- Explain the behaviors and roles on a student's IEP planning team.
- Identify a variety of perspectives, experiences and interactions between parents, professionals and the child with hearing loss.
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The deaf/hard of hearing and language journey is comprised of key individuals that lend support to the family, the child with hearing loss and each other. Building a strong team creates a culture of support which requires taking into account each person’s social and emotional perspective. A variety of perspectives, experiences and interactions between parents, professionals and the child with hearing loss will be shared. This presentation will recognize the Superhero powers and characteristics that parents and children carry with them throughout their journey. |
(SDSD)/MWCDE - honoraria |
None |
| Janet DesGeorges |
Educational Excellence: What do we need to ensure success? |
The participant will be able to:
- describe at least four elements of effective advocacy in education.
- Explain the importance of parental involvement in their deaf child's education.
- Discuss specific elements of special considerations in the IDEA related to Deaf/HH Children's education"
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There is a huge diversity of educational needs among students who are deaf/hard of hearing. What is the ‘thing’ that leads to success? Unique considerations for students will be addressed, including educational placement, modality/language needs, and proficiency of staff. This session will explore the unique characteristics of supporting children who are deaf/hard of hearing, while examining the core components that lead to success for ALL children. |
(SDSD)/MWCDE-honoraria |
None |
| Kristi Blacker |
Fingerspelling Our Way to Reading |
The participant will be able to:
- Describe how fingerspelling phonological awareness provides a pathway to decoding the printed word,
- Explain the effects of a systematic program designed to promote fingerspelling phonological awareness and improve reading skills.
- Describe specific instructional strategies used to enhance successful decoding and independent reading of printed English text"
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Research shows a strong relationship between fingerspelling and print word recognition. Evidence shows that fingerspelling may provide an alternative pathway to decoding printed words by building phonological awareness and providing a direct relationship between fingerspelled words and printed words. The Center on Literacy and Deafness (CLAD) has developed a fingerspelling program for deaf students. The program enhances phonological awareness of fingerspelled words, which increases expressive and receptive fingerspelling skills and improves identification of printed words. |
"Midwest Conference on Deaf Education - honoraria" |
None |
| Lynne Price |
Steps to Success: Advocacy for All Ages - Expanded Core Curriculum, Strategies and Activities |
At the conclusion of this activity,
- the participant will be able to use a sequence of instructional strands to determine beginning point of instruction based on student knowledge and skills and plan a long-term instructional program.
- the participant will be able to review and discuss specific instructional activities for different goals and strands.
- the participant will be able to identify appropriate age/skill level instructional strategies and evaluation methods.
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The Steps to Success curriculum is designed to assist teachers to develop skills that will enable a student to be an effective listener/ viewer, a successful communicator, a proficient reader, and a knowledgeable consumer of goods & services related to hearing needs. It is an organizational tool for teachers serving multiple age caseloads. It works well as a stand- alone habilitation program or as a collaborative rehabilitation tool when used in conjunction with a language curriculum, content vocabulary instruction, or an auditory skills development program. Components of Steps to Success consist of a scope and a sequence for 10 goal areas. Each goal area is divided into strands of instruction with related teaching strategies and activities (worksheets) for different age/developmental levels of instruction. |
Midwest Conference on Deaf Education - honoraria |
None |
| Lynne Price |
Situational Analysis and Self-Advocacy Skill Development for Secondary Students |
Participants will:
- Identify key areas of instruction for self-advocacy and transition instruction.
- Analyze a student-centered model of instruction for a variety of academic situations.
- Develop an awareness of the hierarchy of problem-solving skills and environmental analysis skills.
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Self-advocacy and transition instruction are part of a free and appropriate education. They support academic success, impact school performance, require direct instruction by knowledgeable staff and is best developed through situational specific instruction. Communication and access are dynamic concepts. The goal is to develop a student’s ability to analyze, and problem solve in specific situations (COACH). Analysis gives purpose to communication and meaning to language learning. Problem solving builds self-confidence and improves application. |
Midwest Conference on Deaf Education - honoraria |
None |
| Marlee Dyce |
Best practices for inclusivity of Deaf children in public schools |
Participants will be able to:
- Define the role of an educational interpreter
- State the perception of an educational interpreter
- List ways interpreters can work collaboratively with teachers and administrators to provide a more inclusive environment for D/deaf students.
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Educational interpreters have one of the most challenging jobs in the education system. This interactive workshop will define the role of educational interpreters from the perspective of interpreters, administrators, and teachers. Participants will have the opportunity to share ideas and strategies for creating a more inclusive environment for D/deaf students. |
Midwest Conference on Deaf Education - honoraria |
None |
| Keanna Casanova |
Best practices for inclusivity of Deaf children in public schools |
Participants will be able to:
- Define the role of an educational interpreter
- State the perception of an educational interpreter
- List ways interpreters can work collaboratively with teachers and administrators to provide a more inclusive environment for D/deaf students.
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Educational interpreters have one of the most challenging jobs in the education system. This interactive workshop will define the role of educational interpreters from the perspective of interpreters, administrators, and teachers. Participants will have the opportunity to share ideas and strategies for creating a more inclusive environment for D/deaf students. |
Midwest Conference on Deaf Education - honoraria |
None |
| Mychal Hadrich |
From Tension to Unity: Conflict Resolution Strategies for Interpreters |
Participants will
- apply the NAD-RID Code of Professional Conduct while approaching colleagues to discuss and resolve conflicts surrounding ethical and professional conduct.
- examine case studies related to interpersonal conflict, demonstrate the four components of the Nonviolent Communication (NVC) model, and gain further insight through small and large group discussions.
- demonstrate diaphragmatic breathing as the first step in confronting conflict.
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As interpreters, we are responsible for confronting our colleagues when ethical or professional breaches occur. However, navigating these difficult conversations can be challenging, especially when emotions run high and conflicting perspectives are at play. This breakout session will explore the art of conflict resolution within the interpreting profession. Through open dialogue and interactive activities, you will learn how to approach conflicts in a constructive and collaborative manner that leads to positive outcomes. |
Midwest Conference on Deaf Education - honoraria |
Registry of Interpreters for the Deaf - Professional |
| Robin Mills |
Occupational Therapy as Part of a Multidisciplinary Team |
After completing this activity, participants will be able to:
- Explore the different sensory systems and the impact when the information is not processed well.
- Determine when a child should be referred to OT for sensory concerns.
- Describe different sensory based suggestions and techniques that can be incorporated into the home, school, and community
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A child with a sensory processing disorder can find it difficult to process and act upon information received through the senses, which creates challenges in performing countless everyday tasks. Research shows approximately 1 in 6 children experience sensory challenges. Children with hearing impairment are especially vulnerable to SPD with a higher risk of balance, social emotional, fine motor, and multi-sensory processing |
LifeScape - Salary |
None |
| Stacey Tucci |
Deaf and Hard of Hearing Learners and the Science of Reading |
The participant will be able to:
- identify the learner profile of a student who is DHH (i.e., eyes only, ears only, eyes and ears) and determine the appropriate phonological and phonics approach needed to support effective early literacy instruction.
- implement learner profile-specific phonological and phonics instruction (i.e., traditional sound-based phonology/phonics and alternative visual phonology/phonics - leveraging fingerspelling).
- use appropriate assessments to evaluate the DHH learner's progress in phonology and phonics skills needed for early literacy development.
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Do Deaf and Hard-of-Hearing (DHH) students learn to read differently than their hearing peers? The answer depends on the DHH student's learner profile. In this session, we'll look at a national study that investigated the early literacy skills of DHH students K-2nd grade. We'll crosswalk the outcomes of the study with the National Reading Panel’s “Big 5” essential components to reading and the Science of Reading. Implications for the classroom including learner-specific instruction will be discussed. |
Foundations for Literacy - intellectual property rights, ownership interest |
None |
| Stefanie Kessen |
Blooming in a Dry Place - Maintaining your Grit Within the Desert |
Participants will be able to
- identify 3 things that lead to burnout
- identify 3 preventative measures to prevent burnout
- identify at least 2 action steps they can take immediately enhance their working conditions to provide them with new motivation and joy for their job
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Let's face it. This job is hard! You may feel like you are living life in the desert with no water as far as the eye can see. But even in the dryest of places, there is joy, life, and restoration. Find refreshment and learn how you can continue to bloom even in the toughest of conditions. |
The Online Itinerant honoraria |
The Online Itinerant Professional |
| Stefanie Kessen |
Itinerant Hacks to Lighten the Load |
Participant will be able to
- identify at least 1 way to provide ongoing inservicing throughout the year using Loom
- easily communicate with staff on upcoming visits and provide session notes using Google Calendar
- identify 3 ways to maximize their calendar to send automated emails, post lesson plans and keep track of IEP goals and data
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Being an Itinerant Teacher of the Deaf often leaves you feeling like you are living on the run! With your car as your office and your phone as your primary communication tool, this Meet-Up will show you some secret hacks to help you go paper-less and impact-more. |
The Online Itinerant-Honoraria |
The Online Itinerant-Professional |
| Valli Gideons |
One family’s journey, navigating raising two kids who have hearing loss & what they discovered along the way |
Participants will be able to
- describe the importance of processing in goal feelings in order to come to place of acceptance.
- list various options and strategies for creating a personal path forward.
- describe how to help kids who are deaf or hard of hearing develop ways to advocate for themselves.
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There is no one way to parent a child who is deaf or hard of hearing. This session will discuss several strategeties and options developed from personal experience. |
" Midwest Conference on Deaf Education - honoraria" |
Parent of children who are deaf/hard of hearing |
| Valli Gideons |
How to help your child who is deaf or hard of hearing become confident & capable. From a mom of two teens perspective |
The participant will be able to
- discuss adult learning and how to tell stories that are helpful for children.
- describe the importance of mindset and expectations.
- create action items for implementing advocacy strategies.
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A workshop to help parents in an interactive setting develop strategies to encourage advocacy in their kids. Parents will feel connected by sharing experiences and tips for creating a positive mindset. |
Midwest Conference on Deaf Education - honoraria |
Parent of children who are deaf/hard of hearing |