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FREE Special Twilight Event - Sign as a First Language Models and Milestones for Deaf Infants and Toddlers

Skip Navigation LinksVictorian Deaf Education Institute > News and Events > FREE Special Twilight Event - Sign as a First Language Models and Milestones for Deaf Infants and Toddlers

​​​​​​​The Victorian Deaf Education Institute (VDEI) is pleased to welcome Dr Pat Spencer for a special twilight event. Pat is working with VDEI as part of an online literacy project, which is currently in development and due for completion late in 2016.

The twilight presentation will be held in the VDEI Learning Centre on Thursday 5th May. The topic is Sign as a First Language:  Models and Milestones for Deaf Infants and Toddlers.

Patricia Elizabeth Spencer has been a teacher, educational specialist, and educational advocate for deaf and hard-of-hearing students (including those with multiple learning challenges) across the age range of infancy through post-graduate levels.  Her work at the Gallaudet Research Institute focused on early interaction, play, and language development. She retired as Professor in Gallaudet's department of social work in 2004.   Before and after retiring, she has worked internationally as a researcher and educational consultant and has written extensively on issues related to language development and education of deaf and hard-of-hearing children.​

We hope you can join us for this once off special event. 
To register please follow the Registration ​link ​
To see our other 2016 professional learning events, visit our Calendar of Events page.

FURTHER READING

Books
Spencer, P., & Koester, L. (2016).  Nurturing language and learning: Development of deaf and hard-of-hearing infants and toddlers.  New York NY: Oxford University Press.

Marschark, M., & Spencer, P. (Eds.) (2016). The Oxford handbook of deaf studies in language:  Research, policy, and practice. New York NY: Oxford University Press.

Marschark, M., & Spencer, P. (Eds.) (2011-First edition 2003). The Oxford handbook of deaf studies, language, and education, Vol. 1 – revised.  NY:  Oxford University Press. [Also translated into Japanese, 2015]

Spencer, P., & Marschark, M. (2010).  Evidence-based practice in educating deaf and hard-of-hearing students. NY:  Oxford University Press. [Translated into Japanese and Korean, 2016.]

Marschark, M. & Spencer, P. (Eds.).  (2010)  The Oxford handbook of deaf studies, language, and education, Vol. 2.  NY:  Oxford University Press.

Marschark, M., Schick, B., & Spencer, P. (Eds.) (2006) Advances in the development of Sign Language of deaf children.  New York: Oxford University Press.

Spencer, P., & Marschark, M. (Eds.). (2006) Advances in the development of spoken language of deaf and hard-of-hearing children.  New York: Oxford University Press.

 

Chapter & Peer-Reviewed Journals

Spencer, P. (2016).  It seems like only yesterday.  In, M. Marschark & P. Spencer (Eds.), The Oxford handbook of studies in deaf language (pp. 3-18).  New York: Oxford University Press.

Lederberg, A., Schick, B., & Spencer, P. (2013). Language and literacy development of deaf and hard-of-hearing children: Successes and challenges.  Developmental Psychology, 49(1), 15-30.  Doi:10.1037/a0029558. 

Marschark, M., Spencer, P., Adams, J., & Sapere, P. (2011). Evidence-based practice in educating deaf and hard-of-hearing children:  Teaching to their cognitive strengths and needs. European Journal of Special Needs Education. 26(1), 3-16.

Marschark, M., Spencer, P., Adams, J., & Sapere, P. (2011).  Teaching to the strengths and needs of deaf and hard-of-hearing children.  European Journal of Special Needs Education, 26(1), 17-23.​