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Georgia State University Series:

Georgia State University Series:. Early Intervention with Children who are Deaf and Hard of Hearing Part 1, Presentation 4 July 2001. Cultural Sensitivity. And Early Intervention. Culture Defined. “ Set of shared attitudes, values, goals and practices that characterize a group .”.

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Georgia State University Series:

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  1. Georgia State University Series: Early Intervention with Children who are Deaf and Hard of Hearing Part 1, Presentation 4 July 2001

  2. Cultural Sensitivity And Early Intervention

  3. Culture Defined “Set of shared attitudes, values, goals and practices that characterize a group.”

  4. What is Cultural Sensitivity?

  5. Deaf Culture Other Hearing Cultures Verbal Communication vs. Non-Verbal Communication Discussion

  6. Discussion (Continued) • Values • Multiple Perspectives

  7. Deaf Culture • Identification • Common Language • Shared Experiences

  8. Identification • Familial • Societal

  9. Language • ASL • Ability to freely express oneself • Freely understand others • Allow interaction with others

  10. Experiences • Common heritage • Proud cultural heritage • Develop a sense of identity, integrity and belonging

  11. Other Hearing Cultures • Increased Diversity • Impact of verbal and non-verbal behaviors • Values

  12. Verbal Communication • Words • Concepts expressed as • Sound (speech) • Sign • Print

  13. Non-Verbal Communication • Kinesics • Bodily movements such as headshake or gesture • Proxemics • Personal space • Haptics • Touching behaviors

  14. Non-Verbal (continued) • Artifacts • Materials created to communicate certain messages • Silence • Amount of time obligated to talk to someone • Time • Continuum

  15. Environment vs. sense of fate or destiny Change as positive/natural vs. valuation of stability, tradition and continuity Time as precious commodity vs. human interaction Equality/fairness vs. hierarchy, rank & status Values

  16. Self-help & initiative vs. birthright & inheritance Individualism & independence vs. group welfare & dependence Competition vs. cooperation Future vs. past orientation Values (continued)

  17. Action & work vs. “being” orientation Informality vs. formality Directness vs. indirectness Practicality vs. idealism, theory and beauty Materialism & acquisition vs. spirituality Values (continued)

  18. Multiple Perspectives • Be knowledgeable in the application of the philosophy being espoused by the teacher education program and

  19. Perspective (continued) • Be able to identify how and where to gather information about other philosophies, modes and languages that may be encountered

  20. Roadblocks to Multiple Pathways Pedagogy • 5 basic mind-sets • Modality bias • Language bias • Stepping on other’s toes • Blaming the child • Betraying our roots

  21. Modality Bias • The assumption the WE have the right to choose the modality through which a child is going to learn best.

  22. Language Bias • Which language can the child most easily access in all its complexities? This is the important question to answer.

  23. Stepping on Toes • Avoid being afraid to step on toes when necessary and know when toes must be stepped on.

  24. Blame the Child • A child should not be blamed for his/her failure to use a given modality, language, or technology to a level that satisfies us.

  25. Betray our Roots • Develop an open mind to learn rapidly from all experiences instead of leaning toward a particular bias, because you learned it that way.

  26. Conclusion • REMEMBER • Not just dealing with a set of ears but with a Child and • Child lives within the context of a unique family culture.

  27. Resources • Easterbrooks, S., Ed.D (2001) Early Hearing Detection and Intervention (EHDI) Teleconference

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