| Title: |
'Transition: The Next Step on the Road to Success' |
| Track: |
4 - Early Intervention
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| Keyword(s): |
transition, early childhood services, collaboration, family perspectives, professional competencies |
| Learning Objectives: |
- Identify evidence-based strategies familes and service providers can use in successful transitions from early intervention (0-3) to early childhood (3-5) services.
- Explain how professional competency standards (ie JCIH Supplement and DEC Standards)support the provision of quality services for young children who are deaf/hard of hearing.
- Describe the challenges to ensuring successful transitions including the issues identified by families.
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Abstract: |
Early intervention service providers and parents of young children who are deaf or hard of hearing strive to collaboratively participate in the systems for educational program planning as defined by IDEA. The process for transitioning from early intervention services (Part C) to early childhood education (Part B) requires this collaborative effort to ensure that children are receiving quality services that best meet their developmental and educational needs. The transition from family-centered early intervention services to education-based services often includes a shift from one agency or program coordinated by a health or human services department to a school setting administered by a school district. In order to optimize the ongoing development of children who are deaf or hard of hearing, it is important that all members of the team, including the parents, understand the process and are aware of the resources and opportunities to facilitate effective transitions to settings with qualified professionals.
This session will provide a brief overview of the transition process and will focus on evidence-based strategies for facilitating positive transitions to appropriate settings with competent professionals. Participants in the session will develop knowledge and skills needed to advocate for appropriate services at the early childhood stage and will review competency documents including the JCIH Supplement(2013) and the newly developed Division of Early Childhood Standards (2014)that delineate quality programs and professional competencies. Participants will also gain an understanding of family perspectives on transition and ways to enhance family-school partnerships. Participants will explore case studies demonstrating effective transition processes leading to appropriate early childhood services even in challenging situations. Resources will be provided to support families and professionals in successful transitions. |
| Presentation: |
This presentation has not yet been uploaded or the speaker has opted not to make the presentation available online.
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| Handouts: |
Handout is not Available
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