Early Hearing Detection and Intervention (EHDI)
EHDI is an annual meeting where attendees who work in Early Hearing Detection and Intervention Programs come together to collaborate, share information, and enhance the implementation of state-based EHDI programs. Participants come together to:
- “Identify and promote knowledge and awareness of successful strategies for implementing comprehensive state-based EHDI programs that include screening, audiologic diagnostic evaluation, early intervention, medical home, reporting, tracking, surveillance, loss to follow-up issues, data integration, and other related surveillance components.
- Interpret and describe current research and research methods related to EHDI.
- Examine cultural competence of providers and assess their ability to work with children who are deaf or hard of hearing, their families, and communities.
- Discuss the importance of enhancing and creating new and ongoing working relationships among federal agencies, non-profit organizations, state health departments and educational agencies, advocacy groups, families, and professionals.”
CEID proudly participated last in 2017 and we have had representatives in past years. Our current (and past) teachers showcase the work that they have done while working with our programs and highlight what has been successful among our students!
2017 – Jessica Salaam, M.A.
Teachers of students who are deaf and hard of hearing are not always prepared to work with children who are deaf plus. Approximately 40% of children identified with hearing loss have other issues (Gallaudet Research Institute 2005). What can professionals do when they receive a child with a hearing loss in addition to another diagnosis? It is important that our curriculum, classroom activities, classroom environment and strategies are implemented to successfully support the student’s unique needs and progress within a deaf and hard of hearing specialized classroom.
A deaf or hard of hearing child with multiple disabilities may often be placed in a classroom with a teacher who does not have the background in understanding hearing loss. They lose access to language when placed in a specialized classroom under a category other than deafness. Unfortunately factors that are related to their hearing loss may be ignored as other disabilities may take a primary role leaving these students unique needs not met leading to detrimental outcomes for their learning and development. How can we as programs and teachers feel confident in serving this population within our deaf and hard of hearing classrooms?
This presentation will address how to establish a classroom that can accommodate a multi-modality approach as well as a variety of strategies and techniques to include them in the curriculum and create an environment that supports their special needs. Participants will learn specific activities and strategies to incorporate children with a variety of needs that fall into the deaf plus category. There will be an opportunity for participants to see tangible examples of materials that we have developed for this type of group.
2016 – Helisa Katz, M.A.
Title: Chasing the 1, 3, 6: Closing the Gap in Pediatric Medical Resident Education
Pediatricians are on the front line for their expertise in all areas of a child’s development, but how much do they know about hearing loss in infants and young children? For the past 14 years, CEID has been providing a half day intensive seminar to pediatric medical residents in the San Francisco Bay area to fill in the gaps in their knowledge. In addition, we have created the Pediatric Resource Guide to Infant and Childhood Hearing Loss, now in it’s third edition, to use as a training manual and reference book for pediatricians. The goal of the program is to make sure pediatricians are overseeing that children are not lost to follow up, that they are ensuring parents feel properly supported, and that medical residents have an understanding of how a newborn goes from newborn hearing screening to being connected to all the services that they need to flourish.
2014 – Kimberly (Tarasenko) Leong, M.A.
The National Consortium on Deaf-Blindness defines Deaf-Blindness as “a condition in which the combination of hearing and visual losses in children cause ‘such severe communication and other developmental and educational needs that they cannot be accommodated in special education programs solely for children with deafness or children with blindness’ or multiple disabilities. Children who are called deaf-blind are singled out educationally because impairments of sight and hearing require thoughtful and unique educational approaches in order to ensure that children with this disability have the opportunity to reach their full potential.”
Very few programs exist that specialize in these unique educational approaches necessary for children who are deaf-blind, and appropriate education and resources can be hard to find. Parents of these young children often have never met other people who are deaf-blind, find it difficult to learn how to help their child meet their full potential, and rarely meet professionals who are knowledgeable in deaf-blindness. To address these issues, a playgroup was created for children ages 0-5 who are deaf-blind along with a primary caregiver.
This presentation will discuss successes and challenges in creating this class, including how to individualize to meet the needs of children from 5 months to 5 years of age with varying visual and auditory abilities, communication modalities, special needs, and languages. Though every child in this group is deaf-blind and has other special needs, this presentation will also address how and why to include one or more children who are deaf-blind or have multiple special needs into a group setting with typically developing deaf and hard of hearing peers. Collaboration with other professionals and strategies to adapt materials and teaching strategies will be emphasized.
2013 – Kimberly (Tarasenko) Leong, M.A.
Going to the hospital for surgery, such as for a cochlear implant, can be a traumatic experience for children, particularly those who are healthy and otherwise have limited or no experience in a hospital setting. Research shows that preparing children for medical procedures significantly reduces negative psychological impacts of these procedures, including fear, anxiety, stress, and decreased cooperative behavior. Though many hospitals have Child Life Specialists trained to prepare children for medical procedures, these professionals rarely have the specialized knowledge necessary to work with deaf and hard of hearing children who may have a significant discrepancy between their developmental level and language abilities or who may communicate using sign language. Parents and children also are often just learning sign language. Parents may not know–or know how to teach–specific medical vocabulary and children may not yet have the receptive language ability to understand complex vocabulary and explanations. Therefore, this task of preparing the child falls on the child’s teachers, therapists, parents, and CI team.
Participants will be introduced to materials used by one school in the classroom and with families at home and will receive the practical information necessary to build their own kits relevant to their center or services. The kit includes teaching and play materials, paper and electronic books, instructions for using the kit, and useful multi-lingual/modal (English, Spanish, American Sign Language, Signing Exact English) vocabulary. Take home materials will include a detailed shopping list, activity ideas, and other information necessary to build a kit, including resources for creating eBooks for the iPad and other devices. Information will be presented on how to use the materials, address important considerations for preparing children for surgery, and share ideas on how to adapt these activities to meet various developmental levels, language abilities, culturally diverse populations, and medical/dental procedures.
2012 – Kimberly (Tarasenko) Leong, M.A.
Teachers and therapists are trained to work directly with children but few have a background in coaching parents to interact effectively with their own children. A child who receives 1 or 2 hours of home visits or class instruction each week still spends over 165 hours each week with their parents or other caregivers. What we as professionals do with a child in those few hours each week is important, but pales in comparison to what parents are able to accomplish when they are equipped with the skills and support they need.
A deaf or hard of hearing child’s first center-based experience may be in a parent/infant or parent/child group. Often these classes look like any other class: the teacher is in front of the group teaching the children and the parents are off to the side as observers or acting as teaching aides assisting their children with tasks they are unable to do on their own. While a parent-child class provides young deaf or hard of hearing children with a group experience with peers, it is also an equally important opportunity to teach parents in a unique environment utilizing different methods than parent education classes or home visits.
This presentation will address how to establish a parent/child group that focuses equally on parent and child learning, or how to modify a current group to include more effective parent participation. Participants will learn specific activities and strategies to incorporate both adult and child learning that they can use in their own parent/infant or parent/child groups. There will be an opportunity for participants to practice implementing the strategies discussed and examine examples of specially designed curriculum materials that can be developed for this type of group.