19th ANNUAL EARLY HEARING DETECTION & INTERVENTION MEETING
March 8-10, 2020 • Kansas City, MO
3/10/2020 | 10:10 AM - 10:40 AM | EI to Preschool Transition: The Audiological Perspective | Chicago A
EI to Preschool Transition: The Audiological Perspective
Today’s families and children often begin receiving EI service shortly after birth and the identification of an infant’s hearing loss. EI services are critical and the foundation for a child and family’s future success. During EI, families establish and work on goals in the IFSP process to develop language, communication, and listening skills. Fortunately, children who receive EI services are making progress towards developmentally appropriate levels when transitioning to preschool. Unfortunately, this can lead to the mislabeling or disqualification of IDEA special education services.
The EI team that provided the IFSP has a deep knowledge of the child and their specific needs. The new team evaluating the student for preschool services is tasked with providing an assessment that identifies all the strengths and weaknesses of the child. It is important that the audiologist on the assessment team provides a thorough assessment of clinical and functional auditory skills and serve as a leader for the team to collect the needed information to fully understand the student’s needs.
For the transition from EI to preschool, families are leaving the team that knows their child well to all new faces. They are the sole team member with historical knowledge of the student! For this reason, it is important families understand the evaluation process, assessments, and their rights to ensure proper special education identification and smooth transition into preschool.
This session will review the planning and evaluation process for entry into preschool special education as well as specialized assessments needed for students who are deaf or hard of hearing. Professionals and families will learn what assessments should be considered and are appropriate for a DHH child, who should be part of the evaluation team, and what IDEA says are the family's rights during the preschool transition.
- Attendees will learn what specialists and assessment areas are to be considered when conducting an initial evaluation to determine a child’s eligibility for special education services
- Attendees will learn why an auditory skills assessment is essential for all transition evaluations.
- Attendees will learn about parent's rights during the evaluation process and how parents can exercise their rights to ensure appropriate assessments and evaluations are completed.
Presentation:
21060_12776PatSkidmore.pdf
Handouts:
Handout is not Available
Transcripts:
CART transcripts are NOT YET available, but will be posted shortly after the conference
Presenters/Authors
Tabitha Belhorn
(), Ohio Hands & Voices, tbelhorn@gmail.com;
Tabitha Belhorn is a parent of Deaf child. She has worked with families for 13 years, providing resources, guidance, and support to families of children who are deaf or hard of hearing. She has experience supporting families of children who are deaf, hard of hearing, deafblind, and deaf plus additional disabilities. She is the Executive Director of Ohio Hands & Voices and Ohio ASTra Coordinator. She serves as the Regional Coordinator. Tabitha has presented on a variety of topics such as special education law, educational advocacy, preschool transition, and family support and is a co-author of the Communication Planning Guide for Students Who Are Deaf or Hard of Hearing.
ASHA DISCLOSURE:
Financial -
No relevant financial relationship exist.
Nonfinancial -
No relevant nonfinancial relationship exist.
Pat Skidmore
(), Montgomery County Educational Service Center, pat.skidmore@mcesc.org;
Dr. Pat Skidmore (she/her) is an educational audiologist with Montgomery County ESC - Regional Center. She works with school teams to identify educational needs of Deaf/Hard of Hearing students and create IEP or 504 programs to address those needs.
ASHA DISCLOSURE:
Financial -
No relevant financial relationship exist.
Nonfinancial -
No relevant nonfinancial relationship exist.