16th ANNUAL EARLY HEARING DETECTION & INTERVENTION MEETING
February 26-28, 2017 • Atlanta, GA
| Filling the Gap: A Call for Assessment and Intervention Strategies for Children Who are Deaf with Disabilities
Filling the Gap: A Call for Assessment and Intervention Strategies for Children Who are Deaf with Disabilities
According to Hands & Voices, 40% of children who are deaf have an additional disability along with their deafness or hearing loss (2014). These additional conditions vary greatly from, developmental delay to orthopedic impairment, with each case varying in severity. The hearing loss may be the most pressing issue or the additional disability may be the primary concern for that child’s development. The increase of children who are deaf with disabilities (DWD) may be connected to advanced neonatal care, over diagnosis, or genetics. Effective communication and language intervention can only occur when children who are DWD are identified early, placed in the correct classroom with prepared professionals, and provided with the services that they need. Caroline Guardino (2015, page 415) suggests, "by understanding the needs of professionals who are currently working with students who are DWD, researchers can help improve teacher preparation programs as well as improve the educational systems currently in place for these learners." Myck-Wayne, Robinson, and Henson (2011) found that caregivers frequently feel frustrated when attempting to locate professionals and educational programs qualified to serve all of their children’s needs.
Multi-faceted challenges related to assessment and intervention arise in dual diagnosis cases involving hearing loss. There is limited research on children who are DWD, resulting in a paucity of evidenced based practices. This poster will shed light on these special cases to encourage more research, development of evidenced-based practices, and to increase awareness of this specialized population. There is an overwhelming amount of information on disabilities, but such little information on what strategies to use, how to use them, and how to adapt them for a child with hearing loss. As early career professionals, we hope to promote change in the coming years as we contribute to the assessment, intervention, and scholarship concerning the topic.
- To promote further research on evidence based practices for students that are Deaf with disabilities.
- To encourage teacher preparation programs to incorporate more training in working with students who are Deaf with disabilities.
- To promote the development of diagnostic assessments appropriate for young children who are Deaf with disabilities.
Presentation:
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Presenters/Authors
Katelyn Schwoeppe
(), Fontbonne University , kschwoeppe@live.com;
Katelyn Schwoeppe graduated with a Bachelor of Arts Degree in Deaf Education from Fontbonne University in May of 2016. She is currently enrolled in the Early Intervention in Deaf Education graduate program at Fontbonne University where she is also working to receive a certificate in Autism Spectrum Disorders. Through several clinical experience and work related roles, she has come into contact with many students with hearing loss that had additional disabilities affecting their educational experience. This sparked her interest in the subject of dual diagnosis for children with hearing loss. Moving forward in her career, she hopes to take the information procured from this research to create a more inclusive and evidence-based learning environment for all students with hearing loss.
ASHA DISCLOSURE:
Financial -
No relevant financial relationship exist.
Nonfinancial -
No relevant nonfinancial relationship exist.
Holly Frigerio
(), ., holly.frigerio@gmail.com;
.
ASHA DISCLOSURE:
Financial -
No relevant financial relationship exist.
Nonfinancial -
No relevant nonfinancial relationship exist.