Usherla DeBerry
Level of Experience:
Intermediate Pedagogical Models Response to Diversity, Equity, and Inclusion in the Workplace. In Response to Racist Incidents at Work.
CEUs .15
Workshop/Course Description
How do we cope? What can we do when this happens? How can we work on implicit bias? One response from participants was to have a training that would tailor to the team. The workshop is intentionally to 'sit back and listen, create a space for each team member. Sometimes a presenter will be invited to assist with leading the training. Why is this necessary?
Presentation Summary
Propose to share experience and stories designed to explore the following:
Who are we? Why are we here today? Terminology and Approach of Different Situations (strategies and tips). How did it get to be the way it is now? Why is history important? How do we work to dismantle (you are doing the work, now what)?
What is emotional intelligence and why do we need to know this? What would we notice? We analyze and take a mini test - sharing cultural differences.
What are we committed to do? How will we incorporate our plans at home, work, and whatever else we have personally going on in our lives (i.e., school).
Taking accountability.
BIO
Usherla DeBerry, ME.d., Since 1993 I knew a helping profession would be my career choice. My areas of expertise are Education and Economics. I taught ASL and Deaf Culture at Delaware Technical Community College for 8 years. I am currently awaiting approval of my research study location for my doctoral program with Grand Canyon University where I am studying Organizational Leadership, with an emphasis in K-12 Leadership (expected completion 2017). I have a BA in Recreation and Leisure Studies specializing in Therapeutic Recreation from Gallaudet University (1999) and a MA in Special Education from Wilmington University (2009). I have attended workshops and conferences including, National Black Deaf Advocates, Showing up for Racial Justice, Quality Matters, Question/Persuade/Refer, and Maxient. I have worked directly with students, staff and the administration for the past 6 years, and currently work in the President’s office. I am the advisor for the Black Student Union at Gallaudet University, have lead workshops for SUB Resident Assistants since 2010. I lead trainings on Bridging the Gap between Deaf Culture and Deaf Ministry at First Baptist Church of Glenarden. I hail from Wadesboro, NC where I was in an oral environment, but went to a school for the Deaf for the first time at age 10 when I transferred to the Delaware School for the Deaf. There I began learning my native language, American Sign Language. My favorite quote is: "To teach is to learn by Dr. Laurene Simms."
Wanda Riddle
“Understanding ASL
Depiction re: |self| in ICL”
CEUs .15
Workshop/Course Description
The workshop will discuss what functions |self| discover in ASL depiction (Dudis, 2007) and how learning |self| used in ASL depiction gains ASL learners' second language development. In theory, the concept of |self| used in ASL depiction appears complicated within ASL comprehension for ASL learners. We will discuss, recognize, and pinpoint potential challenges of ASL as L2 learners blending |self| in the real space.
BIO
Wanda Riddle, Ed.S. Faculty Member of School of Language, Education, and Culture at Gallaudet University, Washington, D.C. BA-ASL Instructor, ASL Test developer, ASL Researcher, and Ph.D. candidate in the program of Critical Studies in Education of Deaf Learners (CSEDL) at Gallaudet University.
Mike Lupo
• Bilingual Teaching Strategies: Using Wordless Picture Books to Facilitate Language Development in ASL and English
• Explicit and Implicit Language Learning
CEUs .2
CEUs .2
Workshop/Course Description
The use of wordless picture books in the classroom and at home allows greater flexibility in tackling all areas of language development (Signing, speaking, reading, and writing) for deaf and hard-of-hearing children PreK through 12th grade in any language. It also allows you to provide differentiated instruction for deaf and hard-of-hearing students at different levels at the simultaneously. In addition, wordless picture books provide many benefits for overall cognitive growth and social development. You will have the opportunity to review wordless picture books and engage in hands-on activities to experience the benefits. Educational Objectives (List specific measurable actions by participants that will demonstrate comprehension and integration of information presented):
Participants will…
Workshop/Course Description
The importance of understanding the difference between implicit and explicit language learning and when and how to access and use L1 will impact your early intervention and bilingual education strategies with deaf and hard-of-hearing children. The human brain’s design and needs at different stages of language development require certain conditions of access to be set in place. Therefore, evidence-based practices and pedagogical approaches in bilingual education for deaf and hard-of-hearing children should be based on empirical and scientific research on implicit and explicit language learning. Educational Objectives (List specific measurable actions by participants that will demonstrate comprehension and integration of information presented):
Participants will…
BIO
Michael is a deaf elementary teacher for the deaf for a coastal North Carolina public school district. He has 20+ years of experience teaching deaf children and adults in schools for the deaf, public schools, and colleges. In the past, he was a technology business owner for six years.
Currently, he consults and educates parents and professionals of deaf and hard of hearing children on the importance of language acquisition and social language development and provides instructional strategies on maximizing language learning. Michael received his BS in social work from Rochester Institute of Technology and his Master’s degree in deaf education from the University of Rochester. He later completed his graduate studies in rehabilitation counseling from the University of North Texas and teaching second languages from Eastern New Mexico University. In his free time, Michael likes to spend time with his wife and two children. In addition, he enjoys hiking, flying, working outdoors, and traveling.
Lisa Kennedy and Heather Foster
Coming Together
Power, Privilege & Oppression
CEUs .15
Workshop/Course Description
Workshop Description: The goal of this interactive workshop is to discuss and recognize audism, microaggression, power and privilege that Deaf people experience daily. What kind of responsibilities and roles should the Deaf people have toward the hearing community? Through group discussion, the participants will have opportunity to discuss scenarios and share how to become a better ally with others.
BIOs
Lisa Kennedy is the Deaf Service Specialist for the Morganton Regional Center with the Division of Services for the Deaf and Hard of Hearing (DSDHH). A graduate of the North Carolina School for the Deaf, she received a Bachelor of Science degree in psychology from Gallaudet University. She worked at People Encouraging People Inc., before relocating back to North Carolina to be with her family. She previously worked at the NC School for the Deaf. Lisa has a passion for and is an ally to the Deaf and Deafblind communities.
Heather Foster, Regional Manager with the Division of Services for the Deaf and Hard of Hearing (DSDHH) in Morganton. She was born Deaf to hearing parents and has two sisters, one who is also Deaf. Heather grew
up here mostly in Morganton and went to the NC School for the Deaf and was mainstreamed at East Burke High School where she graduated. She obtained a Bachelor of Arts degree in Spanish from Gallaudet University and a Master of Science degree in Deaf Education from McDaniel College. She enjoys being with her family, traveling and being with friends.
Andrew Bottoms
Exploring Relationships Between Semantics and Classifiers in American Sign Language and Their Use in the Classroom
CEUs .15
Workshop/Course Description
This workshop will explore relationships between Semantics and Classifiers in American Sign Language. Participants will have the opportunity to discover how their classrooms teaching can take advantage of their own innate abilities as they relate to body language, gestures, and facial expressions in their ASL instruction. Participants will apply these ideas to ASL Semantics and Classifiers. My goal is to help ASL teachers figure out how to break the fear that is typically associated with using ASL Classifiers in the classroom.
BIO
Andrew Bottoms, fondly known as Anbo, was raised in North Carolina and is second generation in a Deaf family. He is currently faculty at Boston University in the Deaf Studies program and offers ad hoc consultancy in the domain of American Sign Language and Deaf Studies instruction. He holds two Bachelor’s degrees, one in American Sign Language (ASL) and the other in Deaf Studies, and a Master’s degree in Sign Language Education from Gallaudet University. His passion and fervor toward teaching ASL parallels his values in the sharing of the language and culture embodied by ASL. His innate aptitude and specialization lie in the sphere of ASL Literature. He prides himself on his commitment to Deaf youth and promoting linguistic access as a human right for all Deaf people. Inherent in his ideology is ensuring that Deaf children are able to navigate their identity via a community rich in ASL, Deaf literature and Deaf history. An avid jet setter, he has traveled the globe and enjoys meeting Deaf people around the world, which further advances his contributions to the field.
Mark Lineberger and Alica Griffin
NC Interpreter & Transliterator Licensing Board
CEUs .05
Workshop/Course Description
The NC Interpreter and Transliterator Licensing Board is an occupational board and is charged with oversight of NC Statute 90D. The presentation will cover the background and membership of the Board.
BIOs
Mark Lineberger: Mark has been interpreting in NC for over 25 years and has been licensed by the Board since 2007. He is currently a freelance interpreter living in Greensboro, NC. He represents NCRID on the Board and holds the role of Vice-Chair and is the Legislative Liaison.
Alicia Griffin: Alicia Griffin is a Deaf Education teacher and currently teaches social studies and ELA to Deaf middle school students in Greensboro, NC. She is currently licensed by NC DPI in K-12
Deaf Education. On the NCITLB, she is the NCAD representative.
Rey Castillo
What Would Our Classroom
Look Like in the Future?
CEUs .15
Workshop/Course Description
There are so many demands for online instruction. How do we address retention? What options would the classroom look like? In-person class vs Synchronous online? Are there other options you are willing to explore? Ever thought about hy-flex classrooms? Hyflex has been around since 2005 before the pandemic. What are the flexibility in those 3 classrooms and how do you accommodate different learning styles?
Which educational delivery do you use in the classroom? Are you willing to explore different options when it comes to ASL instruction? Find out what experience I have navigated through 3 different classrooms. What works best for student retention. You will have hands-on experience in this journey. Expected to bring a laptop and explore all the learning tools in preparation for changes in future classrooms.
BIO
As a child of Deaf parents, Rey spent most of his educational years at NCSD in Morganton. His decision to go into teaching college-level ASL was a profound result of a personal life-saving experience when a first responder nurse could communicate with him in ASL in a time of emergency. Rey is a recent graduate of the M.A. in Sign Language Education program from Gallaudet University and has taught ASL at Blue Ridge Community College since 2020. As an NCSD alumni. he serves as the President of the NCSD Alumni Association. When Rey isn't teaching ASL or on stage performing, you may find him pursuing his greatest hobbies in concert photography, fishing and hunting.
Usherla DeBerry
INFO & REGISTER
Wanda Riddle
Mike Lupo
Lisa Kennedy &
Heather Foster
Andrew Bottoms
Mark Lineberger &
Alicia Griffin
Rey Castillo
DEAFining Our Future Flyer
Schedule