TVR_106-3

Recommendations

Info

young children with hearing loss may not be receiving the early intervention or other services they need in a timely manner that will enable them to enter preschool and school ready to succeed. As emphasized by this letter, the importance of providing effective early intervention services to DHH children is the focus of increased emphasis, and there is widespread agreement that the families of DHH infants and young children should have access to appropriate educational services in whatever mode of communication the family chooses (OSERS, 2006). However, this is impossible in many parts of the country because of serious shortages and inadequate geographical distribution of: • educational programs that use the most up-to-date methods for teaching language in the mode of communication selected by the family, • health care and education professionals who are trained and knowledgeable about current methods for effectively educating children with hearing loss, • adequate in-service training programs for individuals already in the field of deaf education and preservice programs for individuals entering the field and • information, public awareness and family support programs for helping families make informed decisions about the educational options for DHH children. The shortages noted above have occurred in part because of the success of universal newborn hearing screening. The fact that the average age of identification had gone from 30 months to three months during the past ten years means that there are many more DHH infants and toddlers to be served. Twenty years ago, most of these children were not identified until they were too old to qualify for birth-to-three programs. As shown in Figure 2, federally funded Part C programs that serve children ages birth to three have historically served between 1.2 and 2.3 percent of this population. Newborn hearing screening programs are adding another three children per thousand, which equates to a 17% increase in the average number of infants and toddlers served during the last 15 years. Such an increase is difficult for a program to accommodate when it is already seriously underfunded (Limb, McManus, & Fox, 2006). Another factor contributing to these shortages is that in most parts of the country, early intervention systems for DHH children were developed at a time when the majority of DHH children were not identified until two to five years of age, and digital hearing aids and cochlear implants were not available; thus, the nature of services provided was very different. Very few Part C early intervention providers have the specialized training necessary to provide state-of-the-art services to DHH infants and toddlers (Marge & Finishing the EHDI Revolution 241
Figure 2. Percentage of infants and toddlers served in Part C programs. Marge, 2005). For example, prior to universal newborn hearing screening programs, the vast majority of DHH children identified before age 3 were those with severe or profound bilateral hearing losses. Today, many infants and toddlers with mild and moderate or even unilateral hearing losses are being identified before age 3 months. These children require very different types of services than those needed by DHH children with bilateral severe/ profound losses. The initiation of universal newborn hearing screening in the early 1990s started a revolution in our ability to identify DHH children at very young ages. These revolutionary changes provide great opportunities, but many DHH children and their families are not yet benefiting to the degree that they should. How can this situation be improved? Although the solutions will require many different strategies and resources from many stakeholders, part of the solution is already in place–but underutilized. In 1997, Congress passed Public Law (PL) 99-457–the Individuals with Disabilities Education Act (IDEA), which provided resources and guidelines for all states to offer early intervention services to infants and toddlers with disabilities. Better coordination between this federal program and the activities of state EHDI programs would do much to strengthen the early intervention components of EHDI programs. The remainder of this article will show how the Infant and Toddler portion of IDEA (often referred to as Part C after the section of the law that outlines how states must provide services to infants and toddlers with disabilities) can be used to finish the EHDI revolution. By using the framework and infrastructure defined by Part C of IDEA, professionals serving DHH children and their families will be more effective in creating successful early intervention services for thousands of DHH infants and toddlers being identified by universal newborn hearing screening and diagnostic programs. 242 White
Page 1 and 2: Volume 106, Number 3 ISSN 0042-8639
Page 3 and 4: The Volta Review Early Hearing Dete
Page 5 and 6: The Volta Review, Volume 106(3) (mo
Page 7 and 8: Center at Bar Ilan University, Rama
Page 9 and 10: identified the most significant pre
Page 11: Figure 1. Percentage of newborns sc
Page 15 and 16: components will contribute to impro
Page 17 and 18: that includes timelines and provide
Page 19 and 20: 1991, there is only about $1,000 av
Page 21 and 22: parents, when they are given an opt
Page 23 and 24: Historically, the federal Departmen
Page 25 and 26: with unilateral profound losses, bi
Page 27 and 28: Culbertson, J., & Gilbert, A.M. (19
Page 29 and 30: Office of Special Education and Reh
Page 31 and 32: University of North Carolina at Cha
Page 33 and 34: When children begin to walk and the
Page 35 and 36: years is attributable to partnershi
Page 37 and 38: hearing loss, including audiologic
Page 39 and 40: infants and toddlers who are deaf o
Page 41 and 42: early intervention program personne
Page 43 and 44: audiology symposium that brings tog
Page 45 and 46: Cyndie Bennett, superintendent of t
Page 47 and 48: 2001), places an emphasis on parent
Page 49 and 50: family involvement strongly influen
Page 51 and 52: Table 1. Demographic Characteristic
Page 53 and 54: In the self-efficacy section, mothe
Page 55 and 56: the Reynell Developmental Language
Page 57 and 58: Table 4. Definitions and Examples o
Page 59 and 60: Table 6. Relationships Between Mate
Page 61 and 62: Table 8. Summary of Regression Mode
Page 63 and 64:
Roper & Dunst, 2003). Everyday occu
Page 65 and 66:
References Akey, T., Marquis, J., &
Page 67 and 68:
Lerner, G. (1952). Mr. Potato Head
Page 69 and 70:
Appendix Scale of Parent Involvemen
Page 71 and 72:
Parents want to know why their chil
Page 73 and 74:
Incidence of UHL Impact of UHL Defi
Page 75 and 76:
Children with UHL are at risk for a
Page 77 and 78:
with this population of children to
Page 79 and 80:
who have UHL and the BAHA implant s
Page 81 and 82:
Progression of hearing loss is a co
Page 83 and 84:
ongoing services because of a speci
Page 85 and 86:
Environmental and Acoustic Modifica
Page 87 and 88:
negative effects of unilateral hear
Page 89 and 90:
of children with unilateral sensori
Page 91 and 92:
The Volta Review, Volume 106(3) (mo
Page 93 and 94:
Theories on Speech Development Theo
Page 95 and 96:
indicating an interaction of a norm
Page 97 and 98:
as Spanish, automatically there are
Page 99 and 100:
In summary, young children with sev
Page 101 and 102:
documenting speech production patte
Page 103 and 104:
were determined by the child’s pr
Page 105 and 106:
Table 1. Observed-to-Expected Ratio
Page 107 and 108:
His Spanish language use did impact
Page 109 and 110:
implants: Profiles and implications
Page 111 and 112:
http://eire.census.gov/popest/data/
Page 113 and 114:
Introduction Since the early 1980s,
Page 115 and 116:
delayed, thereby increasing parenta
Page 117 and 118:
fitting the second processor easier
Page 119 and 120:
quickly and naturally. Children who
Page 121 and 122:
Figure 2. Graphic example of a loud
Page 123 and 124:
Table 2. Patients Patient ID Time L
Page 125 and 126:
Speech Discrimination Tasks In addi
Page 127 and 128:
The last two children with equal mo
Page 129 and 130:
Figure 7. Loudspeaker arrangement f
Page 131 and 132:
children will retain monaural stimu
Page 133 and 134:
van Hoesel, R., Tong, Y., Hallow, R
Page 135 and 136:
with hearing loss who receive early
Page 137 and 138:
5 years (i.e., met the age cut-off
Page 139 and 140:
location. Informed consent was obta
Page 141 and 142:
Figure 1. Loneliness score and age
Page 143 and 144:
analysis was conducted to determine
Page 145 and 146:
eceive cochlear implants, significa
Page 147 and 148:
effective public school programs fo
Page 149 and 150:
Page 151 and 152:
for promoting EHDI in developing co
Page 153 and 154:
Table 1. Levels of Prevention for C
Page 155 and 156:
or unilateral hearing loss because
Page 157 and 158:
were usually higher when babies wer
Page 159 and 160:
Table 2. World Bank Classification
Page 161 and 162:
total public expenditure (Gottret &
Page 163 and 164:
is more cost effective to institute
Page 165 and 166:
Figure 2. Proportion of births in h
Page 167 and 168:
scant, although they are likely to
Page 169 and 170:
a widely reported controversy conce
Page 171 and 172:
their babies at such an early age b
Page 173 and 174:
active, ongoing, culturally appropr
Page 175 and 176:
this goal achievable. Reservations
Page 177 and 178:
Clemens, C.J., Davis, S.A., & Baile
Page 179 and 180:
Kale, R. (1995). Traditional healer
Page 181 and 182:
A dream realized or nightmare in th
Page 183 and 184:
Penn, C. (1998). The study of child
Page 185 and 186:
Watkin, P.M., Baldwin, M., & McEner
Page 187 and 188:
Page 189 and 190:
education or general education, the
Page 191 and 192:
for both developmental and remedial
Page 193 and 194:
Table 1. Type and Number of RSP Con
Page 195 and 196:
process of closing the language gap
Page 197 and 198:
phonologic and phonemic awareness;
Page 199 and 200:
Westchester Institute for Human Ser
Page 201:
Bohnert, Andrea; Spitzlei, Vera; Li
show all

TVR_106-3

Create successful ePaper yourself

Delete template?

Save as template?