AVAILABLE PRESENTATIONS AND SERVICES
LINKS TO PRESENTATIONS AND COURSES
*In these five segments, taped while lecturing in Zurich, Dr. Flexer provides more information about auditory brain development as related to language, literacy and use of technology:
Segment #1 - Carol Flexer explains why sound is information and the ears are the doorway to the brain.
Segment #2 - If when we are born, the brain is a blank slate, does this mean brain development is dependent on the sounds we hear as infants?
Segment #3 - Listen to what Prof Carol Flexer says about parents who don't understand the importance of consistent hearing aid use or perhaps feel there is no rush for Hearing aids.
Segment #4 - What is the relationship between these cognitive skills and hearing? What does it mean for a child's academic success if they have an untreated hearing loss?
Segment #5 - What is Hearing, plus other issues.
*Here is a presentation with Ron Leavitt about “Unraveling the Mysteries of Wireless Connectivity in Hearing Aids”.
*Access the Hearing First website, in the "Hearing Testing and Devices" section, to view a video segment by Carol about desired outcomes and auditory brain development.
*In this segment, Dr. Flexer explains that we hear with the brain; ears are the doorway to the brain for auditory information..
*View more of Dr. Flexer's series of You Tube segments.
*Access this link to view AudiologyOnline hour-long courses given by Dr. Flexer (some courses are teamed with Dr. Jane Madell) about topics such as auditory brain development, acoustic accessibility, team management, Theory of Mind, and so on.
WHO IS THE AUDIENCE
Dr. Flexer enjoys speaking to mixed audiences of parents and professionals. Professionals include audiologists, speech-language pathologists, teachers (general education, special education, early childhood), teachers and specialists who work with children who are deaf or hard of hearing, educational administrators, reading teachers, early interventionists, physicians, nurses, occupational and physical therapists, and classroom assistants.
Presentation times can vary from one hour to one week.
SAMPLE OF PRESENTATION TOPICS AND TITLES
Techniques for parents: How to enhance the auditory signal in everyday situations.
Assisting Parents in Facilitating successful Auditory Development
Infants and Children with Hearing Loss: Tips for Developing Spoken Language and Literacy Skills in Home and School Settings
Auditory Brain Development: The Key to Language and Literacy for All Children
Auditory Brain Development: The Foundation of Spoken Communication and Literacy for Infants and Children with Hearing Loss
Auditory Brain Development: A Paradigm Shift for Children who are Deaf or Hard of Hearing
How to Achieve Spoken Communication and Literacy Outcomes for Children who are Deaf or Hard of Hearing
Auditory Brain Stimulation: The Key to Developing Spoken Language and Literacy in Infants and Children with Hearing Loss
The Listening Brain: Research to Practice
The Listening and Speaking Brain: Research to Practice
To Develop Spoken Language in Infants--Begin with the Brain
Literacy: The Auditory Brain Connection
Hearing and the Development of Speech, Reading, and Academic Skills
Early Intervention: Are Audiologists the Weakest Link?
Children with Hearing Loss: The Science and Art of Listening
Maximizing Audition for Children
Sound Field Systems: Enhancing Listening, Language and Literacy for All Children
Management of Hearing Loss in the Classroom Using Individual FM and/or Sound Field Systems
Enhancing Classrooms For Listening, Language and Literacy: A “No Child Left Behind” Imperative
Classroom Management of Children with Auditory Dysfunction
Acoustic Accessibility: Facilitating Classroom Listening for All Children
Creating an Accessible Classroom for Listening and Learning
Auditory-Verbal Intervention: What Is It?
How to Develop Listening Behaviors in Infants and Children with Hearing Loss
The Science and Art of Listening for Children with Hearing Loss
Children with Hearing Loss: How to Obtain Successful Auditory Outcomes
Issues that Need to be Considered for Successful Inclusion
The What and Whys and Hows of Distance Hearing and Incidental Listening
Minimal and Mild Hearing Losses: Impact and Management
Theory of Mind Development in Children with Hearing Loss
Overhearing, Distance Hearing, and Theory of Mind Development
Sensory Integration Issues in Children with Hearing Loss
Speech Perception Testing for Children with Hearing Loss
** The AG Bell Academy for Listening and Spoken Language recognizes Carol Flexer as a "registered provider of LSLS CE credit."
The AG Bell Academy for Listening and Spoken Language offers certification for Listening and Spoken Language Specialists (LSLS) as either Auditory-Verbal Therapists (LSLS Cert. AVT) or Auditory-Verbal Educators (LSLS Cert. AVEd). To be eligible for LSLS certifications, candidates must demonstrate that they meet requirements for formal education, supervised practicum, professional experience and post-graduate study. Continuing Education (CE) credits must be obtained in order to earn and maintain certification, and Dr. Flexer is a registered provider of LSLS CE credit. See www.agbellacademy.org for more information about the LSLS.
Listening and Spoken Language Specialists (LSLS) help children who are deaf or hard of hearing develop spoken language and literacy primarily through listening.
LSLS professionals focus on education, guidance, advocacy, family support, and the rigorous application of techniques, strategies, and procedures that promote optimal acquisition of spoken language through listening by newborns, infants, toddlers, and children who are deaf or hard of hearing. LSLS professionals guide parents in helping their children develop intelligible spoken language through listening and coach them in advocating their children’s inclusion in the mainstream school. Ultimately, parents gain confidence that their children will have access to the full range of educational, social and vocational choices in life.
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