| Sunday Morning Sessions |
Elevating Family Voice: Bridging the Transition from Early Intervention to Preschool
View Abstract ▼
The transition to preschool from early intervention can be a process full of anxiety and unknowns. This session aims to address these emotions head on by bringing together a group of families and professionals with experience in working with children who have combined vision and hearing differences to share stories, tips, and resources with session attendees. This collaborative interactive session is designed to foster an environment in which participants can engage in shared learning and leave with practical insights and resources to effectively support children and their families during their transition to preschool. This training also will continue to affirm families in elevating their voice for and with their child throughout the lifespan.
Throughout the instructional session, participants will hear key insights shared by families regarding their child’s transition to preschool services and learn innovative ways to use the effective, family-informed strategies, tools, and resources shared to support children with vision and hearing differences during their transition. This family centered approach will assist teams as they plan for a successful transition to preschool services that includes family stories, fact sheets, transition checklists, transition planning guides, and resources to ensure accessible communication methods, appropriate sensory accommodations, and adapted materials that facilitate a successful and inclusive transition process for each child.
This session will offer foundational information for families and professionals who support children with combined vision and hearing differences. While each family’s story and experience will be unique, common themes and key information may overlap with content shared in previous years’ presentations.
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Sunday, 3/15
9:00 AM - 12:00 PM |
IDEA and Advocacy for Parents and Professionals - Learning Enough to Make a Difference
View Abstract ▼
Want to be a successful advocate in IEP meetings? In order to do so, you must know what the law says and how it protects children with disabilities. What makes a parent a successful advocate for their child who is deaf/HOH? What helps a provider successfully advocate for their student? Legal protection is available for parents of children with disabilities; sadly, not all parents are aware of it. This presentation offers both parents and professionals the knowledge to successfully work with schools for their child’s/student’s educational future. Protection of the parent/school relationship is the most important aspect of successfully advocating for a child with disabilities. Professionals can easily educate parents in this model of parent/school relationship building without jeopardizing their position. IDEA protects parents; it’s up to the parents to protect their relationship with school personnel. In this session participants will have the opportunity to rewrite sections of the IEP that have missing pieces. Firsthand examples will be provided throughout the session from an advocate who has been teaching this session and advocating for students for over 15 years, beginning with her now 24-year-old deaf daughter.
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Sunday, 3/15
9:00 AM - 12:00 PM |
Working with Families: Teletherapy Sessions Using Real-Time Embedded CoachingTM
View Abstract ▼
This course will provide coaching techniques for professionals working with caregivers of children who are deaf or hard of hearing using teletherapy. Under the practices of IDEA it is suggested that support provided to families accessing Part C, Early Intervention, services should include a coaching model that uses a combination of “demonstration” and “return demonstration.”
Real-Time Embedded CoachingTM is a term applied to coaching a caregiver and providing suggestions, while she is engaged in an activity with a child rather than waiting until after the activity is over. The early interventionist is providing support to that caregiver in real time by making comments and suggestions throughout the activity. By doing so, the caregiver is able to adjust her technique and incorporate suggestions immediately and thereby immediately see the impact of the suggestion. This also gives the coach an opportunity to verify for the caregiver what she is doing well and ensure the caregiver has understood the coach’s explanations and expectations. By watching the caregiver conduct the activity and implement the suggestions, the coach becomes immediately informed of what further modifications/suggestions are needed. This approach is effective working with families using spoken language and/or sign language.
Embedded coaching requires the use of specific knowledge and techniques of the early interventionist. This course will describe “embedded coaching” during return demonstration, which is effective in accelerating parents’ progress in acquiring skills when working with their children. Real-Time Embedded CoachingTM is an evidence-based practice that can be used in-person or during teletherapy sessions. All of the strategies and techniques provided throughout this session may be applied to working with families who have chosen Listening and Spoken Language or Sign Language.
This presentation will describe through lecture, discussion, videotape and video analysis, and interactive activities how to effectively implement embedded coaching during teletherapy sessions.
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Sunday, 3/15
9:00 AM - 3:00 PM
(1 hour lunch break) |
| Sunday Afernoon Sessions |
Interactions & Connections: Following a Child’s Lead in Conversation
View Abstract ▼
Connection isn't optional; it is the foundation for communication, learning, belonging, and joy. This two-hour instructional session explores how small, intentional moments can transform communication for individuals who are deaf, hard of hearing, or deafblind across all ages and abilities. The session bridges research and practice by weaving together evidence-based approaches, such as copresence, serve and return, the interaction cycle, and rupture and repair, with real-life family and classroom experiences.
Early language acquisition occurs when children have responsive communication partners who notice and honor their communication attempts and respond in a mode the child can perceive and reciprocate. Recognizing these attempts often requires careful observation. Affirmation and contact provide positive feedback, encouraging the child to continue the interaction. This back-and-forth exchange is the heart of serve and return. Routine-based greetings and closing rituals support children’s understanding of the natural flow of conversations and social interactions. Beyond language acquisition, these interaction strategies also nurture infant and early childhood mental health.
The presentation incorporates family and professional perspectives, illustrated by storytelling and video examples. The extended format allows for a more interactive experience than a standard breakout session. Participants will actively analyze video examples, reflect on their own perceptions, and explore practical applications of these strategies through guided discussion and reflective questioning techniques.
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Sunday, 3/15
12:30 PM - 2:30 PM |
No Borders, No Barriers: Strengthening Cross-State EHDI Coordination for Continuity of Care
View Abstract ▼
Continuity of care is essential for achieving EHDI outcomes, but challenges arise when infants are born in one state and reside in another—or are transferred out-of-state for NICU care. These scenarios, common in border communities and among medically fragile infants, create coordination challenges that even experienced programs struggle to manage. This session highlights how EHDI coordinators can strengthen interstate collaboration by leveraging informal relationships with hospitals and each other, even when formal data-sharing is limited. Attendees will walk away with peer-informed strategies to improve cross-state tracking and prevent loss to follow-up.
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Sunday, 3/15
1:00 PM - 3:00 PM |
Implementing a Bilingual-Bimodal-Multimodal Early Childhood Program
View Abstract ▼
This interactive session will offer strategies for implementing a Bilingual-Bimodal or Multimodal early childhood program. Known for its expertise in serving deaf children with additional needs, The Children's Center for Communication/Beverly School for the Deaf (CCCBSD) expanded this work with an inclusive program that combines evidence-based early childhood practices, family-centered programming, the development of ASL and/or spoken language, Deaf Culture, and principles that support inclusive environments for children with additional needs.
The program emphasizes family choice and child choice. Three connected classrooms offer instruction in ASL, spoken language, or a multi-modal approach. Families select where their child begins each day, while children make extended choices about where to spend time, essentially deciding how they communicate. Data on these choices, along with language and developmental assessments—including video documentation of ASL and spoken language outcomes guide team planning with the child's family.
A Deaf/hearing interdisciplinary team collaborated to create this program using models from other schools, consultation, and family input. Presenters will share how staffing, curriculum, classroom setup, family-school partnerships, and assessment practices contribute to success. Parents will share perspectives on how empowering children to lead their own language and communication choices has supported both language development and social-emotional growth.
Participants will learn about transition support from Parent-Infant Programs into this program, including joint home visits, family surveys, and collaborative decision-making. The session includes group discussion and structured planning time, giving attendees the opportunity to work with their teams to map initial steps for developing bilingual-bimodal programming in their own contexts.
By the end of this session, participants will gain practical strategies to create programs that honor families, integrate Deaf Culture, and nurture holistic growth for young deaf and hard-of-hearing children.
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Sunday, 3/15
1:00 PM - 4:00 PM |
Performance Reviews in the Workplace
View Abstract ▼
Many supervisors step into leadership roles because of their strong performance and ability to guide others. Yet too often, they receive little training in managing the complex interpersonal dynamics that come with the job. One of the most common challenges? Performance reviews. These conversations don’t have to be dreaded—they can be powerful opportunities for growth, clarity, and collaboration. In this workshop, supervisors will learn practical strategies for giving feedback that is both honest and hopeful, addressing challenging behaviors with confidence, and clearly communicating expectations in a way that motivates staff toward success.
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Sunday, 3/15
1:00 PM - 4:00 PM |
Seeing Language: How Vision Shapes Communication and Literacy
View Abstract ▼
Vision plays a vital role in language acquisition, communication, and literacy. From infancy, children rely on visual input to build vocabulary, interpret gestures, and engage in joint attention—foundational skills for language development. As learners grow, visual processing supports reading, comprehension, and written expression. When vision is impaired, however, language may develop along different pathways, requiring intentional support through auditory, tactile, and multi-sensory strategies. This presentation will explore the relationship between vision and language, highlight the impact of visual impairments such as cortical visual impairment (CVI), and share practical strategies for educators, clinicians, and families to foster communication and literacy in children with vision challenges.
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Sunday, 3/15
2:30 PM - 4:30 PM |
Instructional Sessions are included in the EHDI Annual Conference for sessions/topics that do not fit into the standard breakout session format. Consider proposing an Instructional Session only if one or more of these considerations apply:
Proposals will be considered, reviewed, and selected by the 2026 EHDI Annual Conference Planning Committee and the EHDI Conference Co-Organizers. Criteria for selecting Instructional Sessions will align with the broader abstract submission criteria.
Please note: Each instructional session must have a minimum of 10 registrants, or the session will be canceled. Decisions about holding the session based on number of registrants will be made approximately one month prior to the conference start date.
Instructional Session abstracts will be reviewed and scored according to the following criteria by the EHDI Conference Planning Committee:
Note: Costs for each field trip include transportation to and from the field trip location and boxed lunches to be taken from the hotel with participants when departing the hotel.
Florida School for the Deaf and the Blind (FSDB)
St. Augustine, Florida
| Tentative Schedule |
| 8:00 AM |
Departure from the hotel |
| 9:00-11:00 AM |
Campus arrival, tour, and brief presentation |
| 11:00-11:30 AM |
Lunch on campus |
| 11:45 AM |
Departure from campus |
| 1:00 PM |
Return to the hotel |
In every moment, from significant accomplishments to everyday experiences, the Florida School for the Deaf and the Blind (FSDB) offers a one-of-a-kind educational journey.
Since our establishment in 1885, FSDB has been the only school of its kind in the state and one of the few across the country dedicated to students who are deaf/hard of hearing, blind/visually impaired, and deafblind. As a fully accredited, tuition-free school, we serve over 1,700 children across the state. We offer a wide range of programs from a statewide parent infant program and outreach services to on-campus early childhood, elementary, middle and high schools, as well as further education opportunities for students who have deferred their standard diploma.
We invite you to experience FSDB firsthand by touring our gorgeous campus in St. Augustine. Conference attendees will have a unique chance to explore our facilities and engage in a Q&A session with our dedicated school administrators. Don’t miss this opportunity to see firsthand how we're changing lives and empowering students for a brighter future!
Please note that the tour will be limited to 40 participants.
Florida Coalition for Spoken Language Options/Deaf Kids Can
Clarke School for Hearing & Speech
Jacksonville, Florida
| Tentative Schedule |
| 9:00 AM |
Departure from the hotel |
| 10:00-11:00 AM |
Campus arrival, campus tour |
| 11:00 AM - 1:00 PM |
Lunch in the Clarke learning center at 11am, with presentations being provided by the coalition members and its collaborative partners: Clarke School for Hearing & Speech, Sertoma Speech & Hearing Foundation, University of Miami Debbie School, and Deaf Kids Can. |
| 1:00 PM |
Departure from campus |
| 2:00 PM |
Return to the hotel |
A maximum of 30 attendees can be attended this event.
Speaker Presentations
Clarke: Clarke Schools for Hearing and Speech will give an overview of listening and spoken language services provided in Florida for children ages birth to 36 months. Clarke has a variety of early intervention models including in person and virtual services that reach families in over 30 counties in Florida. Clarke will outline the partnerships that helped create a strong statewide program to serve families as well as professionals in Florida.
Sertoma: The Sertoma Speech & Hearing Foundation will provide information and news on audiology services provided by Sertoma in the State of Florida, with a focus on services to children unable to receive newborn screenings in a traditional and timely manner. (15-20 minutes)
UM: The University of Miami, Debbie School will give an overview of their programs and services for children and families choosing a Listening and Spoken Language approach. The Debbie school provides a variety of services that supports both parents and professionals in Florida that will be outlined for participants.
Deaf Kids Can: Deaf Kids will provide information on the history of Deaf Kids Can (DKC). There will be an overview provided on how DKC provides parent-to-parent support for families of children with hearing loss in Florida. This support includes rural and underserved communities. Student outcomes and experiences of families as well as support projects will be outlined for participants.
