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

Telepractice Training for Early Intervention with Children who are Deaf/Hard-of-Hearing

2016 ◽  
Vol 1 (9) ◽  
pp. 60-67
Author(s):  
Kristina M. Blaiser ◽  
Diane Behl
Keyword(s):  
Early Intervention ◽  
Hard Of Hearing ◽  
Communication Disorders ◽  
Staff Support ◽  
Early Intervention Services ◽  
Part C ◽  
Training Courses ◽  
Part C Early Intervention ◽  
Training Opportunities

Telepractice is an increasingly popular service delivery model for serving individuals with communication disorders, particularly infants and toddlers who are Deaf/Hard-of-Hearing (DHH) served under Part C Early Intervention programs (Behl, Houston, & Stredler-Brown, 2012). Recent studies have demonstrated that telepractice is effective for providing children who are DHH and their families with access to high quality early intervention services (Behl et al., 2016; Blaiser, Behl, Callow-Heusser, & White, 2013). While telepractice has grown in popularity, there continues to be a lack of formalized training opportunities to help providers become more familiar with telepractice (Behl & Kahn, 2015). This paper outlines online training courses for providers, families, and administrators of programs for children who are DHH. Recommendations for follow up training and staff support are included.

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

scholarly journals Erratum to : Follow-Up of Articulation in the Hard of Hearing Children

1969 ◽  
Vol 12 (1) ◽  
pp. 114-114
Keyword(s):  
Hard Of Hearing ◽  
Hearing Children

scholarly journals Follow-Up of Articulation in the Hard of Hearing Children

1968 ◽  
Vol 11 (2) ◽  
pp. 121-127
Author(s):  
Shunji Tani
Keyword(s):  
Hard Of Hearing ◽  
Hearing Children

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.

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