<< BACK TO AGENDA

ABSTRACT INFORMATION
Title: 'Early Intervention in Deaf Schools: Adapting to the Needs of Today's Families' Track: 3 - Language Acquisition and Development Keyword(s): early intervention, statewide services Learning Objectives: Describe how schools for the deaf tailor their programs and services to meet the individual needs of children and families. Describe steps schools for the deaf take to adapt to new developments in the field. Take advantage of the resources provided by schools for the deaf to enhance early intervention in their state. Abstract: It is well known that appropriate early intervention by qualified providers is an essential component of EHDI systems. Without this component, the primary goal of EHDI – the achievement of age appropriate language acquisition for all deaf and hard of hearing children – cannot be realized. It is also known that many statewide Part C systems lack the personnel and expertise to appropriately serve deaf and hard of hearing babies and their families. Often overlooked in the discussion about personnel and services are the services of schools for the deaf. Schools for the deaf are uniquely qualified to assist in the language development of deaf and hard of hearing children and to provide for the information and support needs of their families. The children they serve are diverse, coming from every ethnic, linguistic, and socio-economic group. The families they serve have a range of opinions about the various communication and technology opportunities available. For example, deaf schools are serving more and more families who have chosen cochlear implants for their child. This session will highlight the activities of three statewide programs - from the Maryland School for the Deaf, the New Mexico School for the Deaf, and the Texas School for the Deaf. It will describe these schools and programs, the populations they serve, and the practices they follow in order to meet the needs of all families. It will describe the challenges they face in providing appropriate services and the means they use to overcome those challenges. Attendees will learn about the center-based, home-based, and satellite-based programs offered by schools for the deaf. They will learn about schools’ capability to provide training and technical assistance. And they will come away with a better understanding how they might use the school for the deaf in their own state to serve families. Presentation: This presentation has not yet been uploaded or the speaker has opted not to make the presentation available online. Handouts: Handout is not Available
PRESENTER(S) / AUTHOR(S) INFORMATION
Barbara Raimondo - POC Conference of Educational Administrators of Schools and Programs for the Deaf      Credentials: Esq.       Barbara is a long-time advocate for the rights of deaf and hard of hearing individuals and their families. She has worked as a government relations liaison, director of advocacy, parent consultant, attorney, and trainer. She has presented and written about numerous topics including early hearing detection and intervention, education, test equity, civil rights, family support, deaf-hearing partnerships, parent and deaf community involvement, and others. She also has served on the board of the Maryland School for the Deaf, including as president for three terms. She has testified before Congress. She and her husband are the parents of two deaf young adults and in the past hosted a deaf exchange student from Ghana. She received her law degree from George Mason University.       ASHA DISCLOSURE: Financial - Nonfinancial - Stella Egbert - Co-Presenter Texas School for the Deaf      Credentials: M.Ed.       Stella Egbert is the principal of the Early Childhood Education and Elementary programs at the Texas School for the Deaf. She has earned her Masters in English Linguistics from George Mason University and an M.Ed. from Texas State University in Educational Leadership.       ASHA DISCLOSURE: Financial - Nonfinancial - Rosemary Gallegos - Co-Presenter New Mexico School for the Deaf      Credentials: Licensed Educator and Administrator, M.ED       Rosemary Gallegos is currently the Assistant Superintendent of the New Mexico School for the Deaf responsible for IDEA compliance, Early Intervention and Outreach Services. She has over 26 years experience as an early interventionist, early childhood teacher and administrator of a wide variety of programs in the education of children and students who are deaf or hard of hearing. She has presented at state and National conferences on the development of Early Intervention and Outreach programs and Communication Considerations for children who are deaf or hard of hearing and has co-authored and authored curricula and video materials published by SKI*HI and Boys Town Press. Ms. Gallegos has a a Master's of Education Degree with a focus in education of the Deaf and Hard of Hearing from the University of Arizona and is a licensed special education, elementary and early childhood teacher, educational leader and administrator.       ASHA DISCLOSURE: Financial - Nonfinancial - Maryann Swann - Co-Presenter Maryland School for the Deaf      Credentials: M.S.       Maryann Swann is Director of the Family Education and Early Childhood Department at the Maryland School for the Deaf. She serves as the chairperson for the state of Maryland’s Universal Newborn Hearing Screening Advisory Council. She has been a presenter at national and local conferences related to the early detection of hearing loss and intervention. She was a 2006-2007 Early Intervention Leadership Academy Fellow at the Maryland State Department of Education Division of Early Intervention Services and the Johns Hopkins University Fellowship program.       ASHA DISCLOSURE: Financial - Nonfinancial -