18th ANNUAL EARLY HEARING DETECTION & INTERVENTION MEETING
March 3-5, 2019 • Chicago, IL
3/04/2019 | 11:15 AM - 11:45 AM | The Transition from Early Intervention to School: A 360-degree Perspective | Paris
The Transition from Early Intervention to School: A 360-degree Perspective
As children who have been identified and served through EHDI programs develop, the transition from early intervention to school is an important milestone, with strong implications for academic and social learning. It is a time of potential stress and challenge for the child and family, as they negotiate new schedules, environments, peers and teachers, and expectations. However, there is a gap in our knowledge of the actual transition experience between early intervention and school for parents, early interventionists, and teachers. To address this gap, perspectives of the transition experience were sought from parents, early interventionists, receiving classroom teachers, receiving specialist teachers of the deaf and hard of hearing, and administrators of three specialized early intervention programs and four school districts/programs in British Columbia. Data collection occurred through semi-structured interviews (12 parents, 11 early interventionists, 4 teachers of the deaf and hard of hearing, 10 administrators), focus group (5 teachers of the deaf and hard of hearing), and questionnaires (40 parents, 9 early interventionist, 28 specialist teachers, 16 classroom teachers). All interviews were analyzed by means of thematic analysis and all surveys were analyzed using descriptive statistics and thematic analysis. Predominant themes include the challenge for parents of moving from a family-centered early intervention system to a more child-centered school system; the importance of early and clear communication between early intervention and school systems; barriers to securing appropriate school placement and supports to maintain positive outcomes in early intervention; and the unique and additional challenges faced by parents of children with additional needs. This presentation will also provide recommendations aimed at supporting smooth transitions for all stakeholders. We anticipate that this information will be helpful to early intervention programs wishing to support parents, early interventionists, and school professionals as children and families prepare for the transition to a new educational system.
- To identify facilitators and barriers for parents of children who have received EHDI services as the children transition from early intervention into school.
- To identify system and programmatic facilitators and barriers for professional stakeholders (i.e., early interventionists, school-based specialist and classroom teachers, and programs) as the children transition from early intervention into school.
- To provide recommendations for parents and early intervention and school programs to support a smooth transition to school for children with hearing loss, their families, and the professionals who serve them.
Presentation:
18878_10375JanetJamieson.pdf
Handouts:
Handout is not Available
Transcripts:
18878_10375JanetJamieson.docx
Presenters/Authors
Janet Jamieson
(), University of British Columbia, janet.jamieson@ubc.ca;
Janet Jamieson is Co-Director of the Program in Education of the Deaf and Hard of Hearing and Director of the Centre for Early Childhood Education and Research at The University of British Columbia. She is also a member of the Intervention Advisory Group of the B.C. Early Hearing Program. Janet’s research interests and publications have focused on promoting the positive development and well being of deaf and hard of hearing children, their parents, and teachers. Her current research interests include the transition to school for children with special needs, family support needs when children become deaf or hard of hearing through cancer treatment, and support for young refugee children and their families.
ASHA DISCLOSURE:
Financial -
No relevant financial relationship exist.
Nonfinancial -
No relevant nonfinancial relationship exist.
Brenda Poon
(), University of British Columbia, brenda.poon@ubc.ca;
Dr. Brenda Poon is an Assistant Professor with the Human Early Learning Partnership (HELP) at the School of Population and Public Health in the Faculty of Medicine at the University of British Columbia. Dr. Poon completed her doctorate in Special Education at the University of British Columbia and her Post-doctoral fellowship in population and public health. Her current research focuses on ways agencies across sectors work together to support young children and families in their communities. Her research interests include: coordinated service delivery and supports for families, family-centered services, developmental trajectories of children with special needs, early identification and early intervention programs for children with special needs, and children’s transition into school.
ASHA DISCLOSURE:
Financial -
No relevant financial relationship exist.
Nonfinancial -
No relevant nonfinancial relationship exist.
Nancy Norman
(), Kwantlen Polytechnic University, nancy.norman@kpu.ca;
Nancy Norman is an Instructor and University Teaching Fellow at Kwantlen Polytechnic University. She holds a Ph.D. in Special Education, and both teaches and researches in the areas of social and emotional development and inclusive practices in K-12 schools.
ASHA DISCLOSURE:
Financial -
No relevant financial relationship exist.
Nonfinancial -
No relevant nonfinancial relationship exist.
Anat Zaidman-Zait
(), Tel Aviv University, anatzaidman@tauex.tau.ac.il;
Anat Zaidman-Zait is an Associate Professor at the Department of School Counseling and Special Education, Tel-Aviv University, Israel and Affiliate scholar at the Human Early Learning Partnership, University of British Columbia, Canada. Her research focused on psychosocial aspects of childhood disability, parent well-being and resilience, stress and coping processes among families of children with disabilities, quality of life of children who are deaf and hard of hearing and their parents, and family-centered care.
ASHA DISCLOSURE:
Financial -
No relevant financial relationship exist.
Nonfinancial -
No relevant nonfinancial relationship exist.
Deirdre Curle
(), Washington State Center for Childhood Deafness & Hearing Loss, deirdre.curle@gmail.com;
Deirdre Curle earned a PhD in Special Education from the University of British Columbia and a Masters degree in Communication Disorders from the University of New Mexico. She currently serves the state of Washington as a member of the Center for Childhood Deafness & Hearing Loss outreach team.
ASHA DISCLOSURE:
Financial -
Nonfinancial -