2022 Early Hearing Detection & Intervention Virtual Conference
March 13 - 15, 2022
3/10/2020 | 2:15 PM - 2:45 PM | Early Intervention to School: Supporting a Smooth Transition | Empire B
Early Intervention to School: Supporting a Smooth Transition
For EDHI-identified young children, their families, and the receiving classroom and specialist teachers, the transition from early intervention to school may have unique challenges or complexities. This presentation follows up research findings presented at the 2019 EDHI conference by Janet Jamieson, discussing a study conducted in British Columbia that examined perspectives of the transition experience from parents, early interventionists, receiving classroom teachers, receiving specialist teachers of the deaf and hard of hearing, and administrators of three specialized early intervention programs and four school districts/programs. Data were collected by means of semi-structured interviews, a focus group, and surveys. From the findings emerged recommendations for practices and strategies for early intervention programs, school districts, teachers, and parents that are aimed at smoothing the transition to school for children who are deaf or hard of hearing. This presentation will discuss the importance of communication among stakeholders; how to prepare parents for the transition, particularly for parents who do not speak English or who are unfamiliar with their child’s school system; and, how to prepare teachers in inclusive classrooms who will receive deaf or hard-of-hearing students. We anticipate that this information will be helpful to early intervention programs wishing to support parents, early interventionists, and school professionals, as children and families prepare for the transition to a new educational system.
- To review barriers and facilitators to parents of children who have received EHDI services as the children transition from early intervention into school.
- To provide recommendations to early intervention and school programs to support a smooth transition to school for children with hearing loss and their parents.
- To provide recommendations to early intervention programs, school programs, and parents for communicating and collaborating effectively to support a smooth transition to school for children with hearing loss, their parents, and teachers.
Presentation:
21060_12664DeirdreCurle.pdf
Handouts:
Handout is not Available
Transcripts:
CART transcripts are NOT YET available, but will be posted shortly after the conference
Presenters/Authors
Deirdre Curle
(), Washington Center for Deaf & Hard of Hearing Youth, deirdre.curle@cdhl.wa.gov;
Deirdre Curle is a speech-language pathologist for Washington Center for Deaf & Hard of Hearing Youth in Washington State. She supports deaf children through assessment and consultation, and provides professional development to teachers and speech-language pathologists who serve deaf or hard of hearing children. She earned her PhD in Special Education at The University of British Columbia. Deirdre's research has focused on the transition from early intervention to school for deaf or hard of hearing children, and cochlear implantation among children with complex needs.
ASHA DISCLOSURE:
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Janet Jamieson
(), University of British Columbia, janet.jamieson@ubc.ca;
Janet Jamieson is Co-Director of the Program in Education of the Deaf and Hard of Hearing and Director of the Centre for Early Childhood Education and Research at The University of British Columbia. She is also a member of the Intervention Advisory Group of the B.C. Early Hearing Program. Janet’s research interests and publications have focused on promoting the positive development and well being of deaf and hard of hearing children, their parents, and teachers. Her current research interests include the transition to school for children with special needs, family support needs when children become deaf or hard of hearing through cancer treatment, and support for young refugee children and their families.
ASHA DISCLOSURE:
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Anat Zaidman-Zait
(), Tel Aviv University, anatzaidman@tauex.tau.ac.il;
Anat Zaidman-Zait is an Associate Professor at the Department of School Counseling and Special Education, Tel-Aviv University, Israel and Affiliate scholar at the Human Early Learning Partnership, University of British Columbia, Canada. Her research focused on psychosocial aspects of childhood disability, parent well-being and resilience, stress and coping processes among families of children with disabilities, quality of life of children who are deaf and hard of hearing and their parents, and family-centered care.
ASHA DISCLOSURE:
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Brenda Poon
(), University of British Columbia, brenda.poon@ubc.ca;
Dr. Brenda Poon is an Assistant Professor with the Human Early Learning Partnership (HELP) at the School of Population and Public Health in the Faculty of Medicine at the University of British Columbia. Dr. Poon completed her doctorate in Special Education at the University of British Columbia and her Post-doctoral fellowship in population and public health. Her current research focuses on ways agencies across sectors work together to support young children and families in their communities. Her research interests include: coordinated service delivery and supports for families, family-centered services, developmental trajectories of children with special needs, early identification and early intervention programs for children with special needs, and children’s transition into school.
ASHA DISCLOSURE:
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Nancy Norman
(), Kwantlen Polytechnic University, nancy.norman@kpu.ca;
Nancy Norman is an Instructor and University Teaching Fellow at Kwantlen Polytechnic University. She holds a Ph.D. in Special Education, and both teaches and researches in the areas of social and emotional development and inclusive practices in K-12 schools.
ASHA DISCLOSURE:
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