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July 30 - 31 and August 1 - 2, 2012
This year, there will be two strands to choose from: One for Teachers of the Deaf and Hard of Hearing; and one for Educational Interpreters. All courses will meet from 8 a.m. to 5:15 p.m., with a break for lunch. Morning and afternoon snacks will be provided. Lunch is on your own.
FOR TEACHERS OF THE DEAF AND HARD OF HEARING
"Empowering Reluctant English Users: Instructional Strategies for Deaf and Hard of Hearing Students that Maximize Cognitive Strengths Through Visually-based Activities"
Instructor: Kristin DiPerri
Monday, July 30 - Tuesday, July 31
This two day course will focus on reading strategies (Monday) and on writing strategies (Tuesday). While the topics addressed are applicable to all Deaf and Hard of Hearing students, the strategies presented are primarily intended for those students who do not access English phonemic information in a productive manner. These activities will help maximize the visual elements of learning how to read/write in a more effective manner. Additionally, topics presented are not grade level oriented and therefore can be modified to work with struggling DHH readers of all ages. (Information presented in these 2-day workshops will be new. This is not a continuation from Summer Institute 2011).
Day One: Reading Comprehension
What are visual strategies for instruction if students are not using English phonemic information for decoding/encoding print? Specific areas that extend across the ages will be examined and topics include:
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Strengthening the confidence of reluctant readers-These activities orient from the students strength-processing visual information. Activities demonstrated help to develop the student’s cognitive processing abilities that support reading comprehension.
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Defining and providing specific examples of the instructional steps for developing reading skills with readers who are beginning or struggling readers –regardless of age.
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What specific strategies do we teach students to use when they are reading and come to a word they don’t know? Four specific activities will be explained that help students independently move closer to a words meaning. Additionally, these particular activities will also positively impact reading comprehension.
Day Two: Improving Written Expression
In comparison to reading instruction, students who do not have working use of phonemic information in English often find written expression very frustrating. DHH students need specific instruction that will align with their understanding of print. The strategies discussed in this workshop will be based in visually developing and incrementally building skills in a more fortified and internalized manner. Topics include:
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Writing instruction-what comes first for the visual learner? With so many objectives how does the teacher know where to start? We will look at specific steps for developing strong writers.
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Grammatical instruction without tears-instructional activities that engage rather than repel DHH students will be modeled.
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Visual mnemonic devices-ways to remember grammatical aspects that are not sound based will be demonstrated.
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Fair accountability and assessment of writing development- techniques for showing how much students have accomplished during the year as opposed to falling short of English standards based on native hearing children
About Kristin DiPerri: Kristin is an Independent Educational and Literacy Specialist for students who are Deaf and Hard of Hearing and their families. For the past 25 years she has been a Teacher of the Deaf, an Instructor in the Master’s Program in Deaf Education at Boston University and the English Literacy Coordinator at the Scranton State School for the Deaf in Pennsylvania. She is the author of five workbooks published by Butte Publications relating to the development of DHH students’ literacy through the use of a visually based approach. She has provided presentations and workshops throughout the US and abroad. She is a consultant for several school districts and programs. Currently she is also working on the development of more materials for students who are Deaf and Hard of Hearing, as well as their families.
"Opening the Door to Classroom Success: Addressing the Six Faces of Access”
Instructors: Karen Anderson and Kathleen Arnoldi
Wednesday, August 1 – Thursday, August 2
This workshop will look at options for maximizing student achievement through evaluating, adapting and monitoring those areas that support communicative and instructional access for students with hearing loss. Materials and strategies that aid in assessing the communication competence, self-concept development and instructional and curricular needs, as well as informational materials for school staff, students and parents will be shared. The presenters will also address the “expanded core curriculum,” or those skills that must be mastered in order to benefit from the core curriculum, as well as its applications to IEP development.
The Six Faces of Access that will be described are:
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Auditory Access
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Environmental Access
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Access via Communication Repair
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Access via Self-Advocacy and Independence
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Social/Interaction Access
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Instructional Access
About Karen Anderson and Kathleen Arnoldi: Karen Anderson, PhD, was an educational audiologist for over 15 years and the EHDI Audiology Consultant and the Part C Hearing Services Coordinator in Florida for 8 years. She is currently Director of Supporting Success for Children with Hearing Loss, providing resources to parents and professionals (http://successforkidswithhearingloss.com). Kathleen Arnoldi, M.A., has worked as a teacher of the Deaf/Hard of Hearing and the coordinator for Saint Paul Public Schools’ Programs for Deaf/Hard of Hearing Students for thirty-seven years. She is currently a teaching specialist at the University of Minnesota in the Deaf/Hard of Hearing Teacher Training Program and also works as an independent consultant in the field of Deaf/Hard of Hearing education. She is the co-author of, “Building Skills for Success in the Fast-Paced Classroom: Optimizing Achievement for Students with Hearing Loss”.
FOR EDUCATIONAL INTERPRETERS
"Incorporating Classifiers into Academic Content"
Instructor: Frances Beaurivage
Monday, July 30 - Tuesday, July 31
Interpreters frequently struggle with knowing ‘when’ to incorporate classifiers and determining ‘which’ classifier would best represent a particular concept. Classifiers can clarify the interpreted message, highlight specific details and are very efficient. Interpreters are always being driven by the time factor; using process time to analyze the incoming message, and planning and delivering the interpretation to avoid exceeding the length of our short term memory. The efficiency of classifiers can assist in delivering an effective interpretation especially when the content is dense, descriptive, explaining an objects location in referent to others or self and/or the objects movements, how things are being manipulated, body parts and a body’s movements or actions.
This workshop will cover the basics of classifiers and hands-on practice opportunities to determine which classifier would be the best one to represent a particular concept and, how one would manipulate the classifier to show the action or movement of the classifier object. A variety of science, social studies and geography concepts will be incorporated, as well as discussion about why a particular classifier is selected and how perspective can be changed by selecting different classifiers based on the degree of detail to be conveyed. Participants will be actively engaged in a variety of activities where they will be able apply their knowledge and practice using classifiers. Please join us as we talk about body systems, how airplanes fly, the workings of an animal cell, what caused the alluvial fan in Estes Park Colorado…… and much more!
About Frances Beaurivage: Frances J. Beaurivage is employed by Boys Town National Research Hospital, Omaha, Nebraska, as their Sign Communication and Curriculum Specialist and is the Manager of the Educational Interpreter Performance Assessment (EIPA) Diagnostic Center. Frances, as a sign language specialist, provides Boys Town’s Center for Childhood Deafness, Language and Learning with clinical support for language/academic/social assessments of deaf and hard of hearing children. She also travels nationally to present to audiences information about the EIPA Performance Assessment and provides skills training workshops for interpreters working in K-12 educational settings. Frances holds dual certification (C.I. / C.T.) from the National Registry of Interpreters for the Deaf (RID).
"Working Along a Continuum of Oral Transliterating"
Instructor: Carol Schweitzer
Wednesday, August 1 – Thursday, August 2
Communication practices and preferences continue to change with the needs of students in our schools. The continual advancement of listening technology allows children to hear speech at higher levels across the frequencies. Yet, many of these students continue to need visual input for communication clarity; especially in noisy settings and with academic content.
Educational Interpreters can be an appropriate support for the students who access their world primarily by listening, yet lose out during classrooms instruction and discussion. This course will present:
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Situations where a form of oral transliterating better meets student needs
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A continuum of oral transliterating from C-Print through Sign Supported Speech
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Opportunities to practice various (there will not be opportunity to practice all) forms of oral transliteration.
NOTE: This course does NOT meet RID standards for taking the RID Oral Interpreting test. However, it can meet the DPI requirement for knowledge of oral transliterating.
About Carol Schweitzer: Carol Schweitzer has worked with and on behalf of children and people who are deaf or hard of hearing for over 35 years. She is nationally certified as an interpreter and holds the DPI license as an educational interpreter. Although not working in schools on a regular basis, Carol has maintained connections with educational interpreters and the evolving needs of students who are deaf or hard of hearing.
COSTS:
The cost per each two-day session is:
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Early bird - until June 15: $175
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Registration –between June 16 – July 22: $200
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Late Registration - after July 22: $225
LOCATION:
Summer Institute 2012 will be held at CESA 1 in Pewaukee, WI.
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ACCOMMODATIONS:
A block of 30 rooms has been reserved at the Wildwood Lodge (formally Comfort Suites), at the state rate of $80 per single room. This block is being held under the name “Summer Institute 2012.” Room rates and availability will be guaranteed until June 29th. This hotel is just off of 94, exit 294 and is right across from Thunder Bay restaurant. Included in the cost of the room is breakfast.
For reservations call 888-506-2005
Hotel website: http://www.thewildwoodlodge.com/pewaukee
CREDIT OPTIONS:
One or two Graduate or Undergraduate credits through Silver Lake College, University of Wisconsin-Whitewater and NTC will be available at an additional cost. CEUs also available through RID. Credit packets with details and directions will be available at the event. Additional information about credit details coming soon!
CANCELLATION POLICY:
If we do not receive a minimum number of participants by July 6th, WESP-DHH reserves the right to cancel this workshop.
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