Language Development, Language Deprivation, and Literacy Support

This opportunity is Session 2 of our Partners In Practice Series.
This session explores the relationship between language development, language deprivation, and literacy outcomes for Deaf and Hard of Hearing (DHH) students. Participants will examine how early language experiences influence academic achievement and discuss the unique yet complementary roles of Teachers of the Deaf (TODs) and Educational Interpreters in supporting language-rich learning environments. Through research-based practices and collaborative discussion, participants will identify strategies for recognizing language needs, promoting meaningful language access, and intentionally supporting literacy throughout the school day. The session concludes with facilitated conversations centered on real-world scenarios and collaborative problem-solving.

Learning Objectives

By the end of this session, participants will be able to:
-Explain the relationship between language development, language deprivation, and literacy outcomes for Deaf and Hard of Hearing students.
-Recognize indicators that a student may require additional language support to fully access classroom instruction and literacy learning.
-Differentiate the complementary roles of Teachers of the Deaf and Educational Interpreters in supporting language and literacy development.
-Identify opportunities to intentionally foster language growth and literacy across a variety of educational settings through collaborative practice.

Meghan Cowin is an approved RID CMP sponsor for continuing education activities. This Professional Studies program is being processed for .2 CEUs at the “some” content knowledge level.

This workshop will be presented in Spoken English, and a Sign Language Interpreter will be provided.

Primary Contact: Lisa Godfrey - lisa.godfrey@doe.k12.ga.us

Secondary Contact: Rebecca Tucker - rebecca.tucker@doe.k12.ga.us