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When
working with children who are deaf/hard of hearing, including those from
diverse backgrounds, SLPs need to focus not only on skill development but also
on the cultural context in which literacy skills and practices are cultivated.
This webinar will discuss a culturally responsive framework and interactive,
multimodal approach to support literacy development in young
children.
Learning
Outcomes
You will
be able to:
- Discuss the historical context
of literacy practices for young children, including those who are deaf/hard of
hearing, and identify elements of Historically Responsive Literacy practices
and their application to diverse populations
- Implement interactive reading
strategies to support literacy skills in children, particularly those from
diverse communities
- Evaluate the effectiveness of a
multimodal approach to literacy instruction for children who are deaf/hard of
hearing, including those from diverse backgrounds
DEI Professional Development Requirement
This course counts toward the ASHA certification maintenance professional development requirement for DEI (which encompasses cultural competency; cultural humility; culturally responsive practice; and diversity, equity, and inclusion). See more courses that count toward this requirement or read more about professional development requirements for certification maintenance.
Presenter
Information
Dr.
Sharlene Wilson Ottley, PhD, CCC-SLP (she/her/hers) currently
serves as the Director of Research and Outreach at The River School and Potomac
River Clinic, in Washington, DC. In her work, Dr. Ottley develops and implements
community-based programs for children from marginalized and underrepresented
backgrounds. She also oversees the research and assessment efforts at The River
School, including grant proposals and publications, while providing training
and coaching to educators and SLPs on a culturally responsive, interactive, and
experiential approach to education through an anti-bias and anti-racist lens.
She has published on topics such as language and academic outcomes in children
with cochlear implants as well as assessment and intervention in this
population. Her research programs have a specific focus on improving vocabulary
and literacy outcomes for children with and without hearing loss, including
those from culturally and linguistically diverse populations, and children and
families from varying socioeconomic backgrounds.
Financial
Disclosures:
- Financial compensation from ASHA
for this presentation
- Full-time, salaried position at
The River School and Potomac River Clinic
Nonfinancial
Disclosures:
Assessment
Type
Self-assessment—Think
about what you learned and report on the Completion Form how you will use your
new
knowledge.
To earn
continuing education credit, you must complete and submit the learning
assessment by the end date below.
Program
History and CE
Information
Content origination date: September 12, 2024
End date: September 14, 2029
This course is offered for 0.2 ASHA CEUs (Intermediate level, Professional area).
