Download Early Intervention - Georgia State University

Georgia State University
Series:
Early Intervention with
Children who are Deaf
and Hard of Hearing
Part 1, Presentation 1
July 2001
Early Intervention
Challenges
What’s Happening!
34 States passed UNHSI legislation
 Approximately 2050 hospital screen
 Approximately 2200 hospitals do not
screen
 ~ 2 million babies not screened
 Legislation is variable
 Shortage in trained Pediatric Audiologists

a/o: June 2000
Annual Report to Congress on the
Implementation of the Individuals with
Disabilities Education Act(1997-98)

There are 70,833 students with Hearing
Impairments Nationally

~11,000 Deaf and 60,000 Hearing
Impaired students Nationally
Challenges
Legal Requirements
 Communication Options
 Cultural Sensitivity
 Technology

Legal Requirements
HR 1193; The Newborn and Infant
Hearing, Screening and Intervention
Act of 1999
 HB 717; Georgia’s UNHS Law signed
into affect 4/13/1999
 102-119 IDEA (Current version of 94142 and 99-457; Education of
Handicapped Children Act)

Law

The Law Provides for :
– IFSP Individualized Family Services
Program
– IEP Individualized Education Program
IFSP



Family Centered
Philosophy
Multidisciplinary Teams
(including Parents)
Present Levels of
Development in:
–
–
–
–
–
Cognition
Physical
Adaptive
Social/emotional
communication


Vision, Hearing and
Health Status
Family concerns,
priorities and resources
related to enhancing
development
IFSP

Major outcomes expected to be achieved for
the child and family and the criteria,
procedures, and timeliness to measure
progress toward achieving the outcomes

Specific early intervention services
necessary (including the frequency, intensity,
and method) to meet the unique needs of the
child and family
IFSP

The projected dates for initiation and the
anticipated duration of the services

The name of the service coordinator who
will be responsible for implementing the
plan and coordinating with other agencies
and persons
IEP
Placement
 Present levels of educational performance
 Annual Goals
 Special education and related service
provided
 Participation with nondisabled children
 Participation in state and district-wide
assessments

IEP (continued)
Dates when services and modifications
begin
 Statement of transition service needs for
children age 14 and older
 Measurement of progress

Communication Options

Auditory/Oral

Auditory Verbal

Cued Speech

Total Communication

American Sign
Language (Bilingual/
Bicultural)
Auditory/Oral
Teaches to make maximum use of residual
hearing through the use of amplification.
 Teaches to use residual hearing with
speech (lip) reading.
 Teaches to speak.
 This approach does not use sign language.
 Philosophy is to prepare children to live
and work in a predominately hearing
society.

Auditory/Verbal
Similar to the auditory/oral approach, but
it does not encourage speech (lip) reading.
 It emphasizes the exclusive use of auditory
skills through one-on-one teaching.
 Sign language is not used.
 There is an emphasis on the importance of
placing children in the regular classroom
as soon as possible.

Cued Speech
This is a visual communication system
combining eight handshapes (cues) that
represent different sounds of speech.
 Cues are used simultaneously with
speaking.
 The use of cues significantly enhances lip
reading ability because it helps to
distinguish sounds that look the same on
the lips.

Total Communication
This method uses a combination of
methods to teach a child.
 It includes a form of sign language, finger
spelling, speech reading, speaking, and
amplification.
 The sign language used, called SEE
(Signing Exact English), is not a language.
It is constructed to follow English
structure.

American Sign Language
(Bilingual/Bicultural)
American Sign Language is taught as the
child’s primary language, and English is
taught as a second language.
 ASL is recognized as a true language in its
own right.
 This method is used extensively within the
Deaf community.

Cultural Sensitivity
Assistive Technology
This term refers to devices that amplify
hearing . Researchers have found that
babies learn the basics of their native
language by the age of 6 months, long
before they utter their first words.
Amplification is an effective tool in
allowing residual hearing access to be
maximized.
Examples of assistive technology
include:

Assistive Listening Devices (ALDs)
– These include alerting devices that can be used to
signal the phone ringing, the alarm clock going off, the
doorbell, etc.
FM Systems
 Induction Loop Systems
 Hearing Aids
 Cochlear Implants

Oticon Behind the Ear
When selecting a device, it is
important to consider:

Where the communication occurs

The degree of hearing loss

Who is responsible for providing the
device

Interference with personal amplification

The age of the user

The type of loss
Oticon In the Ear
The FM System
Personal FM Systems Model PFM 350
An FM system is a
multi-unit system in
which the speaker
wears a microphone
and the listener wears
a wireless receiver.
The speaker’s voice is
isolated and amplified,
then picked up by the
receiver attached to
the listener’s hearing
aid.
The Induction Loop System
A loop of wire is set
up around the perimeter
of a room, creating an
electromagnetic field.
The speaker wears a
microphone, but all sound
within the sound field is
amplified and picked up
by a receiver worn by the
listener.
Lifeline Amplification SystemsA+ Amplification System
This is good for interaction with babies because they
are relatively stationary and communication is
localized.
Hearing aids come in many
shapes and sizes.
Behind the Ear
(BTE)
In the Ear
(ITE)
In the Canal
(ITC)
Bone Conduction- Vibrating
Hearing Aid
Completely in the
Canal (CIC)
The Cochlear Implant
The cochlear implant
(CI) was designed
for profoundly
deaf individuals
who do not receive
benefit from
traditional hearing
aids.
The CI is surgically inserted through the mastoid bone
into the cochlea, located in the inner ear. The surgery
lasts 2-3 hours and requires an overnight stay in the
hospital. After 4-6 weeks the CI is “tuned” by the
audiologist to match the
individual’s needs. The
surgery destroys any
residual hearing in that
ear. There are also life
changes that must be
made to protect the user
and the CI itself.
This is a decision that must involve the child and the
parents, and be the result of substantial research and
consideration.
This is just a glimpse
into the realm of Early
Intervention for
Children who are Deaf
and Hard of Hearing.
Upcoming
presentations will
further discuss each of
these topics in detail.