17th ANNUAL EARLY HEARING DETECTION & INTERVENTION MEETING
March 18-20, 2018 • Denver, CO
| Preparing Early Interventionists for Young Children who are Deaf/Hard of Hearing and Their Families
Preparing Early Interventionists for Young Children who are Deaf/Hard of Hearing and Their Families
This US Department of Edcuation, Office of Special Education Programs (OSEP) supported project (H325K120161) was designed to increase the number of qualified early interventionists and early childhood educators prepared to work with young children (0-8 years of age) who are deaf/hard of hearing using a listening and spoken language approach. The project was funded effective January 1, 2013 and will conclude mid-2018. The project includes a 36-credit hour, evidence-based curriculum, practicum in early intervention/early childhood deaf education settings, professional development in early childhood, listening and spoken language deaf education and a mentorship program for at least one year after program completion. By examining program outcomes, scholar and employer feedback, and project resources, university programs might identify effective practices to emulate in future preparation of early hearing detection and intervention professionals. Further, the knowledge and skills along with key competencies in family-centered practices which were central to the professional preparation of these scholars, has resulted in a workforce who apply family-centered practice, and specialized listening and spoken language approaches, across a variety of employment settings, thereby strengthening the impact of this OSEP funded project on the EHDI workforce.
- Identify the approaches used to implement OSEP funded personnel preparation project which prepared 32 early interventionists/early childhood educators to work with young children (0-8) years who are deaf/hard of hearing using a listening and spoken language approach.
- Explore the unique features of the mentorship program designed to support and retain qualified professionals working in early intervention/early childhood deaf education through the early part of their professional careers.
- Describe results of the project including evaluation measures and resources for parents and professionals created as part of scholar work.
Presentation:
15805_7960JennaVoss.pdf
Handouts:
Handout is not Available
Transcripts:
CART transcripts are NOT YET available, but will be posted shortly after the conference
Presenters/Authors
Susan Lenihan
(), Fontbonne University, slenihan@fontbonne.edu;
Susan Lenihan is a professor in the deaf education program at Fontbonne University in St. Louis, MO. The program prepares teachers, speech-language pathologists and early interventionists for careers in deaf education. Her professional interests include early intervention, cochlear implants, the role of the family in communication development, the impact of trauma on child development and literacy.
ASHA DISCLOSURE:
Financial -
No relevant financial relationship exist.
Nonfinancial -
No relevant nonfinancial relationship exist.
Jenna Voss
(), Fontbonne University, jvoss@fontbonne.edu;
Jenna Voss, PhD, CED, LSLS Cert AVEd, is an Associate Professor at Fontbonne University. She received her undergraduate degree in Deaf Education, and her master’s degree in Early Intervention in Deaf Education from Fontbonne University. She completed her PhD in Speech and Hearing Sciences at Washington University in St. Louis. She holds teaching certification in Missouri in Deaf Education and Early Childhood Special Education. Her research interests include: health disparity among children and families living in poverty, primary prevention of abuse and neglect for children with disabilities, provider use of strategies and techniques in family-centered practice, and the application of research in cognitive psychology to the field of deaf education to improve pre-service instruction. Voss is co-author of two texts: Small Talk: Bringing Listening and Spoken Language to Your Young Child With Hearing Loss & Case Studies in Deaf Education: Inquiry, Application and Resources.
ASHA DISCLOSURE:
Financial -
No relevant financial relationship exist.
Nonfinancial -
Has a Professional (member Board of Directors)
relationship for Board membership.
Has a Professional (member Board of Directors)
relationship for Board membership.
Has a Professional (member Board of Directors)
relationship for Board membership.
Has a Professional (member Board of Directors)
relationship for Board membership.