Unpacking Sexuality: Creating a Sexual Trauma-Informed Learning Environment 

Wednesday, June 28

8:00am – 12:00pm

1:00pm – 4:30pm

ASLTA CEUs 7.5

RID CEUs 0.75

CEU Category: PS

Knowledge/Experience needed: Some

This workshop is intended to provide American Sign Language instructors and interpreters with opportunities to examine and analyze sexuality issues and explore values/attitudes/beliefs about sexuality. In this workshop, participants will explore and understand sexual identity and the impact of sexual and gender diversity on students’ learning experiences. This all-day training will also focus on understanding how a student who has experienced complex trauma can be triggered, processes, intakes, and deciphers information. Sexual identity-related trauma can negatively affect student learning by decreasing students’ ability to pay attention, to regulate emotion and behavior, or to develop positive relationships with instructors, interpreters, and peers. Understanding how to support students to form secure relationships is vitally important in establishing healthy connections to peers and teachers and facilitating classroom engagement. With this training, instructors will learn how to minimize the possibility of causing harm in their classrooms. Participants will also learn appropriate and efficient tools aimed at making them more comfortable with teaching sexuality-related content.   

Upon completion of this workshop, participants will be able to:

1. Provide examples of classroom learning experience that may occur in each circle of sexuality.

2. Demonstrate effective ways to sign sexual/reproductive anatomy parts and its functions by utilizing accurate signs during the scenarios provided by the instructor.

3. Examine three classroom structures that support trauma-sensitive practices while also recognizing ones that may contribute to trauma.

4. Explain the importance of a consensual relationship between instructors and students by providing strategies to ensure clear communication in learning settings.

5. Identify at least two trauma-informed approaches to your teaching both in-person and online.

OCRID is an Approved RID CMP Sponsor for continuing education activities. This PS program is offered for 0.75 CEUs at the Some Content Knowledge Level. 

Power, Language, and History:  The Elder Deaf LGBTQIA+ Perspective

Thursday, June 29

3:00pm – 4:30pm

ASLTA CEUs 1.5

RID CEUs 0.15

CEU Category: PS & PPO

ASLTA Track: Social Justice

Knowledge/Experience needed: Some

In this presentation, a description of the power structure embedded within U.S. social institutions as they relate to the experiences of Deaf Queer people will be expounded. The focus will specifically be on the role and history of language within Deaf straight and hearing queer spaces. The following themes will be elaborated to encourage positive change for Deaf Queer people:  (1) how social institutions are based on heteronormative norms and how heteronormativity also runs rampant within the Deaf community; (2) how Deaf straight people use homophobic language - both body language and through the use of offensive terms - against queer people; (3)  how the audiocenterness of the hearing queer community marginalizes Deaf queer people through audism; and (4) how Deaf lesbian and gay people respond to the overall power structure.  The goal of this presentation is to situate ourselves within the existing power structure of social institutions and strategize about how we can enact change for a better future, increase our awareness around these oppressive structures, affirm our space, understand the history of  Deaf LGBTQA people, and create safe spaces for future LGBTQA+ people.   

Upon completion of this workshop, participants will be able to:

1. Explain the power structure embedded within U.S. social institutions as they relate to the experiences of Deaf Queer people to strategize plans of equality for the Deaf Queer. (Social Justice)

2. Recognize the importance of the role and history of language within Deaf straight and hearing LGBTQA+ spaces to educate others and preserve its history for present and future generations.

3. Identify homophobia language and audiocentered language that marginalizes Deaf queer people to advocate inclusion and equality for the Deaf Queer. (Transformative Justice)

4. Recognize Deaf queer people’s resistance and resilience as responses to homophobia and  audiocentered spaces to spread awareness and enact change for a better future for the Deaf Queer. (Transformative Justice)

OCRID is an Approved RID CMP Sponsor for continuing education activities. This PS & PPO program is offered for 0.15 CEUs at the Some Content Knowledge Level. 

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Fostering Failure: Leveraging Mindsets in Language Environments 

Thursday, June 29

8:30am – 10:00am

ASLTA CEUs 1.5

RID CEUs 0.15

CEU Category: GS

ASLTA Track: Social Justice

Knowledge/Experience needed: Little/None

Do you often wonder why some students are motivated to stand up and sign and others are hesitant to do so? This workshop will discuss the Implicit Theories of Intelligence and how they manifest in students (Dweck, 2006, Dweck 2010). Participants will have the opportunity to explore how to use the implicit theory of intelligence measurement tool with students, to measure where their students are as far as the Entity vs Incremental Theory of Intelligence, otherwise known more broadly as the fixed vs growth mindsets. This workshop will cover ways we can set a brave space for failure in the process of language learning (Ricci, 2013). Students' fear of failure is often a barrier to their increasing competency and proficiency in learning a second language. How we as instructors provide feedback has an impact on their journey.  

Upon completion of this workshop, participants will be able to:

1. Participants will describe the Implicit Theories of Intelligence.

2. Participants will demonstrate use of the Implicit Theory of Intelligence Scale.

3. Participants will apply language that fosters an incremental theory of intelligence.

OCRID is an Approved RID CMP Sponsor for continuing education activities. This GS program is offered for 0.15 CEUs at the Little Content Knowledge Level. 

GLOSS Sentences in ASL Instruction  

Thursday, June 29

1:15pm – 2:45pm

ASLTA CEUs 1.5

RID CEUs 0.15

CEU Category: PS

ASLTA Track: ASL Linguistics

Knowledge/Experience needed: Little/None

Since ASL students have an existing foundation in English, presenting ASL GLOSSed sentences can be an effective teaching strategy to help students build upon their understanding of ASL and the differences/similarities between the two languages more clearly (Valli et al., 2011). Each sentence type has its own Non- Manual Signals (NMS). There will be a demonstration of how to gloss signed words and NMS using lines and symbols. Several group activities will be conducted to reinforce the glossing concepts. Additionally, attendees will watch videos and translate it into both gloss and English. 

Upon completion of this workshop, participants will be able to:

1. Participants will leave the workshop being able to use GLOSS in ASL. 

2. Participants will leave the workshop being able to recognize the benefits of glossing the ASL sentence types.

3. Participants will be able to interact in collaborative exercises identifying, translating, and writing signed ASL sentences into ASL gloss and written English.

OCRID is an Approved RID CMP Sponsor for continuing education activities. This PS program is offered for 0.15 CEUs at the Little Content Knowledge Level. 

The Do’s and Don’ts of ASL Teaching  

Thursday, June 29

10:15am – 11:45am

ASLTA CEUs 1.5

RID CEUs 0.15

CEU Category: GS

ASLTA Track: Curriculum Development

Knowledge/Experience needed: Little/None

This is a 90-minute interactive session where everyone will share their opinions on this topic. We will present a few examples of “Don’ts” and “Do’s” and will have everything discussed in their groups. Discussion in groups and sharing their ideas or experiences will help each other to understand the best way(s) when teaching ASL (online or in-person) to students. Schornstein (2005) discussed when to explain to students on classifiers (beginner, intermediate, or advanced levels). For example, will students at the beginner level be overwhelmed when they start to learn about classifiers? To bring up another point, Zinza (2006) mentioned that if teachers or students do not follow ASL syntax as well as facial expressions, then it is not real ASL.  

Upon completion of this workshop, participants will be able to:

1. Participants will leave the workshop being able to list Do’s and Don’ts examples in terms of teaching ASL to students.

2. Participants will leave the workshop being able to describe several challenges and advantages to teaching ASL both in-person and online as well as restate different perspectives from the group discussion/activity regarding ASL teaching.

3. Participants will leave the workshop being able to compare and contrast views when teaching ASL online versus in-person classes.

OCRID is an Approved RID CMP Sponsor for continuing education activities. This GS program is offered for 0.15 CEUs at the Little Content Knowledge Level. 

Sign Language Study Abroad... FOR FOR?   

Thursday, June 29

8:30am – 10:00am

ASLTA CEUs 1.5

RID CEUs 0.15

CEU Category: GS

ASLTA Track: Deaf Studies

Knowledge/Experience needed: Teaching

Study abroad programs are very popular at universities.  Its mission is to provide a more diverse, international experience for their respective fields.   Whether you are studying for an entire semester or a three-week immersive program, studying abroad has numerous applications.  For ASL and DHH students, how can a program like this contribute to their language development and confidence?  For most students, ASL is their second language. Research has proven that learning more than two languages strengthens fluency in both primary and secondary languages.  By immersing students in a country where they can’t access their first language (hearing/spoken/ASL) they are forced to communicate creatively using gestures (VGC) that strengthen their abilities in ASL while learning another foreign signed language.  In this presentation, I will unpack how studying abroad can increase a student’s confidence in ASL while broadening their cultural horizons by traveling internationally with strategic instruction, planning, and cultural connections. 

Upon completion of this workshop, participants will be able to:

1. Discuss the benefits of studying abroad for secondary and higher education students, especially ASL students and DHH students.

2. Examine current practices of our ASL pedagogy and assessment of the immersion and studying another sign language. 

3. Demonstrate and expand on strategic instruction, planning, and making cultural connections which will increase student confidence and cultural horizons.

OCRID is an Approved RID CMP Sponsor for continuing education activities. This GS program is offered for 0.15 CEUs at the Teaching Content Knowledge Level. 

Technology – Friend or Foe...Which?    

Thursday, June 29

3:00pm – 4:30pm

ASLTA CEUs 1.5

RID CEUs 0.15

CEU Category: GS

ASLTA Track: Technology

Knowledge/Experience needed: Little/None

“Technology will not replace great teachers, but in the hands of great teachers, it can be transformational (Couros, 2014). “ COVID 19 transformed our instructional methods of American Sign Language overnight.  For two years, we adapted to instructing students on video platforms while experimenting with various apps that engaged our students.  In Martin James’ research entitled “Technology Used for Teaching ASL in Higher Education Programs”, the pandemic exposed a weakness in our instruction of ASL – use of technology.  Catherine Giuntoli-Dubois and Sunny Brysch will share their journey of not only teaching in an online environment, but also how to use creative technology to engage students and create an inclusive learning environment using a variety of modalities, activities, and assessments that engage students and inspire them to pursue ASL more fervently.  With these new skills, technology can become our friend, not our foe. 

Upon completion of this workshop, participants will be able to:

1. Overcoming system barriers to innovative solutions.

2. Design a work environment where innovations in technology overcome systemic barriers.

3. Use technology to provide a more ethnically diverse and inclusive learning experience.

4. Enhance traditional curriculum with technology such as creative polls and apps.

OCRID is an Approved RID CMP Sponsor for continuing education activities. This GS program is offered for 0.15 CEUs at the Little Content Knowledge Level. 

ASL Teachers’Acculturation Experience in Interacting with Hearing Individuals.     

Thursday, June 29

1:15pm – 2:45pm

ASLTA CEUs 1.5

RID CEUs 0.15

CEU Category: GS

ASLTA Track: Deaf Studies

Knowledge/Experience needed: Little/None

ASL teachers’ Acculturation Experience explores how ASL teachers reflect on acculturation experiences at a university/college or high school. Acculturation has four strategies: integration, rejection, assimilation, and marginalization. It relates to interacting with hearing individuals on college/university or high school campuses. The presentation aims to help ASL teachers understand the acculturation type in interacting with hearing educators and students to develop an appropriate relationship with them. Also, ASL teachers can figure out why hearing individuals have the attitude toward Deaf people on campus by using acculturation strategies. Deaf persons’ acculturation experiences will help enhance the classroom environment or on campuses to prevent barriers by educating hearing individuals about the Deaf culture and developing healthy relationships. 

Upon completion of this workshop, participants will be able to:

1. Discuss the acculturation strategies in interacting with hearing individuals on college/university or high school campuses. 

2. Examine current practices of acculturation strategies in the ASL classroom that affects the ASL teachers’ interactions with hearing educators and students. 

3. Describe at least two approaches to enhance hearing individuals’ knowledge of Deaf culture to develop a solid relationship with ASL teachers.  

OCRID is an Approved RID CMP Sponsor for continuing education activities. This GS program is offered for 0.15 CEUs at the Little Content Knowledge Level. 

Integrating Social Justice in an ASL Curriculum 

Thursday, June 29

10:15am – 11:45am

ASLTA CEUs 1.5

RID CEUs 0.15

CEU Category: GS

ASLTA Track: Social Justice

Knowledge/Experience needed: Little/None

Feeling unsure how to integrate social justice in your ASL course?  Feeling you can’t because you’re white?  Hearing?  Sighted?  Abled?  A man?  If so, come to this workshop!  The presenters received training on “Integrating Social Justice Instruction and Proficiency Development in the Advanced-Level Language Classroom” presented by Dr. Vanpee (2022). That springboarded the presenters to dive into integrating civics and culture into the curriculum, which came with an emphasis on accessibility, accommodations, identity, cultural pride, and intersectionality. A vocabulary list was first developed which helped with identifying the grammatical components of using those vocabulary words into context, which then led to developing brief snapshots about Black ASL and Protactile (a new language created by the DeafBlind community). Other areas of emphasis included Deaf and DeafBlind Gain, Identity First, and different -isms such as Ableism, Audism, Distantism, and Vidism. In addition, activities were developed with the goal to encourage students to learn advocacy and allyship skills. During the presentation, the presenters will share their materials and their journey in integrating social justice into their curriculum.  

Upon completion of this workshop, participants will be able to:

1. Identify reasons why integrating advocacy, civics and culture into their curriculum is crucial to the future of the Deaf communities.

2. Examine their current curriculum and identify areas where social justice content can be integrated into.

3. Confidently apply social justice techniques and content to their curriculum regardless of their (privileged or not) intersectionalities.

OCRID is an Approved RID CMP Sponsor for continuing education activities. This GS program is offered for 0.15 CEUs at the Little Content Knowledge Level. 

 Language Assessment Practices     

Thursday, June 29

3:00pm – 4:30pm

ASLTA CEUs 1.5

RID CEUs 0.15

CEU Category: GS

ASLTA Track: Curriculum Development

Knowledge/Experience needed: Little/None

This workshop allows you to consider the critical role of assessment in curriculum and teaching. You will examine assessment types and processes, including how trends in assessment and other accountability practices inform instructional decisions, curriculum development, and continuous improvement in K-12 and higher education environments. You will integrate the assessment for the learning process and the universal design for the learning perspective, as well as recommend strategies for effective assessment practices.  

Upon completion of this workshop, participants will be able to:

1. Attendees will leave the session able to evaluate the goals, benefits, and challenges of assessment types and processes.

2. Attendees will leave the session able to describe how assessment data are used in instructional decisions, curriculum development, and continuous improvement in K-12 and higher education environments.

3. Attendees will leave the session able to recommend strategies for implementing formative and summative assessments that align with the learning objectives.

4. Attendees will leave the session able to generate effective assessment practices from a universal design for learning perspective.

OCRID is an Approved RID CMP Sponsor for continuing education activities. This GS program is offered for 0.15 CEUs at the Little Content Knowledge Level. 

Exploring and Understanding Intersectionality as Educators     

Friday, June 30

1:15pm – 2:45pm

ASLTA CEUs 1.5

RID CEUs 0.15

CEU Category: PS & PPO

ASLTA Track: Social Justice

Knowledge/Experience needed: Little/None

Intersectionality refers to the interconnectedness of social identities and systems of oppression, including racism, sexism, homophobia, classism, and ableism. We will discuss how social and collective identities and systems of oppression interact with and reinforce each other, creating unique experiences of discrimination and privilege for individuals with multiple marginalized identities within educational settings. We will also strategize how to holistically work with students with intersecting identities holistically in classrooms and educational settings. .  

Upon completion of this workshop, participants will be able to:

1. Attendees will leave the session able to define intersectionality and describe its relevance to educators and interpreters in the educational setting.

2. Attendees will leave the session able to explain the multiplicity of marginalized individuals’ experiences by exploring and analyzing how interlocking oppressions shape these experiences in educational settings.

3. Attendees will leave the session able to develop a holistic plan for working with students with intersecting identities

OCRID is an Approved RID CMP Sponsor for continuing education activities. This PS program is offered for 0.15 CEUs at the Little Content Knowledge Level. 

Discourse Analysis: Cues, Structures & Strategies      

Friday, June 30

1:15pm – 2:45pm

ASLTA CEUs 1.5

RID CEUs 0.15

CEU Category: PS

ASLTA Track: ASL Linguistics

Knowledge/Experience needed: Some

To effectively communicate in ASL and in English, interpreters must be able to make choices in their use of each language to build meaning, and they need to accomplish that using language and communicative norms appropriate for everyday communication.  

Depending on our goals, we choose different cues, structures and strategies for our languages. There are several cues, structures, and strategies for accomplishing each goal. These can include:  

• Informing people: we might use topics and topic shifting structures, comparisons, constructed action, or time markings 

• Involving people: we might use pronouns to show our alignment with others 

• Influencing people: we might use louder volume or larger signs 

There are several effective approaches to buildings students’ strengths in analyzing discourse. As we look for approaches that change how we teach, to improve interpreting services for the community, it is essential that we look beyond vocabulary and to the broader scope of discourse analysis.

Upon completion of this workshop, participants will be able to:

1. Identify various discourse cues, structures, and strategies that are used in ASL and English to construct meaning during interactions.

2. Locate and describe discourse cues, structures, and strategies that are used in ASL and English discourse samples to communicate in each language effectively.

3. Discuss approaches to teaching ASL and English discourse analysis for interpreting to prepare skilled qualified interpreters.

OCRID is an Approved RID CMP Sponsor for continuing education activities. This PS program is offered for 0.15 CEUs at the Some Content Knowledge Level. 

Grade inflation in ASL courses among ASL instructors      

Friday, June 30

1:15pm –2:45pm

ASLTA CEUs 1.5

RID CEUs 0.15

CEU Category: GS

ASLTA Track: Curriculum Development

Knowledge/Experience needed: Teaching 

Is there such a thing as grade inflation among ASL instructors?  Grade inflation in ASL courses is increasing and making it a challenge for upper level courses to determine whether or not students are ready for the next course.  The passing rates and percentages of students who obtained Grades A+, A in ASL courses are increasing in High Schools and Colleges.  There are misconceptions about educational quality for learning ASL.  Several factors will be discussed such as what causes grade inflation.  For example:  School and University administrator’s tendency to raise student’s grades and exercising pressure over instructors to pass the students.  Administrators often correlate high quality with high grades, regardless of the learning outcomes.  Also, instructors worry about students' complaints if they fail the course.  This includes instructors wanting to be liked by the students, be popular and get good evaluations.  In this presentation, I will show various student ASL videos and discuss what an “A” should look like in an ASL course and several recommendations for combating grade inflation in ASL courses will be discussed.    

Upon completion of this workshop, participants will be able to:

1. Discuss grade inflation among ASL instructors for all ASL levels.   

2. Describe various assessment tools such as rubrics in the ASL classroom that can impact grade inflation. 

3. Discuss and specify what a letter grade “A” should look like in an ASL 1 course. 

4. Participants will be able to evaluate ASL videos for appropriate grade levels avoiding grade inflation.

OCRID is an Approved RID CMP Sponsor for continuing education activities. This GS program is offered for 0.15 CEUs at the Teaching Content Knowledge Level. 

The importance of knowing end-outcomes for ASL instruction, elevate!    

Friday, June 30

1:15pm –2:45pm

ASLTA CEUs 1.5

RID CEUs 0.15

CEU Category: GS

ASLTA Track: P-12

Knowledge/Experience needed: Little/None

Now we are all in post-COVID times where all of the schools in the country are facing the dual challenge of recruiting and retaining students in language and other specialized courses as well as teachers dealing with a marked delay in executive functioning skills in students (Foster, 2021). These trends impact the field of ASL as well. Why not take the time now to identify our end-outcomes for our instruction? 

This workshop will discuss revamping how ASL is being taught, including a discussion of identifying the difference between low bar vs high bar teaching strategies, and tips on how to implement even more hands-on opportunities in the classroom where activities are designed to help students develop more than just receptive and expressive skills. They are specifically designed to help students develop both constructive self-monitoring and constructive peer-feedback skills that are used in realistic everyday ASL situations. And the best part? It makes learning fun, despite the end-outcomes, these activities create a relaxed and enjoyable experience for students in post-COVID times.

Upon completion of this workshop, participants will be able to:

1. Participants will review examples of the COVID-9 pandemic’s negative effect on secondary and higher education students.

2. Participants will discuss examples of end-outcomes and low bar s high bar teaching strategies for ASL students.

3. Participants will develop other hands-on activity ideas that would help your current classroom engage in a different way than you have required of them.

4. Participants will leave the workshop being able to describe three new activities that foster constructive self-monitoring and constructive peer-feedback skills as well as provide one example of a new activity developed during the workshop and the end-outcomes for that activity.

OCRID is an Approved RID CMP Sponsor for continuing education activities. This GS program is offered for 0.15 CEUs at the Little Content Knowledge Level. 

ASL Promotes Identity & Ownership in Deaf Studies    

Friday, June 30

3:00pm – 4:30pm

ASLTA CEUs 1.5

RID CEUs 0.15

CEU Category: GS

ASLTA Track: Curriculum Development

Knowledge/Experience needed: Little/None

Often we see a sense of citizenship tied in with apathy among Deaf students. A sense of identity and belonging misplaced due to the impact of language deprivation that is still prevalent in the US. This workshop is designed to share qualitative testimonies of students who took ASL and how it helped them foster a sense of self and how certain activities and projects helped them understand their role as citizens in society. Examples given: how they help students transition into the next grade or even out of high school, fostering autonomy and navigational skills. How these ASL activities help them engage in topics amongst their peers (deaf and hearing) as well as discover personal and in-common interests to branch out beyond academics into hobbies and extracurricular engagement. Ludwig Wittgenstein said it the best, “The limits of my language mean the limits of my world.” The workshop will end with suggestions of how to incorporate ASL lessons into a regular school day if a scheduled class time is not possible in current circumstances whatever they may be. 

Upon completion of this workshop, participants will be able to:

1. Discuss examples of language limitations (beyond language deprivation) and how it shapes the way we view ourselves and others. 

2. Review and discuss competency for culture, language, and citizenship engagement.

3. Identify how these ASL language goals are embedded in a regular school day and how these key goals impact the student’s ability to navigate.

OCRID is an Approved RID CMP Sponsor for continuing education activities. This GS program is offered for 0.15 CEUs at the Little Content Knowledge Level. 

Semantics and Dynamic Equivalence – Preparing for Interpretation     

Friday, June 30

3:00pm – 4:30pm

ASLTA CEUs 1.5

RID CEUs 0.15

CEU Category: GS

ASLTA Track: Deaf Studies

Knowledge/Experience needed: Little/None

The goal of this presentation is to present observations and suggestions about ASL teaching strategies from two experienced ASL/Interpreting instructors.  Contemporary ASL curriculum materials do not emphasize subtle differences between similar signs that could produce different meanings.  Closing this gap can lead students to have better foundations with semantics and equivalence when entering an interpreting education program.  We will demonstrate some ideas that we might have already used, with further analysis in English to ASL and ASL to English equivalence.   

Upon completion of this workshop, participants will be able to:

1. Recognize and assess multiple meanings from ASL to English and English to ASL using a set of examples.

2. Participants will leave the workshop being able to describe 3 teaching strategies that will help students recognize when/how to use the correct sign/word.

3. Define 3 strategies for improving/maintaining/practicing/etc dynamic equivalence and identify methods for incorporating these strategies into ASL Instruction.

OCRID is an Approved RID CMP Sponsor for continuing education activities. This GS program is offered for 0.15 CEUs at the Little Content Knowledge Level. 

Understanding Black ASL     

Friday, June 30

3:00pm – 4:30pm

ASLTA CEUs 1.5

RID CEUs 0.15

CEU Category: PS

ASLTA Track: Research

Knowledge/Experience needed: Little/None

Recent research has shown there is a distinct variety of American Sign Language, known as Black ASL (BASL). BASL was developed during the pre-civil rights era in the eighteen segregated schools for deaf African Americans in the U.S. South (McCaskill et al. 2011/2020, Lucas et al.2022). This research has also shown that, in some respects, BASL is closer to the standard traditional ASL taught in ASL classes and found in ASL dictionaries, particularly in phonology. This presentation will explain some of the differences between standard traditional ASL and Black ASL citation forms developed from segregated and integrated schools. The purpose of discussing the various citation form differences such as one-handed and two-handed variations, English mouthing, larger signing space, African American English (AAE) borrowings, etc. is to encourage instructors to incorporate BASL in their ASL curriculums and assessments (Lucas et al. 2022, McCaskill et al. 2011/2020). Additionally, the goal is for participants to walk away with increased awareness of BASL’s history and culture and have a wealth of BASL resources to utilize in their instructions. 

Upon completion of this workshop, participants will be able to:

1. Incorporate citation forms differences between Black ASL and traditional ASL BASL history, and culture in their curriculum, assessments and interpretations. 

2. List 3 social media icons to follow and share on social media to spread awareness about BASL.

3. Cite at least 3 Black Deaf resources for ASL instruction.

OCRID is an Approved RID CMP Sponsor for continuing education activities. This PS program is offered for 0.15 CEUs at the Little Content Knowledge Level.  

Exploring the TPACK and SAMR Frameworks      

Friday, June 30

3:00pm – 4:30pm

ASLTA CEUs 1.5

RID CEUs 0.15

CEU Category: GS

ASLTA Track: Technology

Knowledge/Experience needed: Little/None

As the demand for ASL education continues to grow and educational technology rapidly evolves, it is critical to reevaluate and explore the use of modern digital technologies in

sign language teaching and learning. Despite ongoing conversations about the possibilities and strategies of teaching sign language through technologies and online, many need more tools designed for sign language instruction. Due to the pressure to keep up with the demand and current trends, sign language educators are often left with no choice but to use whatever is available, even if it causes strains in their teaching. Therefore, this presentation introduces two tech frameworks, SAMR and TPACK, into the conversation. Participants will have the opportunity to reassess their current technology usage and determine whether it is practical, effective, and beneficial. Educators can use these frameworks to provide students with an authentic language learning experience.

Upon completion of this workshop, participants will be able to:

1. Evaluate current digital tools practices in sign language education through analysis and comparison.

2. Discriminate and contrast the unique technology requirements for sign language education compared to spoken/written languages.

3. Develop a critical perspective on using digital tools in sign language education, using the SAMR and TPACK frameworks to reevaluate and explore current digital tool usage.

4. Participants will leave the workshop being able to apply the digital pedagogy frameworks of ‘SAMR’ and ‘TPACK’ to create effective teaching strategies using technologies.

OCRID is an Approved RID CMP Sponsor for continuing education activities. This GS program is offered for 0.15 CEUs at the Little Content Knowledge Level. 

The Secret Ingredients for a Happy ASL Classroom      

Saturday, July 1

1:15pm – 2:45pm

ASLTA CEUs 1.5

RID CEUs 0.15

CEU Category: GS

ASLTA Track: Curriculum Development

Knowledge/Experience needed: Little/None

Since the COVID-19 pandemic, large numbers of teachers at the K12 and postsecondary levels have quit, resigned, or retired (Barnum, 2023). Surveying teachers show that many say the workload keeps on increasing, students’ mental health is getting worse, and teachers are spending more of their money on classroom materials (Karbowski, 2022). The Open Educational Resources (OER) movement has brought exploitative conditions for teachers who end up bearing the brunt of the work, for very little (or no) author compensation or recognition (Phillips, 2018). 

Despite all the challenges shared above, the presenters will each share their tips and tricks for keeping their ASL classroom happy, resulting in a happy ASL teacher. Tips include modifying courses to include a large amount of receptive (comprehension) assignments with automated grading, reducing the amount of expressive (production) assignments, adopting a searchable video dictionary aligned with ASL textbook, increasing focus on classroom activities, and building genuine relationships with students.

Upon completion of this workshop, participants will be able to:

1. Identify reasons why open educational resources (OER) can be extremely disadvantageous for schools, teachers, and students - especially for American Sign Language (ASL) as a field of study.

2. Compare and contrast different approaches towards ensuring a happy ASL classroom.

3. Apply happy ASL classroom techniques to their curriculum and classrooms.

OCRID is an Approved RID CMP Sponsor for continuing education activities. This GS program is offered for 0.15 CEUs at the Little Content Knowledge Level. 

Queering Your ASL Curriculum      

Saturday, July 1

1:15pm – 2:45pm

ASLTA CEUs 1.5

RID CEUs 0.15

CEU Category: GS

ASLTA Track: Social Justice

Knowledge/Experience needed: Little/None

Student demographics within higher education institution is shifting and forcing reinvention on campus across the globe. Colleges nationwide increasingly rely on faculty and staff to be equity-minded toward increasing access, retention, and student success. Students who self-identified as LGBTQIA+ members are one of the student groups that face challenges in accomplishing a sense of belonging on campus. Inclusive education has many advantages for all students of different life paths, but it challenges ASL educators in planning for optimal student participation and learning. Identification of the students’ key issues affecting their learning and college experience is a valuable strategy to begin educating ourselves on the learner differences that will need to be addressed for these students. This interactive workshop will illustrate various in and out-of-classroom strategies for including LGBTQIA+ identifying students and enhancing their on-campus experience.

Upon completion of this workshop, participants will be able to:

1. Examine and identify weaknesses and challenges in the current ASL curriculum.

2. Discuss strategies to elevate inclusiveness in and out-of-classroom, not only for LGBTQIA+ identifying students but for all students across the campus.

3. Establish a strategic plan to implement changes and a support system in and out-of-classroom.

4. Examine the purposes of having Dr. Barbara Kannapell Project committee and discuss what needs to be done by the committee for them to accomplish its goals. 

OCRID is an Approved RID CMP Sponsor for continuing education activities. This GS program is offered for 0.15 CEUs at the Little Content Knowledge Level. 

The Leveling the Playing Field Language Acquisition Program:  Origins and Implementation

Saturday, July 1

1:15pm – 2:45pm

ASLTA CEUs 1.5

RID CEUs 0.15

CEU Category: PS

ASLTA Track: P-12

Knowledge/Experience needed: Some

Language deprivation is a nationwide epidemic despite Early Intervention (EI) programs for deaf babies. EI provides at-home services and assumes caregivers are with their babies during the day to use their learning strategies. However, most parents work full-time, and their children attend daycare (Spellun et al., 2022). This presentation will describe a pilot program for families whose deaf babies were in daycare without full access to a natural language. Deaf Language Acquisition Associates (DLAA) were placed in classrooms with deaf babies for twenty-five hours a week. The program’s success resulted in state legislature funding and statewide adoption (Andersen et al., 2022). As the program grows, further research is needed to explore the benefits. Regardless of ideology, it can be agreed that all babies, deaf or hearing, deserve an open pathway to their future where language, goals, dreams, and family relationships are accessible. Now is the time for a change, to do better for all deaf children, and we can by leveling the playing field. 

Upon completion of this workshop, participants will be able to:

1. Discuss opposing ideologies of early intervention approaches for deaf, hard-of-hearing, deaf-blind, and deaf-plus babies and the pervasive worldwide epidemic of language deprivation. 

2. Examine current practices of early intervention services and explain how this model may not meet the needs of working families whose children go to daycare.

3. Describe the origin, implementation, and results of the NJ early intervention program, Leveling the Playing Field, that places Deaf ASL Language Acquisition Associates in daycare classrooms with deaf babies and toddlers.

OCRID is an Approved RID CMP Sponsor for continuing education activities. This PS program is offered for 0.15 CEUs at the Some Content Knowledge Level. 

Building Social Justice Issues in ASL Courses

Saturday, July 1

1:15pm – 2:45pm

ASLTA CEUs 1.5

RID CEUs 0.15

CEU Category: GS

ASLTA Track: Curriculum Development

Knowledge/Experience needed: Teaching

Building social justice issues in ASL language learning courses includes addressing issues but are not limited to -ism and poverty.  It is also important to teach students to be change agents, providing multiple perspectives, and encouraging them to think beyond themselves.  We will discuss educator biases as well as resources and techniques to include in the curriculum. 

Upon completion of this workshop, participants will be able to:

1. Attendees will be able to describe potential educator biases.

2. Attendees will be able to develop non-biased materials to support students’ understanding and opinion of current social justice issues.

3. Attendees will be able to list multiple research sites and resources to build social justice issues in teaching and learning materials.

4. Attendees will be able to explain several techniques to cultivate more empathy, justice, and equality in the classrooms by implementing changes accordingly.

OCRID is an Approved RID CMP Sponsor for continuing education activities. This GS program is offered for 0.15 CEUs at the Teaching Content Knowledge Level. 

Flipped classroom pedagogy: Can ASL classes do that? 

Saturday, July 1

3:00pm – 4:30pm

ASLTA CEUs 1.5

RID CEUs 0.15

CEU Category: GS

ASLTA Track: Curriculum Development

Knowledge/Experience needed: Teaching

A flipped class is when the instructor pre-records the lectures, posts the recordings to Canvas, Blackboard, BrightSpace, or LMS for students to watch before class, and then assists them as they work through assignments during class time. Many educators question whether ASL courses can be part of that innovative approach. This workshop discusses the benefits and setbacks of implementing this innovative approach through research-based practices and strategies to initiate the implementation of flipped classrooms. 

Upon completion of this workshop, participants will be able to:

1. Attendees will leave the session able to create a more student-centered pedagogy by engaging students in active learning experiences.

2. Attendees will leave the session able to structure six active learning environments that guide and support students individually and collaboratively.

3. Attendees will leave the session able to reorganize and redistribute content-related activities over sequences and cycles of in-class and out-of-class instructional practices and student experiences.

OCRID is an Approved RID CMP Sponsor for continuing education activities. This GS program is offered for 0.15 CEUs at the Teaching Content Knowledge Level.  

Diversity: Creating Sign Language Jobs in Canada 

Saturday, July 1

3:00pm – 4:30pm

ASLTA CEUs 1.5

RID CEUs 0.15

CEU Category: PS

ASLTA Track: Social Justice

Knowledge/Experience needed: Little/None

This presentation will share our experiences in Canada on how to motivate, attract, recruit and train Deaf youth with diverse backgrounds, Deaf mainstreamed high school and postsecondary students, and Deaf career change seekers to become teaching sign language profession as to increase their awareness of growing teaching sign languages industry and boom economy in Canada and globally through career education and employment pathways programs.

Upon completion of this workshop, participants will be able to:

1. Define the parameter of the Accessible Canada Act which pertain to Deaf Canadians;

2. Share with participants to articulate importance to including sign language courses in Canadian educational institutions as supported by Provincial Ministries of Education Sign Language Curriculum for Second Language across Canada;

3. Demonstrate a showcase to describe the Building Capacity of Sign Languages Employment in Canada project and describe its online infrastructure and.

4. Share information to High School Students, Deaf Youth, BPOC, Indigenous, LSQ, 2SLGBTQ1+, Immigrants, Deafblind, Deaf persons with disabilities, seniors, and career change seekers who directly benefit from SLIC and the Career Education and Employment Pathways program.

OCRID is an Approved RID CMP Sponsor for continuing education activities. This PS program is offered for 0.15 CEUs at the Little Content Knowledge Level.