17th ANNUAL EARLY HEARING DETECTION & INTERVENTION MEETING
March 18-20, 2018 • Denver, CO
3/20/2018 | 3:45 PM - 4:45 PM | Pediatric Hearing Loss: Developing Culturally Responsive Family Education Programs | Capitol 5
Pediatric Hearing Loss: Developing Culturally Responsive Family Education Programs
A recent international consensus statement about children who are D/HH identified family access to family support programs, as a central component in family-centered principles (Moeller et al., 2013). Family education programs are a mechanism to help families connect and learn from one another, and to create a community that helps them to address the challenges they experience with their child’s hearing loss. The challenge for professionals now is to meet the needs of culturally and linguistically diverse (CLD) families of children with hearing loss in such programs.
According to the U.S. Census Bureau (2009), 25% of young children living in the United States under the age of 5 years, are of Latin American descent and it is estimated that Latinos will comprise a quarter of the U.S. population by 2050 (2008). In addition, attitudes and beliefs related to disabilities are influenced by culture and differing perspectives need to be incorporated in treatment decisions (ASHA, 2008). There is emerging research that supports the importance of developing responsive programs as an effective means to better developmental outcomes among the ethnic-minority children (Barker, Cook, & Borrego; Calzada, 2010). However, even though there is an established need to develop culturally responsive programs, many of the few family education programs in the U.S. might not include effective programming for ethnic-minority populations (Gross, Garvey, Julion, & Fogg, 2007).
To better understand and address needs of the majority and minority population, we developed an educational and support program for families with children with hearing loss in 2014. During this presentation, we will present the preliminary results of our study: Family Education Program Experiences: What do Parents of Children with Hearing Loss Need? We will also share the lessons we have learned to more effectively meet the educational needs of all families with children with hearing loss.
- Discuss evidence that supports the need for culturally responsive family education programs
- Identify different components of an culturally responsive family education program
- Understand the preliminary results of a family education experiences study
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Transcripts:
15805_8048ReneeLucero.doc
Presenters/Authors
Renee Lucero
(), Utah State University, renee.lucero@usu.edu;
Renee Lucero is currently a faculty member in the Listening and Spoken Language Graduate Training Program, a division of the Communicative Disorders and Deaf Education Department at Utah State University. Her interests include working with culturally and linguistically diverse families and implementing listening and spoken language practices in the school setting.
ASHA DISCLOSURE:
Financial -
No relevant financial relationship exist.
Nonfinancial -
No relevant nonfinancial relationship exist.
Ana Caballero
(), Utah State University, ana.caballero@usu.edu;
Ana Caballero is a student in the Doctorate of Audiology program at Utah State University. She is originally from El Salvador, she obtained her Medical Degree in Cuba. Her native language is Spanish. She earned her Second Bachelor at the University of Utah in Communicative Disorders (Speech and Hearing BS) in 2013. Because of her previous medical background and coming from a developing country, she worked several years with kids and adults at different rural areas and underprivileged communities. She enjoys working around people, she is passionate about working with Hispanic children and their families, teaching them how to become advocates for their kids, as well as helping with language barriers. After she graduates, she wants to work with kids with hearing loss and different disabilities and their families, hoping to become a support and advocate for an equal access to health services.
ASHA DISCLOSURE:
Financial -
No relevant financial relationship exist.
Nonfinancial -
No relevant nonfinancial relationship exist.