Course curriculum

  • 1

    Course content

    • PowerPoint

    • Reading Instruction: Where Do We Start?

    • Quiz

    • Evaluation

    • Continuing Education Credits

Course information

Course description: This presentation will cover evidence-informed practices for teaching Deaf students how to read. Participants will be given strategies on “where to start” in terms of print reading skills for Deaf students. Topics to be discussed will include: foundations of literacy, problems of practice, scheduling, activities, and differentiation. Considerations for DeafDisabled learners will be addressed.

Agenda:

5 minutes: Introduction

10 minutes: Bilingual Education, Multimodal and Multilingual Philosophy, DeafDisabled Students 

10 minutes: Language Skills → Literacy Skills 

20 minutes: Reading that only LOOKS good vs. “TRUE BIZ” reading 

50 minutes: Where do we start? Activities, example schedule 


Learner outcomes:

Participants will be able to:

  1. Describe at least three literacy strategies applicable for DHH students

  2. List at least two reading skills that do not demonstrate “TRUE BIZ” Reading

  3. Identify components of a daily schedule that incorporate foundational literacy skills

Instructor(s)

Maddy Gibson

Maddy Gibson, M.Ed., is a licensed Teacher of the Deaf and Reading Specialist at Beverly School for the Deaf. Maddy received her Bachelor's Degree from Flagler College in 2016 for Deaf Education/Elementary Education, with an additional license in moderate special education. After briefly working in a public school, she then went to Boston University and received a Masters in Reading Education and earned a Reading Specialist license. She combined her coursework with their Deaf Education Department to focus on literacy for Deaf students and complex communicators. Maddy works with both typically developing Deaf students as well as DeafDisabled students. She currently teaches a 2nd-6th grade class. As a Reading Specialist, she develops and implements language and literacy plans for students who use American Sign Language (ASL), spoken English, and augmentative and alternative communication (AAC) devices.

Speaker disclosures

Financial disclosures: Maddy is receiving royalties from Language  First for this course. 

Nonfinancial disclosures: Maddy co-developed a course for Boston University and will begin as an adjunct professor in Spring 2024. This program follows a bilingual-bicultural philosophy. Maddy is a co-owner of ASLAACtivated, a course related to a research-based function of high-tech AAC devices that is more accessible for students who use ASL. She has worked with the creators of the Bilingual Grammar Curriculum and is regularly asked to consult about adapting it for DeafDisabled students.

Continuing Education

This course is offered for 0.15 ASHA CEUs.
This course is offered for 0.15 RID CEUs.