EARLY HEARING DETECTION AND INTERVENTION VIRTUAL CONFERENCE
MARCH 2-5, 2021
(Virtually the same conference, without elevators, airplane tickets, or hotel room keys)
3/18/2018 | 12:00 PM - 2:00 PM | Medical Home Enhancement via Integrative Solutions | Capitol 3
Medical Home Enhancement via Integrative Solutions
Treatment decisions regarding the care of deaf and hard of hearing children have a significant and broad impact on the child’s family life, school and educational experiences, and the ability to adapt and develop as an emotionally whole and healthy individual. The medical home model integrates a variety of aspects of the child’s life into the provision of pediatric care and is an ideal paradigm for approaching the care of deaf and hard of hearing children. In order to provide a medical home (continuity, cultural-competence, family-centeredness), pediatric practitioners need access to information that is not readily available to them in the current system. While previously, such information has been the domain of Early Intervention, in this session we will engage pediatricians in a unique Integrative Model. This model reduces fragmentation of care and compartmentalization of expertise by creating dynamic partnerships for dialogue and problem solving between pediatricians and Deaf professionals. We present 3 medical cases involving deaf and hard of hearing children and a panel of Deaf professionals (2 Deaf EI’s, Deaf social worker and family specialist, Deaf psychologist and researcher specializing in language acquisition and mental health) and an audiologist. Discussion will be moderated jointly by a hearing pediatrician and a Deaf EI. Topics include: language acquisition and child development, technology, and culture. In addition to introduction of Deaf perspectives in medical case-based learning, we will provide resources for continued community engagement and guidance for Chapter Champions in carrying out integrative pediatrician education in their home states.
- Pediatricians and providers will increase their understanding of the impact of language access and brain development, culture, technology and Deaf perspectives on providing optimal health care for deaf and hard of hearing children.
- Pediatricians and providers will be more prepared for increasing health professional’s knowledge and engagement in their home states.
- Participants will experience pediatrician / provider - Deaf Community direct dialogue and engagement.
Presentation:
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Presenters/Authors
Jodee Crace
(), Gallaudet University, jodee.crace@gallaudet.edu;
Jodee Crace graduated with a M.A. in School Counseling from Gallaudet University in 1988. Since then she has utilized her counseling degree and additional interdisciplinary studies in a variety of human development field as a developmental therapist with Indiana’s Part C agency, staff therapist at a Community Mental Health Center, as a school counselor and then as the Early Intervention Coordinator at the Indiana School for the Deaf. Currently, she provides consulting, coaching, and training services in Early Education and Family Support nationwide, including being a National Deaf Mentor Trainer and a state Parent Advisor Trainer, in which both utilize the SKI-HI Curriculums. Additionally, Jodee is an adjunct instructor with Gallaudet University’s certification program of D/HH Infants, Toddlers, and Families Collaboration and Leadership, along with leading Gallaudet's ASL Connect family resources. Finally, Jodee completed her service with the JCIH, representing Council on Education of Deaf.
ASHA DISCLOSURE:
Financial -
No relevant financial relationship exist.
Nonfinancial -
No relevant nonfinancial relationship exist.
Stacy Abrams
(), Laurent Clerc National Deaf Education Center, stacy.abrams@gallaudet.edu;
Stacy Abrams, MA, is the Coordinator of Training at the Laurent Clerc National Deaf Education Center. Abrams grew up in Arkansas with a deaf sister and hearing parents. She earned her BA from Gallaudet University, and her MA from the University of California, Santa Barbara with the intention of working with hearing families with deaf children. For five years, Stacy taught deaf students in both mainstreamed and deaf schools. She served as Deaf Mentor Program Coordinator at the New Mexico School for the Deaf, and the Arizona Schools for the Deaf/Blind. She serves on the JCIH. Stacy’s passion of connecting families with the community on their signing journey led to her developing a social awareness campaign, #whyisign. The aim is for families to become inspired by seeing individuals share their reasons for signing. She and her husband are proud parents of two bilingual deaf children who attend the Kendall School.
ASHA DISCLOSURE:
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Mark Ramirez
(), New Mexico School for the Deaf, ramirez.mark.a@gmail.com;
Mark Ramirez was born hearing and grew up like most hearing children. It wasn’t until he was 8 years old that he experienced hearing loss and the new inability to interact and receive education as he had always known. He wore hearing aids at home and was supported with the FM System at school. However, it was not the same. Mark’s mom decided to implement basic signs at home to support communications and placed him in an academic environment where he could receive his education in American Sign Language (ASL). It was not easy; but ultimately, this is when he finally felt normal again. Mark became fluent in ASL and maintained his listening and spoken language abilities with his residual hearing, hearing aids, and speech therapy. Today, Mark is a bilingual, bimodal licensed social worker focusing on all deaf and hard of hearing children, adults, and their hearing family members.
ASHA DISCLOSURE:
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Wyatte Hall
(), University of Rochester Medical Center, wyatte_hall@urmc.rochester.edu;
Wyatte C. Hall, Ph.D. is a Research Assistant Professor in the Obstetrics & Gynecology, Pediatrics, Public Health Sciences, and Neurology departments within the University of Rochester Medical Center. His primary research interest is the role of language as a social determinant of population health within the Deaf community.
ASHA DISCLOSURE:
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Julia Hecht
(), New Mexico Pediatric Society , julia.hechtmd@gmail.com;
Julia L. Hecht, MD is a pediatrician and New Mexico Chapter Champion. She has focused her medical career on the health and well-being of deaf and hard of hearing children, and children from Deaf families. She received her Doctor of Medicine degree from the Albert Einstein College of Medicine. She studied ASL and Deaf culture at Gallaudet University in 1984-5 and 2018. She received a CATCH grant in 2003 to support the implementation a medical home for Deaf and Hard of Hearing children and CODAs in Albuquerque, New Mexico. She was the Medical Director and school physician at the New Mexico School for the Deaf from 1998-2009. Currently, Julia works in advocacy and education at the local, state, and national levels.
ASHA DISCLOSURE:
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Mallorie Evans
(), Los Angeles Unified School District, malbeckford@gmail.com;
Mallorie Evans, M.A., FAAA, is a clinical and educational audiologist who has worked in the field of Deaf Education for 18 years. She is fluent in American Sign Language and has been trained in ASL/English bilingual methodology. Mallorie currently works for a school district in the greater Los Angeles, CA area.
ASHA DISCLOSURE:
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julie rems-smario
(), California Department of Education, jsmario@csdf-cde.ca.gov;
Dr. Julie Rems-Smario, Ed.D works as an Early Language and Education Consultant in California at CORE, California School for the Deaf, a program of State Special Schools and Services at the Department of Education. Julie's work includes working as a co-director of California's Early Hearing Detection and Intervention, training Early Start professionals on how to develop language milestones goals for IFSP/IEP, supervising SB 210 data, developing resources for families of Deaf children, and providing technical assistance to Early Childhood Education professionals. During her free time, she volunteers as one of the Public Relations Director of a national campaign, Language Equality, and Acquisition for Deaf Kids (LEAD-K).
ASHA DISCLOSURE:
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