Experts

Role:
Peripatetic teacher Special Education Kentalis Nijmegen.

Expertise:
Developmental language disorder (DLD), deafness and hard-of-hearing, interaction and communication guidance (in Dutch: ICB), specializing in executive functions and Theory of Mind, teacher of visualization, DLD and reading skills, social-emotional development Galan trainer.

Summary:
Teaching since 1989 as an elementary school teacher and participating in the school's management team. In 2001, I started working as an itinerant service teacher focusing on developmental language disorder and deafness and hard-of-hearing. Additionally, in 2004 I became an education center coordinator and in 2017 a trainer at the Kentalis Academy. In spring 2023 I moved on to process counseling where we examine whether children/youth are admissible for support from or education by Kentalis.

Participated in projects in:
Tanzania.

Role:
Speech and language therapist and BA (sign) linguist.

Expertise:
Speech and language therapist and BA linguist specializing in sign languages. Andrea has a lot of experience in working with children and adults who are hearing impaired or have communication or language impairments as well as a cognitive or learning impairment. She works mostly with their parents and other people in their social network to optimize their communication skills and always from a Total Communication or Alternative and Augmentative Communication point of view.

She gives lectures and workshops on communication and language developmental issues, TC/AAC, and sign classes. Andrea has developed training for people on a bachelor's degree level, who want to be able to give classes on signing according to the Weerklankmethod and an instructional DVD that shows how to use signs and sign language in communication with people with different levels and possibilities.

Specialism:
Language development and pathology, auditory development and pathology, sign languages, cognitive impairments, Total Communication / Alternative, and Augmentative Communication.

Participated in projects in:
Uganda, Kenya, and Tanzania.

Publications (in Dutch):
Hubbers A., Möller E. en Prijt, A. van der (2001) Gehoorscreening bij verstandelijk gehandicapten. Een vergelijking tussen twee screeningsinstrumenten. In: L.J.M. van Bogaert en J.J. Lambert (red.), Stichting Logopedie Fonds Prijs 2001, Gulpen, 2001, 131 - 146
Hubbers, A. (2009) Gebaren met verstandelijk gehandicapten. In: KomCom (ISAAC-NF), 4:1, 2-7
Hubbers, A. en anderen (2010) DVD-ROM Gebaren volgens Weerklankmethodiek, Nederlands Gebarencentrum te Bunnik

Role:
Coordinator Deaf Education at Kentalis Guyotschool Haren for deaf and hard-of-hearing students and teacher of Art and Culture.

Expertise:
Visual thinking, brings ideas to implementation, artist with a practical mindset.

Summary:
One of my children being deaf threw me into a new culture. The culture with three-dimensional language taught me to perceive better. As an artist, I like to share what I see and thereby give others the opportunity to gain new insights.

Participated in projects in:
Suriname.

Role:
Peripatetic teacher Special Education Kentalis Nijmegen, Coordinator Training Centre Kentalis Nijmegen.

Expertise:
Vocabulary training, Dutch as a second language, mind mapping, coaching, autism spectrum disorder

Summary:
Teacher Special Education (Australia/New Zealand), drama teacher/therapist, Teacher Dutch as a second language.

Participated in projects in:
Romania, India, Indonesia, Tanzania.

Role:
Master of Audiology

Expertise:
Audiological diagnostics, counseling and rehabilitation in children and adults, tinnitus and hyperacusis, intellectual disabilities, project management.

Summary:
In 2020, Chloë started working as a clinical audiologist, after completing the bachelor's and master's program in Speech-Language Pathology and Audiology Sciences (KU Leuven, Belgium). Her work involves audiological diagnostics and rehabilitation in all age groups, counseling of tinnitus and hyperacusis patients, and ambulant care of patients with an intellectual disability.

Role:
Senior Researcher

Expertise:
Executive functioning of DHH children and children with primary language impairment, quality of instruction in educational programs for DHH children, bimodal and unimodal bilingualism.

Summary:
I have been working for Kentalis since 2000, when I finished my Ph.D in Applied Linguistics at the University in Nijmegen. At Kentalis I generally work on projects, most of them with deaf or hard-of-hearing children in primary education.

Publications:

• Van Jaarsveld , H.J. , Dijkstra , T. , & Hermans , D. (1997). The detection of semantic illusions: Task-specific effects for similarity an position of distorted terms. Psychological Research , 59 , 219 –230.
• Schreuder, R., & Hermans, D. (1998). Mental control and language selection. Bilingualism: Language and Cognition, 1, 96-97.
• Hermans, D., Bongaerts, T., De Bot, K. & Schreuder, R. (1998). Producing words in a foreign language: Can speakers prevent interference from their first language? Bilingualism: Language and Cognition, 1, 213–229.
• Hermans, D. (2000). Word production in a foreign language. Ph.D. dissertation, University of Nijmegen, The Netherlands.
• Hermans, D. (2004). Between-language identity effects in picture–word interference tasks: A challenge for language-nonspecific or language-specific models of lexical access? International Journal of Bilingualism, 8, 115–125.
• Hermans, D., Knoors, H., & Verhoeven, L. (2007). Testbatterij Nederlandse Gebarentaal. [Proficiency Test Sign Language of the Netherlands]. Nijmegen, The Netherlands: Radboud University Nijmegen, Expertisecentrum Atypische Communicatie.
• Hermans, D., Knoors, H., Ormel, E., & Verhoeven, L. (2008). Modeling reading vocabulary learning in deaf children in bilingual education programs. Journal of Deaf Studies and Deaf Education, 13, 155–174. doi: 10.1093/deafed/enm056.
• Hermans, D., Ormel, E., Knoors, H., & Verhoeven, L. (2008). The relationship between the reading and signing skills of deaf Children in bilingual education programs. Journal of Deaf Studies and Deaf Education, 13, 518–530. doi: 10.1093/deafed/enn009.
• Mollink, H., Hermans, D., & Knoors, H. (2008). Vocabulary training of spoken words in hard-of-hearing children. Deafness and Education International, 10, 80–92. doi: 10.1002/dei.240.
• Hermans, D., Knoors, H., & Verhoeven, L. (2010). Assessment of Sign Language development: The case of deaf children in the Netherlands. Journal of Deaf Studies and Deaf Education, 15, 107–119. doi: 10.1093/deafed/enp030.
• Hermans, D., Ormel, E., & Knoors, H. (2010). On the relation between the signing and reading skills of deaf bilinguals. International Journal of Bilingual Education and Bilingualism, 13, 187–199. doi:10.1080/3670050903474093.
• Ormel, E., Hermans, D., Knoors, H., & Verhoeven, L. (2010). The role of sign phonology and iconicity during sign processing: The case of deaf children. Journal of Deaf Studies and Deaf Education, 14, 436–448.
• Ormel, E., Hermans, D., Knoors, H., Hendriks, A., & Verhoeven,L. (2010). Phonological activation during visual word recognition in deaf and hearing children. Journal of Speech Language and Hearing Research, 53, 801–820. doi: 10.1044/1092-4388(2010/08-0033).
• Ormel, E., Gijsel, M. A. R., Hermans, D., Bosman, A. M. T., Knoors, H., & Verhoeven, L. (2010). Semantic categorization: A comparison between deaf and hearing children. Journal of Communication Disorders, 43, 347–360.
• Knoors, H., & Hermans, D. (2010). Effective instruction for deaf and hard-of-hearing students: Teaching strategies, school settings, and student characteristics. In M. Marschark & P. E. Spencer (Eds.), The Oxford handbook of deaf studies, language, and education (Vol. 2, pp. 57–71). New York: Oxford University Press.
• van Dijk R., Boers E., Christoffels I. & Hermans, D. (2011). Directionality effects in simultaneous language interpreting: The case of sign language interpreters in the Netherlands. American Annals of the Deaf, 156, 47–55.
• Gijsel, M.R., Ormel, E.A., Hermans, D., Verhoeven, L. & Bosman, A.M.T. (2011). Semantic categorization and reading skill across Dutch primary grades: development yes, relationship no*. Journal of Child Language, 38, 356-379.
• Hermans, D., Ormel, E., Van Besselaar, R., & Van Hell, J. (2011). Lexical activation in bilinguals’ speech production is dynamic: How language ambiguous words can affect cross-language activation. Language and Cognitive Processes, 26, 1687–1709.
• Kroll, J. F., & Hermans, D. (2011). Psycholinguistic perspectives on language processing in bilinguals. In M. Schmid & W. Lowie (Eds.), Modeling Bilingualism. From Structure to Chaos: In Honor of Kees de Bot, (pp. 15-36). Studies in Bilingualism, 43. Amsterdam: John Benjamins Publishers.
• Van Dijk, R., Christoffels, I., Postma, A., & Hermans, D. (2012). The relation between the working memory skills of sign language interpreters and the quality of their interpretations. Bilingualism: Language and Cognition, 15, 340–350. Doi:10.1017/S1366728911000198.
• Hermans (2012). Formal Models of Bilingual Speech Production. The Encyclopedia of Applied Linguistics. Blackwell Publishing Ltd. 10.1002/9781405198431.wbeal0430.
  Ormel, E., Hermans, D., Knoors, H., & Verhoeven, L. (2012). Cross-language effects in visual word recognition: The case of bilingual deaf children. Bilingualism: Language and Cognition, 15, 288–303.
• Hermans, D., Wauters, de Klerk, A., & Knoors, H. (2014). Quality of Instruction in Bilingual Schools for Deaf Children. Through the Children’s Eyes and the Camera’s Lens In M. Marschark, G. Tang & H. Knoors (eds.). Bilingualism and Bilinguals Deaf Education (pp 271-292). New York, NY: Oxford University Press.
• Hermans, D., De Klerk, A. Wauters, L. & Knoors, H. (2014). The Twinschool : A Co-enrollment Program in the Netherlands Lens In M. Marschark, G. Tang & H. Knoors (eds.). Bilingualism and Bilinguals Deaf Education (pp 396-423). New York, NY: Oxford University Press.
• Hermans, D., Vugs, B., van Berkel, L., & Knoors, H. (2015). Deaf children’s executive functions: from research to practice. In H. Knoors & M. Marschark (Eds.), Educating deaf learners: Creating a global evidence base (pp. 231–260). New York, NY: Oxford University Press.
• Vissers, C., Koolen, S., Hermans, D., Scheper, A., & Knoors, H. (2015). Executive functioning in preschoolers with specific language impairment. Frontiers in psychology, 6. doi: 10.3389/fpsyg.2015.01574.
• Hermans, D., Wauters, L., Willemsen, M. & Knoors. (2016). Vocabulary acquisition in Deaf and Hard-of-hearing children: research and intervention. In M. Marschark & P,E, Spencer (eds.). The Oxford Handbook of Deaf Studies in Language (pp 161-180). New York, NY: Oxford University Press.
• Sikora, K., Roelofs, A., Hermans, D., & Knoors, H. (2016). Executive control in spoken noun-phrase production: Contributions of updating, inhibiting, and shifting. The Quarterly Journal of Experimental Psychology, 69, 1719-1740. DOI:10.1080/17470218.2015.1093007.
• Sikora, K., Roelofs, A. & Hermans, D (2016). Electrophysiology of executive control in spoken noun-phrase production: Dynamics of updating, inhibiting, and shifting. Neuropsychologia, 84, 44-53. DOI:10.1080/17470218.2015.1093007.

Has participated in projects in:

Kenya.

Role:
Teacher

Expertise:
Dutch Sign Language, Deafness and hard of hearing, social emotional development, the Reading Method for Early Literacy and Video Interaction Guidance.

Summary:
Nearly 20 years employed at Kentalis with experience in both Deafness and hard of hearing and complex communication needs. Dominique has taught Dutch Sign Language courses to parents and Kentalis staff. She currently work as a group teacher with a focus on the social well-being of deaf and hard-of-hearing students.

Has participated in projects in:
Côte d'Ivoire and Zambia.

Role:
Clinical physicist audiologist.

Expertise:
In September 2000, Erwin Baas started working in the field of clinical audiology, after a 4 year Ph.D. program at the University of Delft in radiation physics and chemistry.

In his work as an audiologist, he tries to combine clinical work with counseling and participating in research and development, although his R&D work in audiology has been limited since his appointment is on clinical audiology.

Summary:
Experienced in clinical audiology, counseling, teaching, and presenting clinical and scientific work in both national and international environments.

Participated in projects in:
Uganda.

Publications:

• Logopedie en Foniatrie 11 (2003) 358-362 "Luister Vaardiger! Trainingssoftware voor auditieve verwerkingsproblemen".
• Tijdschrift voor Remedial Teaching, Jrg. 15 (September 2007) Nr. 4 “Kinderen met auditieve verwerkingsproblemen (AVP)”.
• Journal of Hearing Science (2011) 1(3): EA 52 - 53 “Educational audiology: methodology for auditory processing disorders”.

Role:
Itinerant teacher special education Kentalis Nijmegen, Trainer at Kentalis Academy for new teachers.

Expertise:
Developmental Language Disorder, Video Feedback in Education and training, Deaf Culture.

Summary:
As an itinerant teacher, I visit primary school children and help them achieve their communicational goals in the classroom. By video feedback with the teacher, I help create the best learning environment for our children.

Participated in projects in:
Uganda, Zambia.

Role:
Speech and language therapist and teacher Kentalis Academy.

Expertise:
Total communication, auditory communicative disability, auditory training, developer Hearing Game (in Dutch: HoorSpel), coach Video Interaction Coaching (VIC), sensory stimulus processing.

Summary
Ingeborg has been working for over 20 years at Kentalis as a speech therapist, especially with the target group complex communication needs. She specializes in communication and sensory stimulus processing and is a video coach in Interaction and Communication (VIC). In 2017, she developed the Hearing Game (HoorSpel) program with colleagues to use music and sounds to train the hearing of these children.

In the past, she has also worked as a speech therapist at a school for deaf children in Paramaribo, Suriname.

Role:
Itinerant teacher special education Kentalis Nijmegen.

Expertise:
Developmental Language Disorder, language development, children with specific language disorders, deaf and hard-of-hearing children, children with multiple disabilities, communication disorders, Dutch sign language, Deaf Culture.

Summary:
Ilona is a teacher for the Deaf and hard of hearing, who has worked with children with multiple disabilities for over 15 years. She started working as a teacher and has worked as an internal supervisor for the past few years. Currently, she guides young children with developmental language disorder in primary schools, coaches their teachers and provides training to the teams around them.

Participated in projects in:
Zambia.

Role:
Counselor deafblind.

Expertise:
Deaf culture, Dutch sign language, Arabic sign language, tactile gestures, total communication, developing and providing courses and workshops.

Summary:
Judith has worked as a researcher at a deaf school in Jordan where she conducted research in Total Communication within an institute for the deaf and deafblind. Back in the Netherlands, she provided and developed workshops and courses since 2019 in baby and child gestures for parents, professionals, and interested people. In addition, since 2021 within Kentalis, she is involved in individual counseling of a woman with Usher's Syndrome.

Role:
Speech and language therapist.

Expertise:
"AJONGH" training and train-the-trainer version (translation AJONGH: If Your Ears Don't Hear Well), audiometry, hearing rehabilitation for adults/children with CI, and children with a developmental language disorder.

Summary:
From 1989-2000, Jacqueline worked at the (former) Institute for the Deaf with Deaf children and adults. She was part of the Audiological Centre and the CI team. From 2000 onwards, she started working at a Cluster 2 school (Kentalis de TaalSter Nijmegen) as an in-house expert in deaf and hard-of-hearing/audiometry. From 2014 to 2016, she participated in the re-development of the AJONGH training in collaboration with the Kentalis Academy. In 2022 and 2023, she supported updating the AJONGH training as well as providing the training itself to children and the train-the-trainer version. Furthermore, outside of work she coaches a befriended speech therapist in Kenya on my own time. 

Role:
Consultant Deaf and hard-of-hearing and Coordinator expertise network Deaf.

Expertise:
Social worker young Deaf people, management skills, Dutch Sign Language, Deaf culture, trainer of ‘Young Deaf man’, Deaf Role Model for young Deaf people.

Secretary of Deaf Club Groningen foundation (website in Dutch).

Participated in projects in:
Indonesia and Suriname.

Role:
Speech and language therapist.

Expertise:
Language development, children with specific language disorders, deaf and hard-of-hearing children, children with multiple disabilities, communication disorders, Dutch sign language.

Summary:
Lisette is a speech and language therapist and Master of Science in child educational studies. Currently, she gives individual therapy and group training for children focused on developing and improving communication, social and emotional skills. She is also involved in developing treatment programs for children with specific language disorders, as well as for deaf and hard-of-hearing children.

Participated in projects in:
Ethiopia, Nepal.

Role:
Teacher at Kentalis Dr. P.C.M. Bosschool Arnhem for deaf and hard-of-hearing students.

Expertise:
Dutch sign language, Deaf culture, behavior analysis.

Summary:
Wieneke has been working with deaf and hard-of-hearing students at Kentalis since 2014. She is trained as a sign language teacher, elementary school teacher and behavioral specialist.

Participated in projects in:
Kenya.