EARLY HEARING DETECTION AND INTERVENTION VIRTUAL CONFERENCE
MARCH 2-5, 2021
(Virtually the same conference, without elevators, airplane tickets, or hotel room keys)
3/15/2022 | 1:15 PM - 2:15 PM | National Public Input on Deaf Education: Sharing Results Focusing on the Impact of Early Hearing Detection and Intervention for EHDI Services Nationwide | Room 2
National Public Input on Deaf Education: Sharing Results Focusing on the Impact of Early Hearing Detection and Intervention for EHDI Services Nationwide
The Laurent Clerc National Deaf Education Center, in accordance with the Education of the Deaf Act, establishes and publishes priorities for research, development, and demonstration through a process that allows for public input. In 2013 and 2017, public input was collected on barriers facing deaf and hard of hearing students via two nationwide surveys. Early hearing detection and intervention (EHDI) was identified as one of those barriers in the 2013 survey; the 2017 survey design allowed for comments about the identified barriers, including EHDI, and was presented in various languages/formats for a larger reach. Parents, families, consumers, and professionals were represented in the approximately 1,400 responses.
Approximately 300 respondents discussed the importance and impact of EHDI. They highlighted the impact and the potential benefits of EHDI on the developmental lives of deaf and hard of hearing children. Common themes included: the importance of early hearing screenings (detection) aligned with the necessary follow-up on those screenings; the need for early support (intervention) and education services after hearing identification of infants, with emphasis on preventing deprivation/delays in language and education; and the importance of informing families of the full range of communication and language options.
Respondents highlighted the following critical needs: ensuring language access and milestones are being met; developing a comprehensive tracking system for those children identified to improve the immediacy of language access; ensuring the appropriateness of intervention services provisions; and ensuring early intervention services are available to all families regardless of location. Further, respondents noted a positive impact regarding coping skills and behavioral issues for those who received EHDI services.
Today’s presentation will discuss the overarching themes, as well as the relationships across the themes, with an emphasis on how this information may better support EHDI efforts.
- Attendees will be able to cite examples of overarching findings from this public input data summary.
- Attendees will be able to refer to specific findings that may support their current EHDI program approach or support their efforts to change some of their EHDI focus in an effort to better support families.
- Attendees will be able to discuss the demographics of the respondents and how that may influence the findings.
Presentation:
3353554_14937AmberMarchut.pdf
Handouts:
Handout is not Available
Transcripts:
CART transcripts are NOT YET available, but will be posted shortly after the conference
Presenters/Authors
Mary Kinsella-Meier
(Virtual), Laurent Clerc National Deaf Education Center, Gallaudet Univsersity, mkmkmeier@gmail.com;
Mary Ann is currently a consultant for the Laurent Clerc National Deaf Education Center at Gallaudet University. Previously, she worked as a project manager for the Monitoring, Evaluation, & Research team at the Clerc Center, managing the implementation of the National Public Input Survey on Deaf Education. Other major projects she managed were: Setting Language in Motion: Family Supports and Early Intervention for Babies Who are Deaf or Hard of Hearing; and Students with Cochlear Implants: Guidelines for Educational Program Planning. She is also currently adjunct faculty at Towson University, in their Deaf Studies program. Previous to coming to the Clerc Center, she coordinated the expansion of educational services to students with cochlear implants at the Maryland School for the Deaf. She is also the coauthor of a book on sign language for audiologists and speech-language specialists and is a contributing author for a book on aural rehabilitation and communication therapy for culturally deaf consumers.
ASHA DISCLOSURE:
Financial -
Nonfinancial -
Amber Marchut
(Virtual), Laurent Clerc National Deaf Education Center, amber.marchut@gallaudet.edu;
Amber Marchut currently works as a manager of public input and research at Laurent Clerc National Deaf Education, and she brings to her position a mixed background of education and research. She worked as an assistant professor at Lamar University in the Department of Deaf Studies and Deaf Journal after receiving a doctoral degree from Gallaudet University in Critical Studies in the Education of Deaf Learners. Prior to her doctoral studies, she taught science and math at New Mexico School for the Deaf and Model Secondary School for the Deaf. Over time, She has published several articles discussing various topicsincluding educational interpreters, science identity, and mentoring.
ASHA DISCLOSURE:
Financial -
Nonfinancial -
LaWanda Jackson
(), Laurent Clerc National Deaf Education Center, lawanda.jackson@gallaudet.edu;
LaWanda Jackson is the manager of program analysis at Laurent Clerc National Deaf Education Center. Prior to her current position, she was a senior program analyst. She has been involved in several projects and evaluations as well as school data analysis.
ASHA DISCLOSURE:
Financial -
Nonfinancial -