Co-Enrollment Models of Preschool for Deaf and Hard-of-Hearing Children in Israel

2019 ◽  
pp. 107-132
Author(s):  
Dalia Ringwald-Frimerman ◽  
Sara Ingber ◽  
Tova Most
Keyword(s):  
Early Childhood ◽  
Early Intervention ◽  
Hard Of Hearing ◽  
Developmental Period ◽  
Optimal Development ◽  
Design And Implementation ◽  
Educational Environments ◽  
History Of ◽  
Hearing Children ◽  
Enrollment Models

Studies exploring the effects of early intervention on the development of young deaf and hard-of-hearing (DHH) children have highlighted several important issues that should be taken into consideration in the design of early intervention programs to achieve optimal development. This chapter describes how the Israeli preschool co-enrollment system has been adapted to meet the multifaceted challenges of integrating preschool DHH children into regular educational environments during the very sensitive developmental period of early childhood. The first section describes the history of preschool co-enrollment classes in Israel and then discusses the unique challenges to DHH interventions in early childhood. The second section presents the preschool educational system for DHH children in Israel and the design and implementation of a range of preschool co-enrollment models.

Psychosocial Development of Hard-of-Hearing Preschool Children

2018 ◽  
Author(s):  
Nina Jakhelln Laugen
Keyword(s):  
Early Intervention ◽  
Psychosocial Development ◽  
Hard Of Hearing ◽  
Current Knowledge ◽  
Deaf Child ◽  
Deaf Children ◽  
Child Research ◽  
Universal Newborn Hearing Screening ◽  
Newborn Hearing ◽  
Hearing Children

In some respects, hard-of-hearing children experience the same difficulties as deaf children, whereas other challenges might be easier or more difficult to handle for the hard-of-hearing child than it would be for the deaf child. Research has revealed great variability in the language, academic, and psychosocial outcomes of hard-of-hearing children. Universal newborn hearing screening enables early identification and intervention for this group, which traditionally has been diagnosed rather late; however, best practices regarding the scope and content of early intervention have not yet been sufficiently described for hard-of-hearing children. This chapter summarizes the current knowledge concerning psychosocial development in hard-of-hearing children. Risk and protective factors, and their implications for early intervention, are discussed with a special emphasis on preschoolers.

Deaf or hard of hearing children in Saudi Arabia: Status of early intervention services

2016 ◽  
Vol 86 ◽  
pp. 142-149 ◽  
Author(s):  
Huda Alyami ◽  
Maggi Soer ◽  
Andre Swanepoel ◽  
Lidia Pottas
Keyword(s):  
Saudi Arabia ◽  
Early Intervention ◽  
Hard Of Hearing ◽  
Early Intervention Services ◽  
Intervention Services ◽  
Hearing Children

Telepractice delivery of family-centred early intervention for children who are deaf or hard of hearing: A scoping review

2018 ◽  
Vol 25 (4) ◽  
pp. 249-260 ◽  
Author(s):  
Melissa McCarthy ◽  
Greg Leigh ◽  
Michael Arthur-Kelly
Keyword(s):  
Early Childhood ◽  
Early Intervention ◽  
Scoping Review ◽  
Hard Of Hearing ◽  
Data Extraction ◽  
Health Sector ◽  
Current Evidence ◽  
Childhood Education ◽  
Video Signals ◽  
Childhood Intervention

Introduction The use of telepractice, a method of delivering services through telecommunications technologies that provides two-way, synchronous audio and video signals in real-time, is becoming increasingly commonplace in early childhood education and intervention for children who are deaf or hard of hearing. Although the use of telepractice has been validated in the health sector as a viable and effective alternative to in-person service provision, evidence to support its use in the delivery of family-centred early intervention is still emerging. The purpose of this scoping review was to describe the current use of telepractice in the delivery of family-centred early childhood intervention for children who are deaf or hard of hearing, and their families. Method The review followed the framework outlined by the Joanna Briggs Institute (2015), including an iterative three-step search strategy. Specific inclusion criteria and data extraction fields were outlined in advance. Results A total of 23 peer-reviewed publications were included in the review. Most publications (70%) provided anecdotal evidence of the challenges and benefits associated with telepractice. The remaining publications (30%) reported on research studies evaluating the effectiveness of early intervention delivered through telepractice. Of the 23 included papers, 18 viewed the use of telepractice positively while the remaining 5 reported mixed conclusions and the need for more data. Discussion Current evidence in the literature indicates that telepractice can be an effective model for delivering family-centred early intervention for children who are deaf or hard of hearing. However, more research is needed to substantiate the use of telepractice as a viable alternative to traditional in-person services, rather than being seen as supplemental to such services.

Characteristics of Hearing Families and Their Young Deaf and Hard of Hearing Children: Early Intervention Follow-Up

1998 ◽  
Vol 143 (4) ◽  
pp. 347-362 ◽  
Author(s):  
Rosemary Calderon ◽  
Jill Bargones ◽  
Susan Sidman
Keyword(s):  
Early Intervention ◽  
Hard Of Hearing ◽  
Hearing Children

A History of EI/ECSE in the United States: A Personal Perspective

2018 ◽  
Vol 40 (2) ◽  
pp. 121-137 ◽  
Author(s):  
Diane Bricker ◽  
Huichao Xie ◽  
Sharon Bohjanen
Keyword(s):  
United States ◽  
Early Childhood ◽  
Early Intervention ◽  
Early Childhood Special Education ◽  
The United States ◽  
Personal Perspective ◽  
Evolutionary Changes ◽  
History Of ◽  
Growth And Change ◽  
Over Time

This article offers a view of the evolution of Early Intervention/Early Childhood Special Education (EI/ECSE) in the United States. This view of the field’s growth and change over time reflects the personal memories, experiences, and perspectives of Diane Bricker, who reviews the evolutionary changes in EI/ECSE based on her experiences with a range of theorists, scientists, and clinicians who affected the EI/ECSE profession both directly and indirectly. The challenge of succinctly summarizing the history of EI/ECSE required Bricker to make many difficult choices and prohibited recognizing many important contributors and events over the years. The following narrative of her presentation provides a powerful backdrop for the future of the field.

Using Family-Centered Practices to Increase Language Access for Multilingual Deaf or Hard of Hearing Children

2022 ◽  
pp. 205-224
Author(s):  
Karen K. Lange ◽  
Alissa Blair ◽  
Peggy J. Schaefer Whitby
Keyword(s):  
Early Childhood ◽  
Best Practices ◽  
Hard Of Hearing ◽  
Family Engagement ◽  
Early Years ◽  
Language Access ◽  
Multilingual Education ◽  
Language Deprivation ◽  
Hearing Children ◽  
Family Centered

Children who are deaf or hard of hearing may experience language deprivation in the early years that impacts long-term communication and educational outcomes. Fortunately, family engagement in the early childhood years has been shown to increase outcomes for young learners, and the standards for early childhood family engagement align with best practices for teaching children who are deaf or hard of hearing from multilingual families. Best practices for early childhood education, deaf or hard of hearing education, and multilingual education all place the family at the forefront with a strong belief that family is the first and best teacher for their child. The purpose of the chapter is to present the alignment of family centered practices across early childhood, deaf or hard of hearing, and multilingual education literature and present family centered collaboration strategies to increase early childhood language access for young multilingual children who are deaf or hard of hearing.

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