Have you ever wondered what kinds of questions other LSL professionals are asking? We were wondering too! The results are in, find out what professionals want to talk about.
Have you ever wondered what kinds of questions other listening and spoken language (LSL) professionals are asking? If what is important to you about serving children who are deaf or hard of hearing is important to your LSL peers? Well, at Hearing First we were wondering too!
Hearing First is soon launching an online professional learning community for LSL professionals to connect and learn, and to advance their LSL practice. During our preparations we had a few questions. What do LSL professionals want to talk about, learn about and what challenges do they want to solve?
So we sent out a survey to gather some thoughts from our followers.
The results are in and we now have some insights about the kinds of discussions and learning experiences LSL professionals are interested in having in a learning community.
Professionals are extremely likely to participate in topics to advance their practice in audiological management, the relationship between brain development and technology, and infant hearing device wear time
More babies today are identified with hearing loss through newborn hearing screening, which means we are assessing and providing LSL intervention for younger babies. LSL professionals are extremely likely to talk about strategies that empower parents to participate and tools to provide complete information to parents at diagnosis.
LSL strategies and techniques are a hallmark for teaching babies who are deaf to listen and talk. LSL professionals are extremely likely to talk about teaching these strategies to parents of babies as well as using them in the preschool classroom. They also want to talk more about activities that focus on daily routines, books and other intervention activities for young children.
There is much to know and apply when it comes to early skill development. LSL professionals are extremely likely to learn more about auditory skill development, language, and social/emotional development.
As LSL professionals we want children who are deaf to achieve grade level reading by third grade, equivalent to their hearing friends. So, it stands to reason LSL professionals want to keep the literacy conversation going. They want to talk about intervention strategies to achieve literacy goals and the relationship between literacy and language.
Of course there are many other topics of interest to LSL professionals. Many are likely or extremely likely to participate in discussions about teleintervention, coaching and mentoring, leadership and collaboration and research. We’ll share more about these topics in later posts.
As we prepare to launch the Hearing First Professional Learning Community later this summer, we are focusing on providing a space for LSL professionals to share and learn from each other, one where we can learn out loud and have conversations about the topics that we wonder most about.
We are building a community platform where professionals from different disciplines, and different stages along their career journey, can advance their practice and the LSL field. We will be encouraging LSL professionals to join us for deep conversations and learning experiences that will change and improve LSL outcomes for children who are deaf or hard of hearing.
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