Workshop description

Educators and parents frequently find themselves at a complex instructional crossroads when supporting DHH students who are also neurodivergent. Traditional DHH strategies often overlook cognitive processing differences, while standard neurodiversity accommodations rarely account for the unique linguistic barriers faced by DHH learners. This gap can leave professionals guessing how to best support a student's academic and emotional needs. This session unravels the intersection by equipping participants with the critical lenses needed to parse linguistic barriers from neurological profiles. We will analyze the intricate crossover between early language deprivation and neurodivergent processing, demonstrating how a lack of accessible language can mimic executive dysfunction. The participants will discover how executive dysfunction uniquely manifests in DHH learners. Finally, participants will explore a toolkit of strategies designed to reduce cognitive load, scaffold executive functioning, and enhance academic success in your classroom.

Presented by Jaime Monson and Nicki Melby.