UTHSCSA Faculty Profiles v1.0
Ammerman, Sarah B
School of Medicine
Otolaryngology/Head and Neck Surgery
(210) 450-0713
ammerman@uthscsa.edu
|
|
| 7/2009 - Present |
Assistant Professor/Clinical |
UT Health Science Center, San Antonio, Otolaryngology, San Antonio, TX |
| Year |
Degree |
Discipline |
Institution |
| 2009 |
PhD |
Special Education with a minor in Audiology |
University of Arizona
Tucson , AZ |
| 2002 |
MEd |
|
Smith College
Northampton , MA |
| 2001 |
BEd |
(4.0 GPA) |
Eastern Kentucky University
Richmond , KY |
Cochlear Implants -
I have extensive experience working with children who use cochlear implants and teaching others how to elicit language from a cochlear implant user, including those with additional disabilities. I was asked to present "Difficult Cases" at the 2015 Cochlear Implant Symposium. |
Collaboration -
In the field of deaf education, I am known for collaborating across universities, fields (deaf education, speech-language pathology, audiology), and communication approaches (listening and spoken language, American Sign Language). I was asked to be a keynote speaker at USC's 2015 annual workshop, talking to teachers of the deaf, speech-language pathologists, and audiologists about collaborating to better improve outcomes for children with hearing loss. |
Early Intervention of Children with Hearing Loss -
My dissertation research and much of my clinical work has focused on building capacity in families of children with hearing loss. When parents have the skills to build solid language foundations and create optimal listening environments, their children with hearing loss are more likely to have skills commensurate to their typically hearing peers. |
Peer Coaching and Mentoring -
The DEHS Program has two federal grants based on the work my colleague and I have done in peer coaching and mentoring. We pair graduate students in clinical settings and develop their peer coaching skills. Simultaneously, one of us mentors the pair, ensuring feedback is specific and accurate. In addition, we provide additional feedback and take data on the graduate students' progress in developing language elicitation techniques and other evidence based teaching behaviors. |
Book Chapter |
| Jackson, Rebecca W., Ammerman SB, Trautwein B. Infants and Toddlers who are Deaf or Hard of Hearing and Developmentally Delayed or At Risk for Developmental Delays. In: Caroline Guardino & Joanna Cannon. Deafness and Diversity Volume I. Washington, D.C: Gallaudet University Press; 2019. |
Book/Monograph |
| Guardino, CA, Cannon, J, Beal-Alvarez, J, Ammerman SB, Bergeron, J. Case Studies in Deafness: Spanning the Spectrum Washington, D.C: Gallaudet University Press; 2018. |
Journal Article |
| Jackson RL, Ammerman SB, Trautwein BA. Deafness and Diversity: Early intervention American Annals of the Deaf 2015 Oct;160(4):356-367.
|
Federal |
| Funding Agency |
Department of Education: Office of Special Education and Rehabilitative Services |
| Title |
Practice Makes Professional: Mentoring and Peer Coaching for Preparing and Maintaining Certified Personnel to Provide Instruction for Children who are D/HH in Texas |
| Status |
Active |
| Period |
1/2014 - Present |
| Role |
Co-Investigator |
| Grant Detail |
This project proposed to prepare 48 TODs who will provide effective, high-quality instruction to children with hearing loss and their families and reduce the critical shortage of teachers of the deaf. |
| Funding Agency |
Department of Education: Office of Special Education Programs |
| Title |
D.E.E.P. (Deaf Education and Educational Psychology) Learning in Texas |
| Status |
Active |
| Period |
1/2018 - 12/2022 |
| Role |
Co-Investigator |
| Grant Detail |
The University of Texas Health Science Center San Antonio and the University of Texas at San Antonio will prepare 39 master?s-level scholars to work with school-age learners who are d/hh to: Use framework of deaf education to address complex needs of families and children; collaborate with professionals; incorporate knowledge of hearing loss and its effects on learning/development, using technology and supportive strategies; facilitate development of language and cognition; promote social and self-advocacy skills; provide assessment, applying principles and components of effective instructional design and delivery
Length:
? Deaf Education: 2 years, Texas certification
? School Psychology: 3.5 years, Texas and national certification
Scholars will complete 16.5 hours of interdisciplinary coursework on topics including language development, communication modes, historical issues, counseling, human development, evaluation techniques, and cognitive/academic assessment, and intervention. All interdisciplinary courses will have a practical component utilizing a collaborative, team-based approach to meet needs of students. A planning year will be used to modify and develop coursework, group assignments, and practical experiences. Deaf Education scholars will complete an additional 29 degree hours. A one year mentorship will assist each scholar in the transition from student to practitioner. Quantitative and qualitative performance measures will be used for formative and summative project evaluations. |
