EARLY HEARING DETECTION AND INTERVENTION VIRTUAL CONFERENCE
MARCH 2-5, 2021
(Virtually the same conference, without elevators, airplane tickets, or hotel room keys)
3/04/2019 | 2:15 PM - 2:40 PM | Begin With the Goal In Mind: Communication Plans for 0-3 | Malpensa
Begin With the Goal In Mind: Communication Plans for 0-3
The Communication Plan was devised as a tool to guide IEP team discussions surrounding students' language, access, and auxiliary support needs, and is now being widely implemented per the IDEA for students 3-21. Indeed, examining students' individual needs across these areas can lead to meaningful discussions that impact how, when, and where students receive instruction and specialized supports. However, Communication Plans are rarely completed for children under the age of 3. This session will explore the potential benefits - and challenges - of creating Communication Plans for students 0-3, as well as look at how plans can be implemented and evaluated. Communication plan examples from several states will be reviewed, and participants will leave prepared to integrate the Communication Plan into their practice with students 0-3.
- Participants will examine the benefits and challenges of communication plans for 0-3
- Participants will identify the key issues to discuss when completing communication plans for 0-3
- Participants will be able to implement and evaluate the effectiveness of communication plans for 0-3
Presentation:
18878_10564TaraKelly.pdf
Handouts:
Handout is not Available
Transcripts:
18878_10564TaraKelly.rtf
Presenters/Authors
Tara Kelly
(), Delaware Statewide Programs for the Deaf, Hard of Hearing, and Deaf-Blind, tara.kelly@christina.k12.de.us;
Tara Kelly is a veteran educator whose work has centered on serving deaf and hard of hearing students ages 0-21 in itinerant settings, with an emphasis on team collaboration and family engagement. Ms. Kelly received her master’s degree in Deaf Education from the National Technical Institute for the Deaf in Rochester, NY. While at NTID, Ms. Kelly’s interests included language acquisition, family engagement, and community partnerships. Ms. Kelly has since worked with students and families as a teacher and early interventionist in New York, Washington, Alaska, California, Pennsylvania, and Delaware. She earned a second master’s degree in Educational Leadership from Wilmington University, and served as an administrator of early childhood programs at Montgomery County Intermediate Unit (PA) and Delaware School of the Deaf prior to assuming her current role as Statewide Coordinator for Deaf and Hard of Hearing with Statewide Programs in 2017.
ASHA DISCLOSURE:
Financial -
Nonfinancial -