EARLY HEARING DETECTION AND INTERVENTION VIRTUAL CONFERENCE
MARCH 2-5, 2021

(Virtually the same conference, without elevators, airplane tickets, or hotel room keys)

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3/05/2023 | 1:00 PM - 4:00 PM | Building Connections and Supporting Learning with Infants & Toddlers who have Complex Needs Including Deafblindness | TBD

Building Connections and Supporting Learning with Infants & Toddlers who have Complex Needs Including Deafblindness

Deafblindness is a low incidence disability, and unique, specialized knowledge and skills are required to support the needs of these infants and toddlers. As a result, many families and professionals may need to adjust or reframe their understanding of child development to best support the needs of these children. The practices used with children who are deafblind can also be implemented with children who have complex, multiple needs including limited motor and communication skills. Because deafblindness typically limits a child’s ability to take in and process information, they often do not learn incidentally. Families and practitioners must use intentional, well-planned strategies to help children learn through their best modality, and they must also provide appropriate accommodations to help the child learn through daily routines. Building a trusting relationship with infants and toddlers from this population is the first step in being a bridge to the world around them. By empowering them to use their hands as their eyes and ears, the child will better be able to connect, process, and interact. Once a trusting relationship is built, the child, family, and trusted individuals can move forward together. This session will provide evidence-based practice strategies highlighted in the National Center on Deaf-Blindness’ Practice Guides. These practices will increase the ability of professionals to collaborate with families to meet the unique needs of these children and of the family when creating daily routines with their child. Additionally, this session will present strategies and resources to help families and practitioners reframe their thinking about working with children who are deafblind and/or have significant support needs. The approaches presented will focus on increasing knowledge of foundational skills that support access, active engagement, and connection. By taking stock of the foundational skills they have, attendees of this session will draw on their unique strengths and knowledge to identify ways they can embed these strategies into existing activities to enhance learning and engagement. The session will contain a presentation on evidence-based practices, examples, and active discussion. By using the evidence-based practices presented, providers and families can promote positive outcomes for children with complex needs, including deafblindness.

Describe evidence-based practices that build trusting bonds and language & cognitive development with young children with complex needs.
Connect practices learned in the session to design learning opportunities for infants and toddlers who have complex needs.
Identify where to find resources they can draw upon as they work with infants and toddlers who have complex needs, including those are deafblind.

Presentation:
This presentation has not yet been uploaded.

Handouts:
Handout is not Available

Transcripts:
CART transcripts are NOT YET available, but will be posted shortly after the conference

Presenters/Authors

Emma Nelson (), Helen Keller National Center, emma.nelson@hknc.org;
Emma Nelson, MS Ed is the Initiative Lead for Early Identification and Referral at the National Center on Deaf-Blindness (NCDB). She is certified as an early childhood special educator and has taught infants, toddlers, and preschoolers with complex needs including deaf-blindness in classrooms, community, and home-based settings. Before coming to NCDB, she served as Project Director for Vermont’s Federal Deaf-Blind Project. Emma is trained in Cortical Visual Impairment (CVI) and endorsed in the CVI Range and earned my Master's degree at Hunter College in Early Childhood Special Education with a concentration in severe and multiple disabilities and deaf-blindness.

ASHA DISCLOSURE:

Financial -
• Receives Salary for Employment from Helen Keller National Center, National Center on Deaf-Blindness.

Nonfinancial -
No relevant nonfinancial relationship exist.

Donna Carpenter (), Kentucky Deaf-Blind Project, donna.carpenter@uky.edu;
Dr Donna Carpenter is the State Coordinator for the Kentucky Deafblind Project. She’s a certified teacher of the Deaf and Hard of Hearing, Elementary Certified Teacher, Montessori Early Childhood Certified with her doctorate in Educational Leadership.