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 | 12:00 PM - 1:00 PM | Recommended Practices for Supporting Practitioners and Families: Promoting Young Children's Development | Room 3
Recommended Practices for Supporting Practitioners and Families: Promoting Young Children's Development
The 2019 Joint Committee on Infant Hearing (JCIH) position statement extended and reaffirmed past positions statement, stressing the importance of early intervention that focuses on “communication and linguistic competence” (2019, p.2) for infants, toddlers and young children identified as deaf or hard of hearing. Twelve goals were developed in the 2013 JCIH supplement to the 2007 JCIH guidelines for early intervention just before the Division of Early Childhood of the Council of Exceptional Children (DEC) released the revised recommended practices (RP) for young children with disabilities or who are at risk for delays. This session will describe the 2014 DEC recommended practices and how they align with the JCIH goal. Participants will have gain knowledge of the DEC RPs, Practice Improvement Tools and implementation resources developed and field tested by the Early Childhood Technical Assistance Center (ECTA) at the Frank Porter Graham Child Development Institute. Participants will learn more about how the practices align to the JCIH goal and how the associated resources can support families and practitioners with young children who are deaf or hard of hearing. Presenters will include two aRPy Ambassadors - a joint initiative between DEC, ECTA and the Region 8 Parent TA Center at Parent to Parent of Georgia. The Ambassadors are trained to share information about the practices and tools and bridge the gap between research and practice. One of the presenters will share personal experience as the mother of a deaf child. She will demonstrate how early intervention teams, including the family, can work together to provide coordinated services for her child who is deaf. Participants will gain information and valuable tools for immediate use with the young children they currently serve.
- Participants will learn how the Division of Early Childhood of the Council for Exceptional Children (DEC) developed the recommended practices for children with disabilities or who are at risk for developing delays, and how these practices align with the Joint Committee of Infant Hearing (JCIH, 2013, 2019) goals.
- Participants will learn how the DEC recommended practices (RPs) for early intervention promote linguistic competence and childhood development in children, and specifically how to implement the practices for children who are deaf or hard of hearing using a suite of tools developed by the Early Childhood Technical Assistance Center (ECTA).
- Participants will understand how the DEC RPs and ECTA Practice Improvement tools are designed to improve child outcomes through family centered services.
Presentation:
3353554_14934KarenLange.pdf
Handouts:
Handout is not Available
Transcripts:
CART transcripts are NOT YET available, but will be posted shortly after the conference
Presenters/Authors
Evelyn Shaw
(InPerson), ECTA Center, evelyn.shaw@unc.edu;
Evelyn Shaw, M.Ed., is a technical assistance specialist at the Early Childhood Technical Assistance (ECTA) Center, FPG Child Development Institute. Through a contract with CDC, she supports collaboration between EHDI and Part C state programs to improve outcomes. As a technical assistance specialist with ECTA, she is the topic specialist on ASD and early identification and works on issues related to child find and use of data to target improvements. She has worked in technical assistance for 30 years. Her research interests focus on the translation of research on evidence-based interventions and practices to implementation of these practices at multiple levels (e.g., home, community, provider, program, and state). Most recently she was a co-author of a paper that described the variability in Part C state definitions of diagnosed conditions.
ASHA DISCLOSURE:
Financial -
No relevant financial relationship exist.
Nonfinancial -
No relevant nonfinancial relationship exist.
Karen Lange
(InPerson), University of Arkansas, kkhoward@uark.edu;
After working for over 25 years in the early intervention and early childhood special education field, including 15 years of work with young children who are deaf or hard of hearing, Karen is now pursuing a doctorate degree in special education at the University of Arkansas and has recently been accepted as a scholar in the Leaders for Transition (L4T) grant program. As a student, Karen is expanding her knowledge of family centered practices, deaf education, autism and serving dually diagnosed children in early childhood inclusive settings. She recently completed a year as a Leaders in Education for Neurodevelopmental Disabilities (LEND) trainee, continues to serve as the State Interagency Coordinating Council moderator, is a member of the Division of Early Childhood Personnel Preparation committee and participates in system change initiatives to improve child find and early childhood inclusive services in Arkansas. And as an aRPy Ambassador, Karen seeks to share information about the Division of Early Childhood’s (DEC) recommended practices and the Early Childhood Technical Assistance Center (ECTA)’s practice improvement tools for families and practitioners who have young children with a disability or who are at risk for developing a delay. Karen’s developing research agenda includes interdisciplinary collaboration and system improvement in early intervention and early childhood, personnel development, deaf education for young deaf and hard of hearing children, inclusive practices, autism and Fetal Alcohol Spectrum Disorder (FASD). More information on the aRPy Ambassador program can be found at: https://ectacenter.org/decrp/arpy_ambassadors.asp or through the DEC website: https://www.dec-sped.org/dec-recommended-practices
ASHA DISCLOSURE:
Financial -
Nonfinancial -
Toni Miguel
(), Early Intervention Technical Assistance, Pennsylvania, tmiguel@ppattankop.net;
Because it matters for each and every child to have dedicated, educated caregivers.
I am a consultant with Early Intervention Technical Assistance in the Pennsylvania Training and Technical Assistance Network. My work focuses on supporting early childhood personnel to deliver high quality, inclusive, and equitable educational experiences for diverse young children with disabilities. A recent doctoral graduate from the University of North Carolina at Chapel Hill involved research on coaching, social emotional development, and effective teacher education methods. Previous work included inclusive teacher in preschool and early elementary classrooms in New York City and New Jersey.
As a long-time member of DEC and a parent to a young child with a disability, I am committed to ensuring every adult who works with or cares for young children with disabilities is fully equipped with the latest knowledge on how to best support each and every child's development and learning. I am committed to building educational environments that are inclusive and equitable and focused on building child and family capacity to have life-long positive outcomes.
ASHA DISCLOSURE:
Financial -
Nonfinancial -