2022 Early Hearing Detection & Intervention Virtual Conference
March 13 - 15, 2022
3/10/2020 | 4:15 PM - 4:45 PM | Deaf/Hard of Hearing Plus: Considerations in Supporting Families with Children who are Deaf with Disabilities | Empire A
Deaf/Hard of Hearing Plus: Considerations in Supporting Families with Children who are Deaf with Disabilities
When a child is Deaf or Hard of Hearing (D/HH) and experiences medical challenges, developmental complexities, and/or additional barriers to communicating/engaging with others (D/HH Plus), the experiences of the family may differ substantially from those of families raising children who are “just deaf.” For example, D/HH Plus children can experience different language development trajectories (e.g., Cupples et al, 2018; Bruce & Borders, 2015) or have particular conditions that will inform their physical and cognitive growth. Approximately 40% of children who are D/HH also experience additional disabilities (CDC, 2018). To date, relatively little research or training models for early intervention has been made available to support these children (Guardino & Cannon, 2015). Yet, there is an increasing awareness of the need to better support children who are D/HH Plus and their families (Jackson, Ammerman, & Trautwein, 2015).
To combat isolation, some caregivers raising these children benefit enormously from messages of Deaf empowerment (De Clerck, 2016), Deaf Gain (Bauman & Murray, 2009), and the positives that can be obtained by affiliating with Deaf Cultures (Leigh, Andrews, & Harris, 2016). Yet, for some families of children who are D/HH Plus, the Deaf World is not a clear fit or attainable for their child. For some of those children and their families, strategies to support their social-emotional needs may come from different communities and sources.
This presentation will incorporate current understanding from the research about best practices in supporting families with children who are D/HH Plus, in addition to highlighting the personal experiences of a parent who has raised a child who is Deaf Plus. This session will aim to empower caregivers with knowledge and ideas, as well as offer guidance to professionals working to support families who have the challenge – and the privilege – of raising children who are D/HH Plus.
- 1. List a minimum of three things about raising a child who is D/HH Plus that can be challenging given the current status of EHDI and/or educational systems.
- 2. Define what it means when Early Intervention is “appropriate to the needs of a given child.”
- 3. Describe how he/she/they might implement one of the strategies discussed in the workshop to better support a family raising a child who is D/HH Plus
Presentation:
21060_12810CandaceLindow-Davies.pdf
Handouts:
Handout is not Available
Transcripts:
CART transcripts are NOT YET available, but will be posted shortly after the conference
Presenters/Authors
Amy Szarkowski
(), Children's Center for Communication/Beverly School for the Deaf, Amy.Szarkowski@childrens.harvard.edu;
Amy Szarkowski, PhD, is the Director of The Institute and The Clinic at the Children's Center for Communication/ Beverly School for the Deaf (CCCBSD), and faculty for LEND (Leadership Education in Neurodevelopmental and related Disabilities), at Boston Children's Hospital. Dr. Szarkowski holds an academic appointment as Assistant Professor in the Department of Psychiatry at Harvard Medical School. She is also an adjunct instructor for the Infants, Toddlers and Families (ITF) Interdisciplinary program at Gallaudet University.
ASHA DISCLOSURE:
Financial -
• Receives Salary for Employment from Boston Children's Hospital/Harvard Medical School.
• Receives Salary for Employment from CCCBSD.
• Receives Salary for Employment from Gallaudet University.
Nonfinancial -
No relevant nonfinancial relationship exist.
Nicole Hutchinson
(), The River School, nhutchinson@riverschool.net;
Nicole Hutchinson holds a BA in Linguistics: American Sign Language from the University of California, San Diego and a MA in Deaf Education: Family-Centered Early Education from Gallaudet University. She holds teaching licenses in Deaf Education, Early Childhood Education, and Early Childhood Special Education. At The River School, Nicole coordinates the Parent-Infant Program for deaf and hard of hearing infants, toddlers and their families and teaches in a preschool classroom. Outside of The River School, she is co-chair of the Early Intervention Committee for the DC Early Hearing Detection and Intervention Advisory Board
ASHA DISCLOSURE:
Financial -
No relevant financial relationship exist.
Nonfinancial -
No relevant nonfinancial relationship exist.
Candace Lindow-Davies
(), Hands & Voices Headquarters, Candace@handsandvoices.org;
Candace is the mother of an adult son who is deaf plus other health concerns. For 16+ years, she developed and directed parent support services for MN Hands & Voices. May 2017, she became the Director of Outreach for Hands & Voices HQ and has served on the Core Management Team of the Family Leadership in Language in Learning or FL3 Center. She has developed materials for and provided technical assistance/training to family-based organizations in the US, US territories and China. She is passionate about supporting the needs of children/adults who are deaf/hh plus other health issues, creating health and employment equity, as well as ensuring families have access to adults who are deaf and hard of hearing. She is a Core Member of the Fostering Joy project, focusing on the joys of raising children who are D/HH.
ASHA DISCLOSURE:
Financial -
No relevant financial relationship exist.
Nonfinancial -
No relevant nonfinancial relationship exist.