| Title: |
'Guidelines for Transitioning Applied with Young, Deaf Children Following Cochlear Implantation ' |
| Track: |
3-Early Intervention and Beyond
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| Audience: |
Primary Audience:
Secondary Audience:
Tertiary Audeince:
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| Keyword(s): |
Sign Language CI aural/oral guidelines |
| Learning Objectives: |
a) locate the Guidelines for Transitioning
b) apply guidelines to inform observations of young, deaf children's communication competencies
c) discuss parameters for guiding decision making regarding transitioning young children towards learning through primarily auditory/oral modalities following cochlear implantation
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Abstract: |
After commencing language acquisition with a visual linguistic system as their primary means of communication, some young, deaf children receive a cochlear implant. With access to auditory stimulation post-implantation, the hope and expectation is that these young children will transition towards learning through an auditory linguistic system. That transition may be swift or gradually evident and not predictable for any given child. The question for parents of young, deaf children and their teachers is when the shift in primary modality of instruction becomes viable or advisable. For parents and professionals pondering that consideration, a set of Guidelines for Transitioning have been applied to focus deliberations and planning. The Guidelines for Transitioning were written with the intent of facilitating discussion and decision making by families and professionals regarding appropriate educational approaches and settings for children with cochlear implants. These Guidelines were developed through a collaborative process of discussions and series of consensus building gatherings among audiologists, speech-language pathologists, psychologists, and teachers of the deaf representing the spectrum of approaches to educating deaf children. The Guidelines for Transitioning have been disseminated in print and through internet links posted through state departments of education, cochlear implant centers, clinical practices, and support materials published for parents and families of young children with cochlear implants. Recent survey of teams applying these guiding principles indicated continued efficacy of the Guidelines for Transitioning and suggested some edits and additions (copyrighted in 2010). The survey also yielded reports of a changing population of young children who sign and need for guidelines to be created through a similar process of multidisciplinary representation in a format intended for deaf children who have other developmental challenges and who receive cochlear implants. |
| Handouts: |
Handout is not Available
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PRESENTER(S):
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Terrell Clark - Children's Hospital Boston
Credentials: PhD
licensed psychologist
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Terrell A. Clark, PhD, a contributing author for this resource, is director of the Deaf and Hard of Hearing Program at Boston Children’s Hospital. Her endeavors through this program include teaching, supervising, conducting research, and providing clinical assessments with babies, school-aged children, and teens. As a pediatric psychologist at Boston Children’s, she is appointed as a senior associate in the Department of Psychiatry (Psychology) while at Harvard Medical School, she is an assistant professor of psychology. She has also taught at Tufts University in the Department of Child Development for many years, given numerous national and international presentations, served as an advisor to agencies and organizations on matters affecting deaf and hard of hearing children, and received regional and national recognition for her work. |
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AUTHOR(S):
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