Georgia State University Series:

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

4. What is Cultural Sensitivity?

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

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. Values 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

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

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

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