Christi Yoshinago PD
Some Notes from the two day course:
- This identity crisis is a good example of what we need to be aware of as RTDs - as they need to be aware they're Deaf (even with CIs etc) - as see a lot of students leave school and realise they're Deaf when they meet Deaf community for the first time - need to ensure they realise this earlier than later - as sometimes later is too late..... but the issue is how do we expose this / introduce this as part of Deaf Education... (comment from Deaf RTD present)
- Language: The sounds/phonemes are acquired at different ages depending on the nationality/ethnicity (ie port vs eng)
- Language milestones need to be provided in the families native language.
RESOURCES FOR PROFESSIONALS ABOUT MANDARIN https://www.asha.org/practice/multicultural/Phono/ · Mandarin Phonemic Inventory [PDF] · Portland State University: Mandarin Profile · The Chinese Language Manual [PDF] http://languagemanuals.weebly.com/uploads/4/8/5/3/4853169/chinesemanual.pdf · CIRRE Chinese Culture and Disability: Information for U.S. Service Providers
RESOURCES FOR PROFESSIONALS ABOUT CULTURE & DISABILITY: http://cirrie-sphhp.webapps.buffalo.edu/culture/monographs/china.php
- The Three truths:
- Early talk is key.
- Parents and caregivers are the secret sauce.
- You can't improve what you don't measure.
