INSAIL 2026: Full Schedule

11:00am EDT

Functional Listening Evaluations That Matter

Monday September 14, 2026 11:00am - 12:00pm EDT

Session Description:
Learn practical strategies for Functional Listening Evaluations (FLEs) for students who are deaf or hard of hearing. Explore observation techniques and conduct a FLE incorporating varying conditions and tasks. Gain tools to gather information and meaningful IEP data and assist with student access in the educational environment.

Session Abstract:
Ensuring equitable access to language in educational settings is essential for students who are deaf or hard of hearing. This session provides educators with a structured, practical approach to conducting functional listening evaluations that go beyond standard administration. Participants will learn how to systematically assess real-world classroom conditions, starting with observation and then varying factors such as background noise, distance, technology use, visual supports, and academic complexity.

The session will explore strategies for incorporating various conditions within a Functional Listening Evaluation to reflect authentic listening and learning demands. By simulating the challenges students face in everyday environments, educators can better identify barriers and design interventions that truly support communication access.

Attendees will leave with actionable tools and templates to approach functional evaluations to generate meaningful data for Individualized Education Programs (IEPs). These evaluations help teams make informed decisions about accommodations, technology, and instructional practices that promote equity and success.

Whether you are a teacher, specialist, or administrator, this session will empower you to implement evaluations that prioritize student access and inclusion. Join us to learn how to transform observations into data-driven strategies that ensure every student has the opportunity to thrive academically and socially.

Session Goals:

Participants will identify at least five environmental variables (e.g., noise, distance, visual cues) that impact language access for students who are deaf or hard of hearing.
Participants will demonstrate the ability to design one functional language access evaluation plan that includes observation and varied conditions.
Participants will analyze sample functional listening evaluation reports and identify three specific recommendations for improving language access based on evaluation data.

Speakers

Sarah Kiefer, MAEd

Deaf Education Coordinator, Center for Deaf and Hard of Hearing Education

Sarah Kiefer serves as the Deaf Education Coordinator at the Indiana Department of Health’s Center for Deaf and Hard of Hearing Education. She has backgrounds in Deaf Education, Curriculum and Instruction, Technology Leadership, and Administration. Sarah oversees assessment and... Read More →

Monday September 14, 2026 11:00am - 12:00pm EDT
502 East Event Centre 502 E Carmel Dr, Carmel, IN 46032, USA

Deaf/Hard of Hearing

1:30pm EDT

The Itinerant Teacher's Essentials: Streamlined Assessment Strategies for Multiple Schools

Monday September 14, 2026 1:30pm - 2:30pm EDT

502 East Event Centre

Session Description:
Discover streamlined assessment approaches designed for itinerant teachers managing large caseloads across multiple schools. Learn to maximize brief student contact time through strategic observation, efficient documentation tools, collaborative data gathering, and quick-turnaround assessments that provide meaningful information to guide instruction and support student success.

Session Abstract:
This session addresses the unique assessment challenges faced by itinerant teachers of the deaf and hard of hearing who serve students across multiple buildings, grade levels, and school districts. Participants will explore efficient, valid assessment methods that accommodate limited student contact time, varied service delivery models, and the logistical constraints of traveling between locations while maintaining high-quality evaluation practices.

The presentation focuses on practical tools including customizable observation checklists, quick language probes, curriculum-based assessments that can be administered in 10-15 minute sessions, and digital documentation systems accessible across devices. Teachers will learn to conduct ongoing assessment embedded within instructional time rather than separating assessment from teaching, maximizing every interaction with students.

A significant component addresses collaborative assessment strategies. Participants will learn how to train and support general education teachers and related service providers in gathering specific observational data, using shared Google forms and communication logs, and conducting joint assessments that provide richer information than any single evaluator could gather alone. The session includes protocols for efficient family interviews and classroom teacher consultations that yield valuable assessment insights.
Practical examples demonstrate how to organize assessment schedules across school calendars, maintain comprehensive data despite fragmented service time, prioritize which assessments are essential versus optional, and use technology for efficient progress monitoring. Teachers will receive templates for observation forms, streamlined IEP-aligned data collection tools, and strategies for creating assessment routines that travel well.

Session Goals:

At the end of this session, participants will identify time-efficient assessment tools including checklists, observational protocols, and digital documentation methods that can be implemented across multiple school settings and grade levels with focus on elementary grades.
At the end of this session, participants will describe collaborative assessment strategies that leverage partnerships with general education teachers, related service providers, and families to gather comprehensive student data without duplicating efforts.
At the end of this session, participants will list practical techniques for conducting valid informal assessments during brief instructional sessions, transitions, and natural classroom observations that inform immediate instructional decisions.

Speakers

Brenda Wellen, M.S.

Executive Director, Supporting Success for Children with Hearing Loss

Brenda is a semi-retired Teacher of the Deaf and Hard of Hearing in San Angelo, Texas. She received her Bachelor's Degree in English at Angelo State University and earned her Master's Degree in Communication Sciences with a specialty in Deaf Education at Texas Woman's University... Read More →

Monday September 14, 2026 1:30pm - 2:30pm EDT
502 East Event Centre 502 E Carmel Dr, Carmel, IN 46032, USA

Deaf/Hard of Hearing

3:00pm EDT

Assessment Tool Selection: Matching Instruments to Your DHH Students and Caseload

Monday September 14, 2026 3:00pm - 4:00pm EDT

502 East Event Centre

Session Description:
Explore and evaluate assessment instruments designed for or appropriate for DHH students. Through hands-on examination of test kits, participants will learn to critically analyze technical adequacy, determine best-fit tools for their caseloads, and build cost-effective assessment collections that provide valid, reliable data across age ranges and skill domains.

Session Abstract:
This interactive session provides teachers of the deaf and hard of hearing with practical experience examining and evaluating assessment instruments to make informed purchasing and implementation decisions. Participants will engage in hands-on exploration of test kits spanning language assessment, literacy evaluation, speech and auditory skills measurement, academic achievement testing, and functional/transition assessments.

The presentation guides teachers through a systematic evaluation process considering: (1) technical adequacy including reliability, validity, and appropriateness of norming samples for DHH populations; (2) linguistic accessibility and whether assessments can be administered in sign language or with accommodations; (3) age/grade range coverage and whether single instruments can serve multiple students; (4) administration time and scoring complexity relative to caseload demands; (5) cost-effectiveness including initial purchase price, replacement materials, and training requirements; and (6) alignment with IEP goal areas and state standards.

Teachers will learn to distinguish between assessments normed on DHH populations versus hearing populations, understand when hearing norms are appropriate or misleading, and identify assessments with evidence of cultural and linguistic validity. The session addresses building tiered assessment systems with screening tools, diagnostic instruments, and progress monitoring measures that work together efficiently.
Participants will practice using evaluation rubrics to compare similar assessments, discuss real-world implementation challenges, and share experiences with various instruments. The session includes guidance on grant writing for assessment purchases, sharing resources across programs, and prioritizing essential tools when budgets are limited. Teachers will develop personalized action plans identifying which assessments best meet their program's needs.

Session Goals:

At the end of this session, participants will identify key criteria for evaluating assessment instruments including validity for DHH populations, norming samples, linguistic demands, and administrative feasibility for their specific caseload characteristics.
At the end of this session, participants will describe the strengths and limitations of commonly used assessment tools for DHH students across domains including language, literacy, speech, auditory skills, and academic achievement.
At the end of this session, participants will list decision-making factors for building a practical assessment toolkit that balances psychometric quality, age/grade range coverage, budget constraints, and time efficiency for their program needs.

Speakers

Brenda Wellen, M.S.

Executive Director, Supporting Success for Children with Hearing Loss

Monday September 14, 2026 3:00pm - 4:00pm EDT
502 East Event Centre 502 E Carmel Dr, Carmel, IN 46032, USA

Deaf/Hard of Hearing

8:30am EDT

Workshop: Deep Dive into the Listening Inventory For Education (LIFE): Assessing Real-World Listening Challenges to Support Self-Advocacy

Tuesday September 15, 2026 8:30am - 9:30am EDT

502 East Event Centre

Session Description:
Master the Listening Inventory For Education (LIFE) suite of assessment tools for evaluating functional listening challenges in DHH students with hearing technology. Learn administration of teacher and student versions, interpret results across educational environments; develop data-driven goals and accommodations; and monitor progress toward improved listening access and self-advocacy.

Session Abstract:
This comprehensive session focuses exclusively on the Listening Inventory For Education (LIFE) suite—a set of inventory-based assessment tools designed to identify real-world listening challenges faced by students who are deaf or hard of hearing and use hearing aids, cochlear implants, or other assistive listening technology. Unlike performance-based auditory assessments, LIFE captures ecological validity through systematic rating of listening difficulties across authentic educational environments and situations.

Participants will gain expertise in all LIFE components: the teacher rating scale that captures educator observations of student listening across diverse settings (classroom instruction, small groups, lunch, recess, assemblies), the student self-assessment version that provides the student's perspective on their own listening challenges and communication experiences, and the preschool version designed for early childhood contexts. Teachers will learn when each version is most appropriate and how to use multiple versions together for comprehensive assessment.

The presentation addresses systematic implementation including training general education teachers and related service providers to complete ratings accurately, interviewing students for self-assessment versions, gathering data across multiple environments and stakeholders, and ensuring cultural and linguistic accessibility. Participants will practice analyzing LIFE profiles to identify patterns—such as specific situations causing greatest difficulty, discrepancies between teacher and student perceptions, and how listening challenges vary across acoustic environments.
Significant emphasis will be placed on translating LIFE results into actionable outcomes: writing measurable IEP goals addressing identified listening barriers, recommending specific accommodations and assistive listening systems, communicating findings to audiologists for technology optimization, and using LIFE for progress monitoring after interventions. The session includes strategies for making LIFE data meaningful to families, administrators, and students themselves.

Session Goals:

At the end of this session, participants will describe the purpose, structure, and administration procedures for all components of the Listening Inventory For Education (LIFE) suite, including the teacher rating scale, and student self-assessment.
At the end of this session, participants will identify strategies for implementing LIFE assessments across diverse educational environments, interpreting results to identify specific listening challenges, and collaborating with stakeholders to gather comprehensive data about students' functional listening needs.
At the end of this session, participants will list decision-making factors for building a practical assessment toolkit that balances psychometric quality, age/grade range coverage, budget constraints, and time efficiency for their program needs.

Speakers

Brenda Wellen, M.S.

Executive Director, Supporting Success for Children with Hearing Loss

Tuesday September 15, 2026 8:30am - 9:30am EDT
502 East Event Centre 502 E Carmel Dr, Carmel, IN 46032, USA

Deaf/Hard of Hearing

9:45am EDT

The Deaf Reading Rope

Tuesday September 15, 2026 9:45am - 10:45am EDT

502 East Event Centre

Session Description:
With the growth of the Science of Reading, the vital question is being raised of how Deaf/Hard of Hearing students fit into that science. Using reading research from Deaf Education, Dr. Harrison combines ASL/English approaches with the Science of Reading to create the Deaf Reading Rope.

Session Abstract:
With the growth of the Science of Reading, the vital question is being raised of how Deaf/Hard of Hearing students fit into that science. Rather than create a new approach, Dr. Harrison decided to merge what we know from Deaf education research and the Science of Reading. After analyzing decades of research regarding deaf reading, Dr. Harrison noted key themes and areas of emphasis. Several studies used an emic perspective of successful, skilled Deaf readers, which was given emphasis. Using Scarborough’s Reading Rope (2001), the Science of Reading (SoR) and these key themes were merged to create a new rope that utilizes an ASL/English approach while still addressing the core tenants of the SoR. This resulting model was titled the Deaf Reading Rope; this model is not a curriculum, checklist, or ready-made assessment. Rather, it’s a conceptual framework for teachers to evaluate their own pedagogical approaches and then discover where they can extend their practice to improve and enrich reading instruction for D/HH students.

Session Goals:

Participants will reflect on their own instructional practices for reading and writing.
Participants will explore the research-backed aspects of bilingual reading instruction that are visualized within the Deaf Reading Rope model.
Participants will create personal goals for improving their reading instruction with D/HH students using strategies of the Deaf Reading Rope.

Speakers

Nathan E. Harrison, EdD

Faculty, RIT

Dr. Nathan E. Harrison is a lecturer in the Department of Deaf Education at the NTID/RIT, focusing on digital teaching and learning, Deaf/Hard of Hearing pedagogy, bilingual instruction, and Deaf Educational Leadership. He has degrees in Math & Science Education (BS, Utah State University... Read More →

Tuesday September 15, 2026 9:45am - 10:45am EDT
502 East Event Centre 502 E Carmel Dr, Carmel, IN 46032, USA

Deaf/Hard of Hearing

1:00pm EDT

Pathways to Spoken Language: Key Prognostic Indicators

Tuesday September 15, 2026 1:00pm - 2:00pm EDT

502 East Event Centre

Session Description:
This session explores prognostic indicators essential for Listening and Spoken Language (LSL) success, using longitudinal case outcomes to guide objective decision-making and clarify when LSL is an appropriate and ethical recommendation.

Session Abstract:
Successful Listening and Spoken Language (LSL) outcomes depend on more than hope or opportunity and require careful, objective consideration of prognostic indicators. As children transition from Early Intervention to school-age services, professionals are often asked to determine whether LSL supports and services remain appropriate, particularly in the presence of additional disabilities, late identification, or variable school-based service models.

This session examines longitudinal case outcomes of students following transition to school-age services to clarify what makes LSL possible. Participants will explore key positive prognostic indicators, including communicative intent, audiologic access, consistency of hearing technology use, family engagement, and awareness of co-occurring disabilities. Through structured case review guides educational programming and recommendations.

Emphasis is placed on ethical, evidence-based decision-making aligned with LSL principles, while acknowledging the realities of diverse educational placements and evolving supports. Participants will be encouraged to reflect on guiding questions for complex cases and consider how individualized service delivery models can align with a child’s unique profile.

By the end of this session, participants will have a clearer framework for identifying when LSL is feasible, ethical, and in the best interest of the child and family during and after the transition beyond age three.

Session Goals:

By the end of the session, participants will be able to list at least four key prognostic indicators that support successful Listening and Spoken Language (LSL) outcomes using real-world case examples.
By the end of the session participants will identify two prognostic indicators that contributed to positive outcomes of a specific case review.
Participants will apply session concepts to one relevant case from their own professional practice, developing and articulating an evidence-based rationale for specific programming.

Speakers

Lindy Powell, M.Ed., LSLS Cert. AVEd

St. Joseph Hearing + Speech

Lindy Powell is the Chief Program Officer at St. Joseph Hearing + Speech, where she provides leadership for educational and early intervention programs serving children who are deaf and hard of hearing. She previously served as Director of Education at the Texas Hearing Institute... Read More →

Tuesday September 15, 2026 1:00pm - 2:00pm EDT
502 East Event Centre 502 E Carmel Dr, Carmel, IN 46032, USA

Deaf/Hard of Hearing

2:15pm EDT

Beyond the FLE: Listening Assessments for the Classroom

Tuesday September 15, 2026 2:15pm - 3:15pm EDT

502 East Event Centre

Session Description:
This presentation expands on Designing Meaningful FLEs by introducing additional audition focused assessments for children who are DHH. Presenters will review tools, including the Mr. Potato Head Task, the Common Objects Token Test, and the Test of Auditory Functioning and focus on selection considerations and connections to classroom auditory access.

Session Abstract:
This intermediate-level session provides an in-depth exploration of functional listening assessments that extend beyond the traditional Functional Listening Evaluation (FLE). Participants will examine additional low-cost, evidence-informed tools such as the Mr. Potato Head Test, the Common Object Token Test, and the Test of Auditory Functioning. These assessments offer valuable insight into a student’s auditory development, receptive communication skills, and functional listening abilities in educational settings.

Presenters will outline the essential components, administration procedures, and interpretive considerations for each assessment. Discussion will include how these tools support the determination of present levels of performance and auditory development, inform intervention planning, and guide program design for students who are deaf or hard of hearing. Attendees will learn strategies for comparing results across multiple evaluations and for selecting progress-monitoring tools that align with student needs and auditory development trajectories.
The session will incorporate structured opportunities for both small- and large-group discussion focused on the strengths and limitations of various assessment tools, supporting participants in developing a critical understanding of their use in diverse educational settings. Presenters will also review case-based examples illustrating how assessment results translate into classroom implications, including environmental accommodations, instructional planning, and the development of targeted auditory skill goals.

Participants will apply frameworks such as Erber’s Auditory Hierarchy and the Auditory Learning Guide to interpret assessment outcomes and generate evidence-based recommendations for advancing students’ auditory learning and communication access.

Session Goals:

By the end of the presentation participants will be able to list three to five ways to assess a student’s current auditory functioning.
By the end of the presentation participants will be able to differentiate between three to five audition oriented assessments and name two pros and cons of each.
By the end of the presentation participants will be able to read results from three to five listening oriented assessments and name their significance for designing classroom instruction.

Speakers

Sarah Kiefer, MAEd

Deaf Education Coordinator, Center for Deaf and Hard of Hearing Education

Kelsey M. Large, Ph.D., LSLS Cert. AVEd

Center for Deaf and Hard of Hearing Education

Kelsey currently works as an educational diagnostician and listening and spoken language specialist at the Center for Deaf and Hard of Hearing Education within the Indiana Department of Health. Kelsey has worked with children who are deaf or hard of hearing for the last ten years... Read More →

Tuesday September 15, 2026 2:15pm - 3:15pm EDT
502 East Event Centre 502 E Carmel Dr, Carmel, IN 46032, USA

Deaf/Hard of Hearing

2:15pm EDT

The Road to Readiness: What Educators Should Know about DHH Early Intervention

Tuesday September 15, 2026 2:15pm - 3:15pm EDT

502 East Event Centre

Session Description:
This session guides participants through Indiana’s early intervention system, First Steps, as it specifically relates to DHH infants and toddlers, highlighting DHH‑specialized services, CDHHE Network referral procedures, family‑centered practices, and cross‑agency collaboration, with an overview of the transition process and available educational opportunities.

Session Abstract:
Supporting infants and toddlers who are deaf or hard of hearing (DHH) requires a coordinated and informed approach within Indiana’s early intervention (EI) system. This session offers an overview of First Steps as it relates specifically to DHH infants and toddlers, highlighting eligibility, service delivery models, and the Family Guided Routines‑Based Intervention philosophy, which emphasizes caregiver coaching. Participants will also learn about DHH‑specialized services—including Deaf Mentor, Listening and Spoken Language, and Family Navigator—and how these supports promote early language, communication, and developmental outcomes. The session will also describe how Indiana’s seamless EI structure operates as both a statewide hub and a safety‑net system in direct collaboration with EHDI’s 1‑3‑6 benchmarks to ensure timely identification and connection to services.

Additionally, participants will explore effective cross‑agency collaborative practices, including data sharing, coordinated teaming, and the involvement of EI providers in the transition process to ease the transition experience for caregivers and improve information transfer between Part C and Part B services. An overview of educational opportunities available at age three, including the Indiana School for the Deaf and St. Joseph Hearing + Speech, will also be provided.

Session Goals:

Participants will describe how Indiana’s early intervention system functions for children who are DHH, including statewide processes, available DHH‑specialized services, and the Family Guided Routines‑Based Intervention philosophy, and will explain how these elements work together to support language, social‑emotional, and developmental outcomes that influence later educational success.
Participants will describe EHDI benchmarks for children who are DHH and identify ways educators can support timely referrals, collaboration, and family engagement with audiologists, parent guides, and specialized DHH service providers throughout a child’s educational journey.
Participants will explain the First Steps transition process and describe effective collaboration practices among early intervention providers, LEAs, and teachers of the deaf through shared information, coordinated planning, and family-centered teaming. Participants will also identify programs available through the Center for Deaf and Hard of Hearing Education, St. Joseph Hearing + Speech, and the Indiana School for the Deaf to support children and families during and after transition.

Speakers

Kyndal Gonzalez

Indiana School for the Deaf

Kyndal Gonzalez: Kyndal Gonzalez works as the Family Engagement Coordinator and Deaf Mentor Program Lead for the Indiana School for the Deaf. She holds a BA in Sign Language Interpreting and an MA in Marriage and Family Services. Most of her professional career, spanning 16 years... Read More →

Kjari C. Newell, MA

Center for Deaf and Hard of Hearing Education

Kjari C. Newell, M.A., serves as the CDHHE Network Lead & Compliance Manager and has dedicated nearly two decades to supporting deaf and hard of hearing children and their families. Her experience includes eight years as an itinerant Teacher of the Deaf and over a decade in early... Read More →

Caitlin Stacy, M.S., CCC-SLP, LSLS Cert. AVT

Early Intervention Lead, St. Joseph Hearing + Speech

Caitlin Stacy is a licensed Speech-Language Pathologist and certified Listening and Spoken Language Specialist/Auditory-Verbal Therapist. Caitlin has been with St. Joseph Hearing + Speech for 13 years and currently serves as the Lead of St. Joseph’s Early Intervention Program and... Read More →

Tuesday September 15, 2026 2:15pm - 3:15pm EDT
502 East Event Centre 502 E Carmel Dr, Carmel, IN 46032, USA

Deaf/Hard of Hearing

11:00am EDT

1:30pm EDT

3:00pm EDT

8:30am EDT

9:45am EDT

1:00pm EDT

2:15pm EDT

2:15pm EDT

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