summit v 2014
DESCRIPTION
ÂTRANSCRIPT
“Never doubt that a small group of thoughtful committed citizens can change the world. Indeed, it is the only thing that ever has.”
Margaret Mead
Celebrating a 5th Year Anniversary
SUMMIT V
2
Kansas School for the Deaf is proud to host the fifth National AmericanSign Language (ASL) and English Bilingual Consortium for Early ChildhoodEducation Summit. The theme of this yearʼs Summit is Expanding thePossibilities. This is an opportunity for professionals to meet to discuss this new theme as well as to provide “hands on” demonstrations of ASL/English bilingual education for Deaf and hard of hearing children ages 0-8.
The purpose of this Summit is to identify and evaluate the themes,terminologies and forms of discourse in early childhood education as theyrelate to children who are Deaf and hard of hearing. Some of the possibleissues within a point of view include: bilingual acquisition, pedagogies,language and literacy, equity and diversity, and teacher education.In addition to presentations that address some of these issues, there will bework groups devoted to the application of the information provided by thepresentations. The work groups will be divided into the following categories: 0-3, 3-5, 5-8, 0-8, and Administrators.
At the Summit, we hope to address many of the issues faced by professionals who are actively involved in ASL-English bilingual education. Our target audience is early childhood educators, administrators, service providers, childcare providers, early elementary classroom staff, Deaf mentors, and other related service personnel.
Please note that the Summit is not meant to serve as an introductoryconference. It is designed for those who are familiar with ASL-Englishbilingualism and desire to enrich their professional development.A more detailed schedule and descriptions of presentations are included in the Program Book.
3
Greetings from the Co-Coordinators, Nancy Milner, Early Childhood Education Teacher and
Erin Schuweiler, Birth to Three Coordinator/Early Childhood Consultant
Welcome to the National American Sign Language/English Bilingual Consortium for Early Childhood Education Summit V - “Expanding the Possibilities!
Weʼd like to personally welcome each of you to the National American Sign Language/English Bilingual Consortium for Early Childhood Education Summit V. Itʼs an exciting time for Early Childhood Education as we continue to grow and evolve, remaining always adaptable, motivated and responsively “open to new ideas”. Our organization is confronting a time of many changes and weʼre meeting these changes during a time of larger national and global change.
Weʼd like to give you an idea of what you can expect and what we hope to achieve over the next few days. Weʼre glad that you are able to join us and hope that your stay at the Kanas School for the Deaf in Olathe, Kansas is both rejuvenating and educational. We have a schedule that is full of wonderful presentations and work groups planned for you! There are also several special events that we would like to highlight for you. These include the opportunity to celebrate at our “5th” Birthday Bash, to attend the Wine and Cheese Event at our cherished and valued Deaf Cultural Center, and to attend the new Spotlight Presentations which highlight YOUR great programs. In addition, there will be a Visual Vaudeville at Johnson County Community College for you, the Deaf Community, and the general public to enjoy. We hope you each will enjoy learning and having fun at the same time. Please see the flyer in the E-Program Book.
We have a full agenda during the next 2 days, so please take a few minutes to read through the information in this Program. It includes our itinerary and other important information.
Before we close, weʼd like to thank each of you for attending our Summit V and bringing your expertise to our gathering. You, as organization leaders, have the vision, the knowledge, the wherewithal and the experience to help us pave our way into the future. You are truly our greatest asset today and tomorrow, and we could not accomplish what we do without your support and leadership. Throughout this Summit V, we ask you to stay engaged, keep us proactive and help us shape the future of Early Childhood Education. Our personal respect and thanks goes out to all of you.
Nancy Milner and Erin Schuweiler
!
INTROVLOG
CLICK HERE: https://www.youtube.com/watch?v=E5XkEOxd49E
4
EQUAL EMPLOYMENT/EDUCATION OPPORTUNITY SCHOOLS
March 20, 2014 Greetings Summit Participants, Kansas School for the Deaf is delighted that this prestigious annual 2014 National American Sign Language and English Bilingual Consortium for Early Childhood Education Summit is being held here at the Kansas School for the Deaf in Olathe, Kansas. I am pleased to extend wholehearted greetings to all of the early childhood educators, specialists, administrators, presenters, and others from all over the country from the “Land of the Jackrabbits.” “Expanding the Possibilities” is an ideal theme for this Summit as it reflects on your ongoing work to foster greater understanding and enhanced knowledge in working with birth – eight children who are deaf/hard of hearing. We recognize the importance of ongoing networking, sharing of ideas, and experiences that will help to sharpen or broaden your skills as educators - in your quest to magnify existing or innovative programs for our D/HH children to reach their full potential in the areas of language, literacy, and communication. The presentation topics are intriguing, and I am confident you will leave this Summit with newfound knowledge. As the assistant superintendent, and on behalf of the KSD community, I am pleased to extend my best wishes for a successful, enjoyable and memorable event. Our Children come first! Yours truly,
Luanne Barron Assistant Superintendent
5
Schedule
6
7
Jodee Crace
Connectivity
Jodee Crace grew up within a mixed modality environment (visual and auditory) with her family, which instilled in her a desire to make things accessible for Deaf children and their families, thus her 30 years of professional career and training in the field of human development and family support. Her passion is within the Birth to Three early education and family support field.
KEYNOTE PRESENTER
We all share a congruent goal: We want the best for all Deaf children and for families to be empowered. Yet, there are differing viewpoints and beliefs that may alter the natural developmental stages of a very young person. How so? Who is responsible? What does my percep@on say about me? What is ‘going within’ and how do I foster that ability? Why is the sense of connec@vity and community very important? As a result, a healthy connec@vity builds a stronger self and community. This presenta@on will include stories from the ‘field’.
8
Objectives
Participants will:
The par@cipants will recognize the basic meaning of Self Determina@on Theory which encompasses autonomy, competence, and relatedness. This theory is for everyone, not just for the child or the parent or the provider.
The par@cipants will discover the reasoning behind percep@on and what lead them to this person’s own perspec@ve.
The par@cipants will acquire self-‐reflec@on techniques that will carry them through their daily reac@on, decision, and determina@on.
Jodee Crace
Connectivity
9
Maureen Yates Rosa Lee Timm
ASL Rhymes & Rhythms For ECE Students
Maureen Yates is a Parent-Infant Teacher at the California School for the Deaf in Fremont. Maureen has been in the Deaf Education field for fourteen years. She received her M.A. in Deaf Education, Ed.S. in Change Leadership and Certification in Early Intervention from Gallaudet University. Maureen’s passion includes incorporating an ASL/English Bilingual approach with a Culturally Proficient and Anti-Bias Education perspective in her classroom. She is a proud mom of three young bilingual children. In her spare time, she enjoys gardening, cooking and reading with her children.
CO-PRESENTERS
Nursery Rhymes have always been used as a gateway to language acquisi@on and literacy for hearing children for many genera@ons. Studies have shown that if a child learns at least eight different nursery rhymes by age four, the child is usually among the best readers by age eight. This workshop will focus on how ASL Rhymes & Rhythms can create the same impact on language acquisi@on and literacy for deaf children. The objec@ve is to provide tools and resources on how to incorporate ASL Rhymes & Rhythms into your curriculum.
Rosa Lee is currently an ECE ASL Teacher at the California School for the Deaf, Fremont. She is also known as a performance ar@st through her YouTube ASL music videos, her work as a solo performer in The Rosa Lee Show, and as a lead actor in ASL Films’s feature film Versa Effect. Rosa Lee also provides workshops on the art of storytelling and ASL Rhymes and Rhythms. Besides being a teacher, workshop presenter, and an ar@st, she enjoys spending her @me with her husband and her two young children.
10
Maureen Yates & Rosa Lee TimmASL Rhymes & Rhythms For ECE Students
Objectives
Participants will:
Implement and use ASL nursery rhymes & rhythms in an educational setting through hands-on activities.
Be provided with tools and resources on how to incorporate ASL nursery rhymes & rhythms into curriculum.
Be provided with ASL Corpus materials to bring home.
11
Martha FrenchAssessing Language and Setting Goals with
the Kendall Conversational Proficiency Levels
Martha M. French is an associate professor of education at Keuka College in Keuka Park, NY. She also conducts professional development on topics related to language and literacy education for programs serving deaf students, most recently working with schools in Rochester, NY, Rhode Island, and Hawaii. For more than fifteen years Ms. French served as the language and literacy curriculum specialist at the Kendall Demonstration Elementary School, Gallaudet University, in Washington, DC. While there, she published a number of articles on language and literacy topics and in 1999 wrote Starting with Assessment: A Developmental Approach to Deaf Children’s Literacy, which is published through the Clerc Center at Gallaudet.
PRESENTER
This session offers a framework for assessing language as communica@ve competency with the Kendall Conversa@onal Proficiency Levels (P-‐Levels), an assessment designed for teachers of Deaf students and others who work closely with students. The session explores the concepts of language related to communica@ve competency, how to use the P-‐Level scale to monitor progress, and how to use assessment informa@on to plan long and short term instruc@onal goals. Concepts related to record-‐keeping and the role of assessment in learning will be addressed as well.
12
Martha FrenchAssessing Language and Setting Goals with
the Kendall Conversational Proficiency Levels
Objectives
Participants will:
Examine how the P-Level assessment scale can be used to assess communicative competency.
Examine the relationship of assessment to instruction.
Discuss how to plan long term and short term instructional goals for language based on P-Level assessments.
13
Karen KritzerGrowing Mathema@cs Naturally: Young Deaf/Hard of Hearing Children’s
Current Mathema@cs Performance and Strategies for Further Development
Karen L. Kritzer, Ph.D. is an Associate Professor within the Deaf Education Program at Kent State University. Her research focuses on mathematics education for young deaf children and family/home-related factors that contribute to early learning opportunities. She holds a Ph.D. in Special/Deaf Education from the University of Pittsburgh and a M.A. in Deaf Education/Early Childhood education from Gallaudet University, and has specialized training in Family Math, Discrete Math, Feuerstein’s Instrumental Enrichment, and Bilingual Education (CAEBER)
PRESENTER
It is well known that Deaf/Hard of Hearing (D/HH) students tend to experience delays in the area of reading-‐ less well known however is that D/HH students do not fare much be^er in the area of mathema@cs. New research indicates that these delays in mathema@cs performance start early, even prior to the onset of formal schooling. With the Na@onal Common Core Standards for Mathema@cs becoming more widely used, D/HH students are going to be required to demonstrate more advanced mathema@cs knowledge at earlier ages. This presenta@on will discuss ways that bilingual teaching techniques and mediated learning strategies may be used to bring young D/HH children to higher levels of mathema@cal readiness. Hands-‐on experiences that can be used in the home or classroom to grow mathema@cs learning naturally will be demonstrated and prac@ced by par@cipants.
14
Karen KritzerGrowing Mathematics Naturally: Young Deaf/Hard of Hearing Children’s Current Mathematics Performance
and Strategies for Further Development
Objectives
Participants will:
Develop awareness of specific delays demonstrated by young deaf/hard of hearing children in the learning of mathematics concepts.
Become familiar with a learning trajectory that can be used to guide the mathematics concept learning of young deaf/hard of hearing children.
Learn how strategies used to enhance bilingual learning can be applied to the learning of mathematics concepts.
15
Heather GibsonASL Pedagogy: The Symbiotic Relationship
between ASL Assessment, Instructional Strategies and Child's Language and Literacy
One of the foremost Canadian educatios specializing in American Sign Language and Bilingual Education, with 28 years of teaching and administrative experiences, Heather received her Bachelor of Science in Physical Education at Gallaudet University, Washing, D.C., and Master of Education degree at McDaniel College (known as Western Maryland College) in 1984. Continuing on to McDaniel College, she went on to specialize in Teaching American Sign Language Program and graduated with a Master of Science in 1984.
With this specialized background, Heather has been frequently giving workshops, training and consultation on American Sign Language, ASL assessment, ASL literature and Language and Literacy Development and Bilingualism (First and Second Language Acqusition and Development).
PRESENTER
With the ASL assessment including child observation embedded in the bilingual education framework, this will ensure that young children develop literacy skills in two languages, ASL and English which entail both linguistic and cognitive development. This will allow ASL consultants, ECEs, teachers and parents to have a clear measurement of their child's language and literacy progrress. This will cultivate ownership in children for the development of their identity, culture and languages thus leading them to understand and assert their cultural-linguistic rights.
16
Heather GibsonASL Pedagogy: The Symbiotic Relationship between ASL
Assessment, Instructional Strategies and Child's Language and Literacy Development
Objectives
Participants will:
Discuss effective pedagogy and the links between ASL assessment, instructional strategies, and the childʼs language and literacy development.
Discuss the connection in using the child observation for purposes of assessing their language and literacy development.
Friday, March 21, 2014 2:45-3:45 PM
Title: Anti-Bias Education in an ASL/English Bilingual Early Childhood Program
Presenter: Maureen Yates
Abstract:Hands-on activities, classroom experiences, and personal reflection guide participants in creating a classroom environment that eliminates bias and empowers children to embrace the belief that we are all different, we are all the same, we are all wonderful!-----------------------------------------------------------------------------------------------------Title: Technology Use to Promote American Sign Language Development in Students and Parents and Support Social Interactions in the Home
Presenters: Julie Alrai and Ashley Reuss
Abstract:Technology serves many functional and educational purposes in the classroom. However, technology use does not have to be limited only to the classroom setting. Technology can be used as a bridge between home and school to support the language development of young Deaf children, while simultaneously fostering American Sign Language development in parents and social interactions between parents and their young Deaf children at home. The Early Childhood program at Metro Deaf School uses a variety of technology mediums to foster more connects between home and school in order to support the development of ASL in its preschool students, as well as provide common experiences for parents to use to not only develop their own ASL skills but to engage in social interactions with their Deaf children in order to support social/emotional development in the home. This presentation will outline some of the more routinely used technology mediums in the Metro Deaf School Early Childhood Special Education program.
Topics included will be: The use of daily digitally recorded experience stories, creating signed stories embedded in and based on English books through the iBooks Author software, sharing signed books through the iBooks app for iPad for repeated viewing at home, and the use of Vimeo, Edmodo and the EC class website to share information and classroom tools/resources with parents.
17
SPOTLIGHT PRESENTATIONS
Friday, March 21, 2014 3:50-4:50 PM
Title: The Deaf Mentor Program at NMSD: Expanding quality services and building partnerships
Presenter: Stacy Abrams, New Mexico School for the Deaf, Deaf Mentor
Abstract:The New Mexico School for the Deafʼs Deaf Mentor (NMSD, DM) has been serving families with children who are deaf or hard of hearing since 1995. Within the past four years, NMSDʼs DM Program has seen an almost 400% increase in the number of families served by this program. This increase is due to a variety of factors. This presentation will focus on some of the factors found to be necessary for the success of a quality deaf mentor program.
One of the factors that can be attributed to the success of NMSDʼs Deaf Mentor Program is the interagency collaboration implicit to this program. The NMSD has a Memorandum Of Agreement with the lead Part C agency in the state. Under this agreement, because DMs have degrees related to early intervention, they are certified as Developmental Specialists and their services as listed on the IFSP as entitled. As such, the Deaf Mentors are an integral part of the Interdisciplinary Team and able to bill the state Medicaid program that helps fund Part C.
The NMSD DM program provides in-services and workshops at a state and national level. The DM program is also an active part of the state EHDI advisory council.
NMSDʼs Deaf Mentor Program is unique to some other deaf mentor programs in that it is available to all families whose child is deaf or hard of hearing. Many children whose families receive DM services use spoken language and have auditory access. NMSDʼs Deaf Mentor services augment all other services a child and family receive.
The Deaf Mentor Program recognizes the necessity of providing the highest quality of services and building strong partnerships with agencies and programs across New Mexico as the ultimate goal is shared; to see children who are deaf or hard of hearing become successful.
18
SPOTLIGHT PRESENTATION
Friday, March 21, 2014 3:50-4:50 PMTitle: Bilingual Education and Technology in a Reggio Emilia Inspired Preschool Classroom
Presenter: Karen WindhornThe Learning Center for the DeafEarly Childhood Teacher
Abstract:Deaf children in a bilingual preschool environment need opportunities to explore, create, and develop critical thinking skills while developing a language. In a preschool with hearing children, teachers have the ability to provide language modeling, comments, and questions as students are engaged in play.With Deaf children this becomes a challenge, requiring the child to look away from the task at hand to receive language visually, disrupting their thought process, creativity, and often attention. How do teachers ensure that Deaf students are naturally acquiring language in a play-based environment and atthe same time developing a strong foundation of American Sign Language and English? Using technology can bridge this gap. In a preschool classroom of eleven students the use of technology has been implemented to engage students, provide language modeling and further critical thinking skills.Throughout the school day, technology is used to present the students with upcoming events, language modeling of play, signed stories, story workshops, ASL poems, and reflections of the day. Teachers have observed that children use and apply the language presented in the videos later while playing, creating astory, conversing with peers, and reading. This presentation will offer participants the opportunity to view examples of this approach, documented through teacher made videos. It will demonstrate the developmental process of Deaf children as they acquire ASL and English literacy from 3-5 years old. In this classroom the use of technology has also been used to meet the growing needs of students with disabilities (special rights) by providing opportunities for language modeling and scaffolding.
19
SPOTLIGHT PRESENTATION
Friday, March 21, 2014 3:50-4:50 PMTitle: Kindergarten schools for the deaf in three countries: A bi-lingual cross-comparative studyPresenters: Christi Batamula, Jennifer Scarboro Hensley, and Patrick Graham
Abstract:The project examines approaches to acculturating young children into Deaf culture in kindergartens in three countries: the United States, Japan, and France. Scholars in deaf education call for comparative research recognizing differences in our political systems and in the structures of our societies. By exploring how deaf children learn to be members of Deaf culture in three cultures, this study examined enculturation into Deaf culture; the cultural construction of education for the deaf within three national cultures (Japan, France, and the US); and various meanings of bilingualism. Our study addresses how these and other political, social, and cultural factors impact each countryʼs approach to early childhood deaf education, adding to the larger discussion in the field. And, we would add, in our cultural beliefs and practices. This study has implications for practice, policy, and scholarship. This study focuses on the practices, beliefs, and opinions of teachers, administrators and parents as they talk about bilingualism in the United States, France, and Japan. This study is critical because it highlights the need for deeper discussion, awareness, and understanding of bilingual education not only internationally, but also within the United States.
20
SPOTLIGHT PRESENTATION
21
SUMMITS: 5 YEARS OLD
The First National American Sign Language & English Bilingual Early Childhood Education Summit was held on April 23 & 24, 2010 at Gallaudet University, Washington, DC. It was a triumphant success. Over 100 attendees from across the nation (teachers, professors, instructors, students, interpreters, social-services personnel, community volunteers, advocates, administrators, parents, students, and leaders) participated in workshops, socialized, networked, and established new friendships. The theme of the Summit was A New Lens for the Whole Child. This first-of-its-kind Summit focused on the research, best practices and networking.
Looking Back
22
Summit II - 2011 at Gallaudet University, Washington, DC
Summit III - 2012 at Statewide Programs for the Deaf, Hard of Hearing and Deaf Blind, Newark, Delaware
WE ARE GROWING...
23
WE ARE GROWING...
Summit IV - 2013 at Texas School for the Deaf, Austin,Texas
Summit V - 2014 at Kansas School for the Deaf, Olathe, Kansas
YOU
24
National American Sign Language & English Bilingual Consortium for Early Childhood Education
save the
date!
where who what
For information about
the Summit and
registration, click here:
www.bilingualece.org
www.bilingualece.org
Gallaudet University Washington, DC 20002
April 9-11, 2015
Professionals who are
actively involved in
the field of
ASL/English Bilingual
Early Childhood
Education
“Making a Difference”
Contact: Chairperson Bobbie Jo Kite at [email protected]
SUMMIT VI
25
Susan ScottSecretary Cochlear Implant/ Bilingual Specialist, ASL/English Bilingual Ed. Consultant, Laurenct Clerc National Deaf Education Center at Gallaudet University, Washington, DC [email protected]
Michelle Gough Board Member Kindergarten Teacher, Kendall Demonstration Elementary School, Washington, DC [email protected]
Ricky Romero Board Member Pre-School Teacher, Kendall Demonstration Elementary School, Washington, [email protected]
Bobbie Jo Kite Vice President Faculty Member, Dept. of Education, Gallaudet University,Washington, [email protected]
THANK YOU FOR YOUR HARD WORK!National ASL/English Bilingual Consortium for Early Childhood Education
BOARD
Laurene E. SimmsPresident Professor, Dept. of Education, ASL/English Bilingual Ed. ConsultantGallaudet UniversityWashington, [email protected]
Nancy MilnerBoard MemberEarly Childhood Teacher, Kansas School for the Deaf, Olathe, [email protected]
26
The term of the Board of the National American Sign Language & English Bilingual Consortium for Early Childhood Education (NASL-‐ECE) will end at the 2014 Summit V held at Kansas School for the Deaf, Olathe, Kansas. It is time to vote for the Board vacancies. There are currently six nominees. Please read the current nominee’s bios and statements. We have four more vacancies to 1ill. If you are interested or would like to nominate someone, please send an electronic copy of the nominee’s bio and statement by Friday, March 21st to [email protected]. Remember only members can be nominated and will be able to vote. Voting for the new Board will occur on Saturday, March 22nd at 8:30 a.m. The Elected Board will be announced at the close of Summit V.
Open 2014-‐2016 New Governing Board positions, with terms beginning on May 31, 2014, include: • 10 members
4 elected ofXicers:PresidentVice President SecretaryTreasurer
5 elected members 1 Summit Representative (this representative will change annually and will not be able to vote.)
Board Members serve two-‐year terms (with the exception of 2 of the elected members who serve a 3 year term). See below for criteria for Board selection.
Note: The role and duties of the Board are addressed in the Bylaws on our website, www.bilingualece.org.
Criteria for Selection of Nominees for the Board
� Must be a paid member of the Consortium� Minimum of 3 years of experience working in an ASL/English Bilingual program with 0-‐8 year
old children and their families � American Sign Language and English Bilingual Professional Development (AEBPD)/other
training in bilingual education� Required—proXiciency in ASL� Must submit a vitae or resume � Letter of recommendation from school superintendent, principal, or director
!
27
Parent-Infant Teacher, California School for the Deaf, Fremont, CA
Interested Position: 3-year Board Member
Candidate Statement Link:
http://youtu.be/snZVUBHcSb4
Vitae: http://goo.gl/vWmECA
Second Grade Teacher, Kendall Demonstration Elementary School, Washington, DC
Interested Position: 2-year Board Member
Candidate Statement Link:
https://www.dropbox.com/s/ny9mew5pbym4hl6/NASL-ECE.movVitae: Vita Link: http://goo.gl/rsOfxE
Doctoral Research Assistant , University of Georgia, Athens, GA
Interested Position: 3-Year Board Member
Candidate Statement and Information Link:
http://goo.gl/okXG4J
CANDIDATES FOR A NEW BOARD: 2014-2016
Gallaudet University, Department of Education Faculty Member
Interested Position: President
Candidate Statement Link:
http://youtu.be/J0cRLkZjv74
Vitae: http://goo.gl/AQ0Gnb
Campus Principal/Athletic DirectorMississippi School for the Deaf, Jackson, MS
Interested Position: 1. Vice President; 2. President
Candidate Statement Link: http://goo.gl/QgRPbA
Vitae: http://goo.gl/Krj7CE
National Association of the Deaf, Silver Spring, MD Attorney/Equal Justice Works FellowInterested Position: 2-year Board Member
Candidate Statement Link: http://youtu.be/Xdk2NrCdnhoVitae: http://goo.gl/mWACSg
Bobbie Jo KiteTawny Holmes
Bradley Porche
Maureen Yates Akliah English Patrick J. Graham
“Never doubt that a small group of thoughtful committed citizens can change the world. Indeed, it is the only thing that ever has.”
Margaret Mead
HISTORY OF THE KANSAS STATE SCHOOL FOR THE DEAF
The Kansas State School for the Deaf (KSD) was founded by Philip A. Emery, a deaf man who had been a teacher at the Indiana School for the Deaf from 1854 to 1860. Emery had come to Kansas to start a new life and a new occupation; but J. R. Kennedy, one of the early Kansas settlers persuaded him, to educate Kennedy's three deaf children. Emery located a small house with two rooms and an attic in Baldwin City that could be rented for five dollars per month. On December 9, 1861, the Kansas State School for the Deaf opened its doors to the first student, Elizabeth Studebaker from Clinton, a niece of the famous Studebaker wagon manufacturer.
On March 5, 1862, the first Kansas legislation was passed to help the School by appropriating a sum of $500 for the "purpose of helping Professor P.A. Emery" and twenty-five cents per day per student for their education (the funds were to be paid in state script that could be cashed only by taking a discount of between twenty-five and thirty-five percent off its value). For this Emery was required to report to the auditor of Kansas the number of pupils he taught and the number of days each attended.
Disaster almost came to the Kansas State School for the Deaf on August 21, 1863. Quantrill and his men had finished their infamous raid on the nearby town of Lawrence and were headed to Baldwin City probably intending to destroy the town and everyone in it.
28
However, Major Preston B. Plumb, with 200 Union cavalry,intercepted Quantrill before they reached Baldwin City, thussaving the little schoolhouse that was the beginning of the KansasSchool for the Deaf. With land acquired, the School was scheduled to move to Olathe, but the legislators of this time were debating over the location of many State's newly formed institutions. A School for the Deaf located in a legislator's hometown would represent prestige and a source of employment for his constituents. Some legislators believed that all State agencies should be located in Topeka, and so in the Fall of 1864, the Kansas State School for the Deaf was moved to Topeka where it was located for one year before moving back to Baldwin City in 1865. Problems increased about the location of the School and there was a three-way political dispute between Olathe, Baldwin City, and Topeka as to which city would get the School for the Deaf. W. H. Fishback, a senator from Olathe, was able to get a bill passed and signed into law by Governor Carney on February 12, 1864, which stated the School for the Deaf would be located in Olathe, Kansas.
On November 15, 1866, the Kansas State School for the Deaf with its 18 students moved into its newly constructed stone building in Olathe. This building was torn down in 1886 to make way for a new administration; dormitory building that was replaced in 1934 by the present Roth Administration and Dormitory Building. By the year 1893 the enrollment of the school had soared to more than two hundred students.
The School was first known as the Asylum for the Deaf and Dumband in 1885 the name was changed to the Kansas Institution for the Education of the Deaf and Dumb. In 1896, the School was named the School for the Deaf. In 1905, the legislature enacted a law that made attendance of all deaf persons between the ages of six and twenty-one compulsory unless they attended another special school.
The Kansas School for the Deaf continues as a large center school for the hearing impaired. The School is known for its academic excellence
29
in pre-college preparation and its strong vocational training programs leading to job placement upon graduation.
The Kansas School for the Deaf is a source of pride for all Kansans. We are proud of their history that tells of their commitment to the mission of quality education for the Deaf children of Kansas.
30
31
WE THANK YOU FOR YOUR SUPPORT
32
WE THANK YOU FOR YOUR SUPPORT
33
!
ANNOUNCEMENTS
34
THE VISUAL VAUDEVILLE
WHEN: FRIDAY, MARCH 21, 2014
TIME: 7:00 PM
WHERE: JOHNSON COUNTY COMMUNITY COLLEGE, POLSKY THEATRE , 12345 College Blvd, Overland Park, KS 66210
DOORS OPEN AT 6:30 PM
Contact: [email protected]
KANSAS’ OWN MIME ARTIST,
JJ JONES
JOEY ANTONIO
DANCER
ROSA LEE TIMM
PERFORMER
PINKY AIELLO
COMEDIAN
A wide variety of storytelling,
comedy, skits, poetry, etc.,
exclusively in American Sign
Language. It will be a
“golden” opportunity to
show how ASL is presented in
a visual way. There will be
NO interpretation provided.
AND MORE...
sponsored by
35
T his 21-credit Graduate certi!cate program is designed to o"er a program of study for in-service and pre-service professionals who work with deaf and hard of hearing children and their families in
educational settings. This innovative program will provide pre-service and in-service knowledge and skills relevant to the theories and applications connected to pedagogy and ASL/English bilingual education for deaf and hard of hearing children from birth to !ve years old.
The program emphasizes advocacy, language planning, pedagogy, assessment, program planning, and theory and practices in ASL/English bilingual early education. In alignment with the Department of Education’s mission, the program emphasizes culturally relevant critical pedagogy as a goal for the candidates to become change agents and leaders in advocating for and educating deaf and hard of hearing children and their families. Throughout the program, candidates will be provided with tools to critically analyze current theory, policies, research, and practices in language planning for early childhood and bilingual education.
Interested applicants for the American Sign Language and English Bilingual Early Childhood Education: Birth to Five Certi!cate Program may apply for either graduate or professional studies training credits. All applicants must complete the application procedures and meet the requirements for graduate study at Gallaudet University. Applicants interested in obtaining professional studies credit should visit the Center for Continuing Studies website www.gallaudet.edu/CCS/Certi!cate_Programs.html. Applicants for the graduate certi!cate program should visit the Graduate Admissions website for more information, www.gallaudet.edu/gradadmissions.xml.
American Sign Language and English Bilingual Early Childhood Deaf Education: Birth to Five Certi!cate Program
36
37
38
!"#$%&'()*+(,*-$&./(0*/$*1(
(234*(!5*#6(78(9$1:.;(0<;$6(=>*&%7&($&(?;.11*1(87/(06:@*&61((
+47(./*(A*.8(7/(B./@(78(B*./$&'C(A/D(0:1.&(E.64*/(
F.;;(GHIJ(2B7+(!./;K(L&6*/M*&%7&(?.&(E.N*(=(A$5*/*&#*O((P*1*./#4(.&@(3/*&@1(
A/D(Q*64(Q*&*@$#6((F*-D(IGR(GHIS(
(
2,4.6(64*(!K*1(P*M*.;(.-7:6(64*(Q/.$&O(L&1$'461(8/7T(9UGC(.&@((2=@M.&#*1($&(B:T.&(U.&':.'*(=#V:$1$%7&C(((
A/D(U.:/.(=&&(W*%>7(0</$&'(GHIS(
(
=:%1T(0*/$*1(W./6(J(X(W./*&61(W*/1<*#%M*1((A/D(?4/$16*&(0YKT.&1N$((
0</$&'(GHIS((
!"#$%&'()"&()"**'++,-.'),&)-%/0)12'3,*"&)4,5&)6"&57"5')"&()4#%8'&)9&5.,+0)
39
40
!
THANK YOU FOR COMING!