2024 Early Hearing Detection & Intervention Conference
March 17-19, 2024 • Denver, CO
3/19/2024 | 10:10 AM - 10:35 AM | Practical Strategies to Use Tomorrow in Your Work with Deafbind Infants and Toddlers | Capitol 7
Practical Strategies to Use Tomorrow in Your Work with Deafbind Infants and Toddlers
Children who are deafblind require unique strategies to support the development of communication, social emotional, cognitive, adaptive and motor skills. Increasing knowledge of specialized strategies that address these distinct needs will give families and providers the tools they need to support their child’s development and learning. Professionals in the field including Teachers of the Deaf/Hard of Hearing, early intervention providers, and family specialists often do not receive comprehensive training related to meeting the needs of young children with deafblindness and their families. This session will provide evidence based practice strategies related to meeting the needs of children who are deafblind that are aligned with the Division for Early Childhood Recommended Practices. These practices will increase the ability of professionals to collaborate with families to meet the unique needs of their children. Practitioners in early intervention can embed the practices outlined into existing lessons, daily routines, and family and community activities to enhance the learning and engagement of children ages birth to three who are deafblind. The session will draw upon adult learning principles of active participation, empowerment through reflection, and immediate application. Deafblindness is a low incidence disability, and unique specialized knowledge and skills are required to support the needs of these children and their families. These practices can also be implemented with children who have complex, multiple needs including limited motor and communication skills. By implementing evidence-based practices, practitioners and families can promote positive outcomes for young children with high intensity support needs including those with deaf-blindness.
- Increase knowledge of evidence based practices that outline unique strategies in teaching children who are deafblind
- Know where to find resources they can draw upon as they work with infants and toddlers who are deafblind
- Increase knowledge of family-centered practices that support providers’ work with families who have children who are deafblind
Presentation:
3478265_16452EmmaFricke.pdf
Handouts:
3478265_16452EmmaFricke.pdf
3478265_16452EmmaFricke_1.pdf
3478265_16452EmmaFricke_2.pdf
3478265_16452EmmaFricke_3.pdf
Transcripts:
CART transcripts are NOT YET available, but will be posted shortly after the conference
Presenters/Authors
Emma Fricke
(Primary Presenter), Helen Keller National Center, enelson@helenkeller.org;
Emma Nelson, MS Ed is the Initiative Lead for Early Identification and Referral at the National Center on Deaf-Blindness (NCDB). She is certified as an early childhood special educator and has taught infants, toddlers, and preschoolers with complex needs including deaf-blindness in classrooms, community, and home-based settings. Before coming to NCDB, she served as Project Director for Vermont’s Federal Deaf-Blind Project. Emma is trained in Cortical Visual Impairment (CVI) and earned her Master's degree at Hunter College in Early Childhood Special Education with a concentration in severe and multiple disabilities and deaf-blindness.
ASHA DISCLOSURE:
Financial -
• Receives Salary for Employment from National Center on Deaf-Blindness.
Nonfinancial -
No relevant nonfinancial relationship exists.
AAA DISCLOSURE:
Financial -
Financial relationship with Helen Keller National Center/National Center on Deaf-Blindness.
Nature: Grant employee.
Nonfinancial -
No relevant nonfinancial relationship exists.
Michelle John
(Co-Presenter), Vermont Hands & Voices, michelle.john@hotmail.com ;
Michelle holds dual Bachelors of Arts degrees in psychology and sociology from Hofstra University, and her Masters of Science in community counseling and psychology with a specialization in addictions counseling from Springfield College. She also earned her certification as an End-of-Life Doula through the University of Vermont. Currently, she is in the final portfolio stage of becoming a certified DeafBlind Intervener. Michelle is a Newborn Screening Ambassador for Expecting Health, works closely with the National Center on DeafBlindness, and is a governor-appointed member of the VT Developmental Disabilities Council.
While spending many of her beginning adult years enjoying pursuing higher education, and proud of these accomplishments, she's just as quick to share life sent her in a divergent direction; her highest achievement comes from raising and educating her 3 children by being a stay-at-home parent. She is all things medical, educational, coordination and physical care to her 10-year-old DeafBlind+ (Plus) child who has a variety of significant medical complexities, and willing teacher to those with questions and readiness to learn—most often her other two children.
Michelle has been the President of Vermont Hands & Voices since 2018. In this role, she sits on a variety of Boards, Committees, Coalitions, Panels, and Councils to further the identified needs of children birth to adulthood, who are D/deaf/hard of hearing/plus and their families. She is passionate about inclusion of choices, D/HH/Plus adult infusion, all volunteer-organizations, NASDSE Guidelines, parents as paid caregivers to medically complex children, DeafBlind Plus needs, and siblings of D/d/hh/Plus individuals, as well as the vastly differing needs of families in rural living. Spending time in webinars, meetings, trainings, as well as presenting at and fully attending various conferences yearly keeps her up to date on best practices, improving the ability to meet a variety of stakeholders who can become a resource to families across the US and Canada.
In her middle of the night “spare time”, she enjoys reading autobiographies, creating wild goals that sometimes seem unattainable, watching reality television and “American Greed”, and pretending to get some sleep.
ASHA DISCLOSURE:
Financial -
No relevant financial relationship exists.
Nonfinancial -
No relevant nonfinancial relationship exists.
AAA DISCLOSURE:
Financial -
No relevant financial relationship exists.
Nonfinancial -
No relevant nonfinancial relationship exists.