Friday, October 24, 2025

 

Language Deprivation Syndrome: How Language Creates the Mind

Dr. Sanjay Gulati

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Virtual Keynote Description: This presentation will take participants on a deep dive into research in cognitive science, linguistics, and psychiatric presentations of people who had inadequate exposure to ASL as children. This workshop will discuss the role of language in “building” the brain, far beyond mere communication skills, and explore the challenges faced by those with Language Deprivation Syndrome (LDS) in using interpreters.

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Educational Objectives: 

• Participants will be able to understand the role of language in “building” the brain, far beyond mere communication skills.

• Participants will be able to understand the challenges faced by those with LDS in using interpreters.

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Saturday, October 25, 2025

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Did We Ever Leave 1880? A Discussion of Language Deprivation in 2025

Dr. Wyatte C. Hall

 

Keynote​ Description: This presentation will cover the current landscape of deaf education and health as it pertains to early childhood language experiences. We will cover research on a variety of topics ranging from neurodevelopment to deaf education. There will also be a discussion about historical influences that continue to impact modern-day policies and practices with deaf children and adults.

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Educational Objectives: 

• Participants will be able to define the neurocritical period of language acquisition.

• Participants will be able to recognize current, general research with signed languages and cochlear implants.

• Participants will be able to reflect on the current landscape of mental health and quality of life outcomes for deaf people.

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Helping Deaf Children Thrive: Identifying & Addressing the Impact of Linguistic Overprotection

Sara Miller

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Workshop Description: Linguistic overprotection can occur when well-meaning adults unintentionally limit a Deaf child’s language exposure or opportunities to use language fully and independently. This workshop will explore what linguistic overprotection looks like, why it happens, and how it can hinder language development and autonomy. Participants will learn to recognize signs of linguistic overprotection and leave with practical strategies to support rich, empowering language experiences for Deaf children—both at home and in educational settings.

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Educational Objectives:

• Participants will be able to recognize and describe linguistic overprotection.

• Participants will be able to utilize strategies to combat linguistic overprotection. 

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Determining The Least Restrictive Environment for Deaf and Hard of Hearing Students

Brandi Czechowskyj and Rex Vernon

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Workshop Description: Determining the Least Restrictive Environment (LRE) for Deaf and Hard of Hearing (DHH) students requires more than placement decisions, it demands a deep understanding of language development, communication access, and equity. In this engaging and practical workshop, participants will explore the nuanced process of identifying appropriate educational settings that truly support the linguistic, social, and academic growth of DHH students. Presenters will examine how factors such as language deprivation, communication modality, amplification use, and peer interaction impact educational placement decisions. Through real-world strategies and resources, attendees will leave equipped to advocate for language-rich environments and more equitable educational opportunities for DHH learners across a range of placements.

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Educational Objectives:

• Participants will be able to define the concept of Least Restrictive Environment (LRE) in the context of Deaf and Hard of Hearing students, including how it aligns with IDEA requirements.

• Participants will be able to  recognize the impact of language access and deprivation on academic success, social-emotional development, and communication modality preferences in DHH students.

• Participants will be able to analyze the components of the LRE decision-making and develop a stronger understanding of how to guide teams through this process.

• Participants will be able to identify and apply at least three strategies for creating and advocating for language-rich environments across a continuum of educational placements.​

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Interpreting for Language Deprived Students in Educational Settings: A Conversation Starter 

Anna Trupiano M.S.Ed, EIPA 4.6, NIC

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Workshop Description: This workshop critically examines why traditional educational interpreting models fall short in addressing the needs of language-deprived students in mainstream classrooms and presents an innovative, learner-centered alternative. Participants will learn to identify students experiencing language deprivation, become familiar with essential terminology related to interventions and linguistic development, explore foundational concepts of language acquisition, and engage with real-world examples that illustrate interpreting techniques designed to promote language growth within educational settings for students struggling with language deprivation.

 

Educational Objectives:

• Participants will be able to correctly define four terms commonly used to discuss language deprivation in educational settings.

• Participants will be able to accurately explain the current shortcomings of traditional interpreting models in supporting students with language deprivation.

• Participants will be able to state three strategies for interpreting for a child with language deprivation.

• Participants will be able to advocate for language rich and developmentally appropriate support within the educational setting.​​

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Assessing Language in Students with Language Deprivation: Informal Tools and Practical Strategies

Kimberly Ofori-Sanzo, SLPD, CCC-SLP, BCS-CL

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Workshop Description: This presentation focuses on the signs and symptoms of language deprivation in Deaf and hard of hearing (DHH) children and how providers can differentiate it from other diagnoses. This presenter will also cover the concepts behind ASL-English bilingual language development and how they can help prevent language deprivation. It will end with considerations for providers as well as actionable steps participants can take to reduce the risk of language deprivation in the children they serve.

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Educational Objectives:

• Participants will be able to list the signs and symptoms of language deprivation.

• Participants will be able to state at least one consideration they will implement into their practice to ensure language acquisition is prioritized.

• Participants will be able to explain at least one common cognitive bias that affects our decision-making with DHH children.​​​​

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Beyond Compliance: Developing Meaningful IEPs that Empower Deaf Students with Language Deprivation

Megan Ward, BS, MA.Ed

 

Workshop Description: An IEP should serve as a powerful roadmap for a student’s growth and success—not just a document created to check compliance boxes. This workshop will provide a step-by-step guide to developing IEPs that are both effective and meaningful for Deaf students experiencing language deprivation. Together, we’ll explore accommodations, goals, related services, and other supports tailored to the unique needs of these learners. Designed for parents, advocates, teachers, interpreters, and anyone engaged in the IEP process, this session will equip participants with the knowledge and confidence to advocate for IEPs that truly reflect each student’s strengths and potential.

 

Educational Objectives:

• Participants will be able to describe the value in creating a meaningful IEP that meets the unique needs of students with language deprivation.

• Participants will be able to identify at least three accommodations for students with language deprivation.

• Participants will be able to list three considerations for goal development for students with language deprivation.

• Participants will be able to outline at least one goal for themselves to become stronger advocates during IEP meetings.

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Sunday, October 26, 2025

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Building Language from the Ground Up: A Message of Hope

Zaineb Abdulla​​

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Workshop Description: In this powerful and eye-opening workshop, participants will explore the impact of language deprivation on Deaf and Hard of Hearing children, and learn practical, everyday strategies to help build rich language environments in their lives. Led by Zaineb Abdulla, who has traveled across the globe to work in communities where Deaf children face the most profound language deprivation, this session will share moving stories and lessons from her experiences. Through these stories, participants will witness the transformative hope that emerges when children’s worlds are opened to language, and gain insight into the critical role that parents, educators, and other stakeholders play in fostering communication and connection.

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Educational Objectives:​

• Participants will be able to identify at least three key effects that access to language has on the cognitive, social, and emotional development of students with language deprivation.

• Participants will be able to describe a minimum of four strategies stakeholders can use in daily life to promote language access and growth for Deaf and Hard of Hearing children.

• Participants will be able to explain how real-world examples from global contexts, as shared by Zaineb Abdulla, illustrate the transformative impact of providing language access to children.

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A Deaf-centered Conversation about Language Deprivation and Access

Moderator:

Kenya Lowe

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Panelists:

Alayna Lail

Bretagne Whitford

Chase Magsig

Teddy Dorsette III

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Panel Description: In this dynamic panel discussion, Deaf community members and professionals will share their lived experiences and insights into the causes, consequences, and challenges surrounding language deprivation. Through honest conversation and real-world perspectives, the panel will explore how language access shapes identity, learning, and connection. Whether you're an educator, interpreter, parent, or advocate, this session offers a unique opportunity to listen, learn, and reflect on how we can create more inclusive and language-rich environments for Deaf students.​

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Educational Objectives:

• Participants will be able to recognize how language deprivation affects a Deaf individual’s academic progress, social-emotional development, and long-term cognitive and mental health outcomes.

• Participants will be able to critically evaluate the responsibilities and limitations of educators, interpreters, and school systems in addressing and supporting language-deprived students, including effective strategies and supports.

• Participants will be able to identify key interventions, community roles (especially Deaf professionals), and policy recommendations that help prevent language deprivation and promote linguistic equity in educational settings.

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