2026 Language & Literacy Symposium
Professional Learning. On Your Schedule
Explore on-demand presentations focused on language access, literacy, communication, and practical strategies for supporting deaf, hard of hearing, and deafblind children.
Learn from professionals across the field and access the entire Symposium on your schedule through April 30, 2027.
$49 • On-Demand Access • 1.61 RID CEUs Available
2 Keynotes | 14 Presentations | 1.61 RID CEUs | Access Through April 30, 2027
Featured Keynotes
As Science of Reading approaches shape literacy instruction across the country, educators of Deaf and hard of hearing students face an important question: How do these approaches translate across different language and communication profiles?
This keynote explores research comparing phonological approaches for DHH learners and examines how Scarborough’s Reading Rope and the Bilingual (ASL–English) Reading Rope can help illuminate pathways to skilled reading. Participants will gain practical strategies for integrating sound-based and fingerspelling-based phonology to support diverse DHH learners.
As Science of Reading approaches shape literacy instruction, many commonly used practices assume early and consistent access to spoken language—an assumption that may not reflect the experiences of deaf and hard of hearing learners.
This keynote examines the linguistic realities of deaf learners and explores how sound-based literacy approaches can affect access and achievement. Participants will explore research on language deprivation, alternative pathways to literacy, and visually grounded instructional strategies that prioritize language access and support equitable literacy development.
Explore All 14 Presentations
Cara Wilmot – NTID Regional STEM Center
Explore how Accessible Educational Materials (AEM) in ASL can strengthen language access and equity for deaf and hard of hearing students who use ASL. This session examines the role of ASL videotext, school district responsibilities under IDEA, and practical tools for bringing accessible materials into K–12 classrooms. Participants will leave with strategies and resources for integrating AEM in ASL across content areas to support literacy development, equitable access, and learner independence.
Mary Ann Stefko – Choices for Children
Discover how meaningful experiences with animals can become opportunities for language, communication, and connection. This session highlights the Barnyard Friends program at the Scranton School for Deaf and Hard of Hearing Children, where Deaf, hard of hearing, and deafblind children and their families learn together through interactions with animals. Participants will explore ways to build spoken language, sign language, and social skills through engaging experiences that families can continue talking about and building upon at home.
Sarah Michaelson – Sally is Sarah Productions
Discover how ASL storytelling, animation, and inclusive storybook films can make literacy engaging and accessible for Deaf, hard of hearing, and hearing audiences. This session explores films created by Sally Is Sarah Productions, featuring Deaf actors and stories that celebrate diverse characters, experiences, and abilities. Participants will see how visually rich storytelling can support literacy, representation, and a shared love of stories while creating experiences where every viewer feels welcomed.
Natalie Jones - South Carolina School for the Deaf and the Blind
What does literacy development look like in the first three years of life? This presentation will explore the connections between early childhood development and the five areas identified by the National Reading Panel (2000) as critical to a successful reading program: phonemic awareness, phonics, vocabulary, fluency, and comprehension. Strategies to promote development in each of these areas will also be shared.
Cindy Camp – Described and Captioned Media Program
Explore how access to sign language, spoken language, and text can work together to support communication and literacy development for deaf and hard of hearing children. This session highlights resources and strategies for incorporating multiple forms of language at home and in the classroom. Participants will learn how providing varied pathways to language can help build vocabulary, strengthen reading comprehension, and support overall communication skills.
Maddie Hinkle – Chicago Hearing Society
Explore the importance of literature in which Deaf and hard of hearing children can see themselves and their experiences represented. This session examines DHH representational picture books across five categories, including Deaf life, hearing technology, educational, inspirational, and storybooks. Participants will explore the messages these books share, strategies for reading with DHH children, and ways families and professionals can identify—and help address—gaps in existing children’s literature.
Continuing Education
DCMP is an Approved RID CMP Sponsor for Continuing Education Activities. This activity has been approved for RID CEUs.
Rebecca Hommer – Connections Beyond Sight & Sound
Students with dual sensory loss require specialized modifications/adaptations to ensure access to literacy materials and activities. This presentation will provide insights and examples for modifying literacy materials for students who are DeafBlind with CVI.
Adrienne King – McDaniel College
Explore how wordless books can give DHH and DeafBlind students access to grade-level literacy concepts without allowing English decoding skills to limit their participation. This session introduces Dignity-First Reading, the Picture-to-Print Bridge, and inclusive strategies for adapting visual narratives for students with dual-sensory loss. Participants will leave with practical tools for supporting inference, storytelling, written English development, and meaningful participation in classroom discussions.
Adrienne King – McDaniel College
Explore how parents and educators can support the development of intentional communication for children who are Deaf, hard of hearing, or DeafBlind. This session shifts the focus from what a child is expected to do to the accessible, consistent input communication partners can provide. Participants will explore practical strategies, including touch cues, object cues, tactile signs, and assessment tools, to help build meaningful communication and create a foundation for language and literacy.
Cara Wilmot - NTID Regional STEM Center
Discover reading and language arts strategies that have supported student growth and engagement in the NRSC STEM Academy for deaf and hard of hearing students. This session explores practical approaches including data-driven instruction, explicit reading fluency instruction, culturally sustaining materials, adapting text complexity, and integrating student writing with STEM learning. Participants will see how flexible grouping, student data, and cross-curricular planning can strengthen literacy instruction and support meaningful ELA development.
Gina Freelove – About Love and Language
Discover practical ways to make shared reading accessible and engaging for young Deaf and hard of hearing children—even when adults are still developing their ASL skills. This session offers strategies for sharing books and stories while supporting early language, literacy, and connection. Participants will also explore resources designed to help families and professionals create meaningful, language-rich reading experiences with young children.
Laura Blum – About Love and Language
ASL rhymes offer Deaf and hard of hearing children opportunities to experience the patterns and playfulness of language in an accessible, visual way. This hands-on session explores how handshapes and other features of ASL can be used to create rhymes that support language and literacy development. Participants will learn practical ways to create and incorporate ASL rhymes at home or in the classroom—even with emerging ASL skills.
Mary Ann Stefko - Choices for Children
Families of newly identified Deaf and hard of hearing infants and toddlers can quickly find themselves navigating appointments, meetings, and services—but everyday family life offers powerful opportunities for language development, too. This session explores how ordinary experiences, from visiting the park or car wash to sorting laundry, can become fun and meaningful language-learning moments. Participants will discover practical ways to involve family members and friends while building language naturally through everyday activities.
Morgan Lee – Portland Public Schools
Examine how language deprivation, systemic barriers, bias, and deficit thinking can intersect to affect Deaf students from marginalized communities. Grounded in doctoral research centering the lived experiences and recommendations of BIPOC Deaf practitioners, this session explores how educators can examine their own positionality and recognize barriers within educational systems. Participants will consider culturally responsive approaches that honor students’ identities, experiences, and language needs while creating more equitable learning environments.
Symposium Partners
