2027 Early Hearing Detection & Intervention Conference
March 22-24, 2027 • Bellevue, WA
3/17/2026 | 3:00 PM - 4:00 PM | Strengthening the Home-School Connection Through Reflective Coaching Conversations | Daytona
Strengthening the Home-School Connection Through Reflective Coaching Conversations
What does it take to transform routine updates into meaningful, reflective conversations that truly empower families to take the lead? When a child transitions into an early childhood classroom, the family is no longer the primary learner in structured settings; yet their role remains central to the child’s growth and development. Educators carry the responsibility of building intentional partnerships with families, not only to reinforce classroom learning at home but also to co-construct culturally responsive practices and maintain high expectations for children who are deaf or hard of hearing.
This session explores how reflective coaching conversations, grounded in Rush and Shelden’s framework of reflective questioning, create a collaborative experience in the early stages of school-family partnerships. By moving beyond traditional updates (e.g., weekly notes or parent apps), reflective dialogue fosters authentic opportunities for families to share goals, identify supports, and extend language-rich practices into daily routines.
Teachers of the Deaf (TODs) play a key role in partnering with caregivers to see how meaningful classroom interactions can be reinforced at home, while also learning from families to adapt interventions that support each child’s unique needs.
Drawing on examples from practice, this session highlights how collaborative conversations during parent teacher meetings help bridge listening and spoken language (LSL) strategies with the comprehensive needs of the child and family.
Are you ready to integrate strategies that build family partnerships and support the whole child in their listening and spoken language journey?
- Adapt routines-based intervention principles to the structure and expectations of early childhood (school-based) settings.
- Explain the role of reflective questioning in fostering collaborative conversations between professionals and families.
- Identify opportunities within the school day to model and share strategies with families for embedding language-rich routines in the home environment
Presentation:
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Presenters/Authors
Jenna Voss
(Co-Presenter), Butler University, jvoss1@butler.edu;
Jenna Voss, PhD, LSLS Cert. AVEd, is an educator, mentor, and consultant specializing in listening and spoken language for deaf/hard of hearing learners. She supports professionals, promotes collaboration, and presents internationally. Learn more at www.jennavoss.com.
ASHA DISCLOSURE:
Financial -
• Receives Salary for Employment from Butler University.
• Receives Grants for Management position from Office of Special Education Programs (OSEP) 325K .
Nonfinancial -
No relevant nonfinancial relationship exists.
AAA DISCLOSURE:
Financial -
Financial relationship with Butler University
Office of Special Education Programs (OSEP) 325K Grant.
Nature: Salary;
Grant Project Director.
Nonfinancial -
No relevant nonfinancial relationship exists.
BreAnne White
(Primary Presenter), Texas Hearing Institue , breanne.white@outlook.com ;
Bre'Anne White is an Academic Preschool Teacher at the Texas Hearing Institute, where she specializes in fostering early learning and language development in deaf children. Passionate about creating inclusive and engaging learning environments, Bre’Anne integrates evidence-based practices to support her students' unique needs.
Bre’Anne is dedicated to advancing her expertise in early intervention and collaborative practices.
ASHA DISCLOSURE:
Financial -
No relevant financial relationship exists.
Nonfinancial -
No relevant nonfinancial relationship exists.
AAA DISCLOSURE:
Financial -
Financial relationship with .
Nature: .
Nonfinancial -
Non-Financial relationship with .
Nature: .