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ABSTRACT INFORMATION
Title: 'After EHDI: Next Steps for Children Who are Deaf and Hard of Hearing' Track: 3-Early Intervention and Beyond Keyword(s): Developmental profiles, preschool eligibility, IEP Learning Objectives: 1. Identify five characteristics associated with the new profile of children with hearing loss. 2. Describe the requirements of communication considerations and how it is implemented in the IEP. 3. Discuss the purpose of outcomes and measureable indicators to monitor performance of deaf and hard of hearing students. Abstract: Developmental profiles of children who are deaf and hard of hearing have improved as a result of early detection of hearing loss, quality early intervention services, and improved hearing technologies including cochlear implants. Most children with hearing loss are educated in general education classrooms, many are not eligible for special education services upon entry to preschool, and some are served with 504 plans. In addition a growing number of children have additional disabilities and are served by special education teachers who are not trained to work with students with hearing loss. One alarming consequence of this new profile is that many fall through the cracks during the preschool years because they are not eligible for services and therefore are not served in a formal preschool program that monitors their development. They are trapped by the special education “failure” model where they must “fail” or fall behind in order to receive special education services. This dilemma requires parents and school professionals to figure out how to realize the benefits of early intervention services so that those children who exhibit normal or near normal development at transition to preschool are provided the necessary supports that enable them to continue their on-course developmental trajectories. The purpose of this session is to highlight and discuss some of these new profile challenges as well as IEP considerations that are unique to children with hearing loss in order to increase collaboration between Part C and Part B services. In addition, the development of meaningful outcomes and measureable indicators to monitor performance of DHH students as an extension of the EHDI goals will be discussed. The development of outcomes for deaf education has been facilitated through the National State Leaders Summit in Deaf Education. Presentation: This presentation has not yet been uploaded or the speaker has opted not to make the presentation available online. Handouts: Handout is not Available
SPEAKER INFORMATION
PRESENTER(S): Marsha Gunderson - Iowa Department of Education and Iowa School for the Deaf      Credentials: M.A.       Marsha Gunderson has been involved in the field of deaf education for over 35 years. She has taught children who are deaf or hard of hearing of all ages in home-based, itinerant and classroom settings. Marsha worked as statewide consultant in Nebraska, research fellow in cochlear implants in California, and parent-infant outreach coordinator in Oregon. Currently, she is statewide consultant for audiology and deaf and hard-of-hearing education in Iowa. Lisa Kovacs - Hands & Voices      Credentials: Coordinator, Guide By Your Side, Hands & Voices and Indiana Hands & Voices       Lisa is coordinator of the Guide By Your Side (GBYS) program for Hands & Voices where she provides support to state GBYS programs; she is also the coordinator for the Indiana GBYS program. Lisa has 4 children, including a son with hearing loss. Nancy Sager - California Department of Education      Credentials: Deaf and Hard of Hearing Programs Consultant       Nancy is the Deaf and Hard of Hearing Programs Consultant at the California Department of Education. She has responsibilities for EHDI, Part C, and Part B services statewide. Nancy is the Project Monitor for California's Parent Links program, a family-to-family program to provide support to families of infants identified through the California Newborn Hearing Screening Program. Nancy is the secretary for California's newly established Hands and Voices Chapter. She is on the Board of the California Educators of the Deaf and Hard of Hearing (CAL-ED). Nancy also was a member of the National Center for Cultural Competence-NCHAM Community of Learners.   AUTHOR(S):