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ABSTRACT INFORMATION
Title: 'Family Centered Intervention for non English Speaking Families: Family Perspectives' Track: 7 - Family Perspectives and Support Keyword(s): cultural competence of providers Learning Objectives: identify barriers in the early intervention process for Hispanic/Latino families who have an infant or toddler who is deaf or hard of hearing discuss the similarities and differences in the early intervention process when there is a bilingual (i.e. Spanish and English) facilitator or when an interpreter is used. Abstract: The EI facilitator, in collaboration with the family, designs an individualized program that fits the family’s needs and daily routines. The facilitator helps family members develop techniques to encourage development of their child’s speech, language, and listening skills. Because the program is parent-centered, the relationship between the facilitator and the parent is paramount. It is important that the family-centered curriculum is delivered in the primary language spoken in the home. Although interpreters can be used, this may alter the relationship between the parents and the facilitator and may impact the developmental outcomes of the child. There is substantial research to show that English-speaking children who receive early intervention before six months of age perform ahead of children whose hearing loss was identified much later and who did not receive early intervention. However, there is limited research documenting the gains of children from non-English speaking families. Furthermore, there is no research which looks at the overall early intervention experience of families who have a deaf or hard of hearing child, who speak a language other than English in the home. This research documents the overall experience of families who received early intervention services from a bilingual facilitator as compared to those who received early intervention services from an English-speaking facilitator through an interpreter. At the conclusion of this presentation, participants will have a better understanding the early intervention process for Hispanic/Latino families who have an infant or toddler who is deaf or hard of hearing, and the similarities and differences in the early intervention process when there is a bilingual (i.e. Spanish and English) facilitator or when an interpreter is used. 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
PRESENTER(S) / AUTHOR(S) INFORMATION
Sandy Bowen - POC,Primary Presenter,Author University of Northern Colorado      Credentials: Ph.D.       Dr. Sandy Bowen is a professor in the School of Special Education at the University of Northern Colorado. Her area of emphasis is in the education of students who are deaf or hard of hearing. Dr. Bowen has worked with infants, children and youth who are deaf/hard of hearing in Utah, Texas, Arizona and Colorado for 22 years. Dr. Bowen received a Ph.D. in Language, Literacy and Culture from the University of Arizona. She has a Masters degree in Deaf Education and a Bachelor degree in Elementary Education. Dr. Bowen’s research interests include: teacher preparation, literacy development, early intervention, co-enrolled classrooms, Hispanic deaf/hard of hearing students and families, and multicultural issues in deafness. Dr. Bowen is fluent in American Sign Language and Spanish. In addition to her university assignments, Dr. Bowen is an early interventionist in the Colorado Early Intervention Program.       ASHA DISCLOSURE: Financial - No relevant financial relationship exist. Nonfinancial - No relevant nonfinancial relationship exist.