2022 Early Hearing Detection & Intervention Virtual Conference
March 13 - 15, 2022
3/10/2020 | 9:40 AM - 10:10 AM | Supporting Family Engagement in the Transition from Part C to Part B. | Chicago A
Supporting Family Engagement in the Transition from Part C to Part B.
Transitions occur for children and their families throughout their lifespan. The transition process from home-based services to school-based services can be emotional for families as they try to make difficult decisions with a new agency, the school system, about what is best for their child. When special education under the Individuals with Disabilities Education Act (IDEA) was developed in the 1970ís, only children from the age of six through 21 were served. Later, the range was extended to include children from three to 21. This section of the IDEA is now called “Part B”. If a child qualifies for services under this section of IDEA, an Individualized Education Plan (IEP) will be developed. In 1986, the category of children from birth to age two was added. This section of the IDEA is now called “Part C”. When families receive services under Part C of IDEA, an Individualized Family Services Plan (IFSP) will be developed. As the child becomes age eligible for the Part B program, families transition from one program to another, generally from an early intervention program to the school system program. Further, each state provides services a little differently. The presenters will compare the programs to help prepare parents for the transition from Part B to Part C, when their child becomes “school age” and is ready to become part of the school system, including transitioning from an IFSP to an Individualized Education Plan (IEP). Strategies for a successful transition and family support and engagement will be shared. The presenters will share tools for embedding the parent perspective into this process. This presentation will focus on the needs of deaf and hard of hearing children and their families through this transition.
- Participants will be able to describe the difference between early Intervention and Special Education services and plans
- Participants will be able to explain the role of the parent in the transition process.
- Participants will identify tools and resources for supporting parents in the transition process from part C to part B.
Presentation:
This presentation has not yet been uploaded.
Handouts:
Handout is not Available
Transcripts:
CART transcripts are NOT YET available, but will be posted shortly after the conference
Presenters/Authors
Karen Hopkins
(), The Maine Educational Center for the Deaf and Hard of Hearing, karen.hopkins@mecdhh.org;
Karen Hopkins is the Executive Director of The Maine Educational Center for the Deaf and Hard of Hearing and the principle investigator of Maine's HRSA grant. Karen oversees early intervention and statewide educational programming for children who are Deaf or hard of hearing birth to age 22. throughout the state of Maine. She serves on the Hands & Voices HQ Board of Directors, the Maine Newborn Hearing Screening Advisory Board, The Percival Baxter Foundation for Deaf and Hard of Hearing Children Board, was a founding member of Maine’s Hands & Voices chapter and has served on the National EHDI meeting planning committee. Karen has presented at several national conferences and internally at the FCEI conference in Austria and the FCEI conference in China. Karen is a Deaf adult who has three children, one of whom is hard of hearing.
ASHA DISCLOSURE:
Financial -
• Receives Salary,Grants for Management position from HRSA Maine Educational Center for the Deaf.
Nonfinancial -
No relevant nonfinancial relationship exist.
Christine Yurko
(), Beginnings, chrismoore86@hotmail.com;
Christine Yurko is currently working at Beginnings for Parents of Children who are Deaf or Hard of Hearing as a Parent Educator. Prior to this job, she worked for a school system in North Carolina on a transition team from Part C to Part B. She has a Master's degree in Deaf Education from University of Southern California and 15 years of experience working with deaf/hard of hearing students and their parents.
ASHA DISCLOSURE:
Financial -
Nonfinancial -