2026 Early Hearing Detection & Intervention Conference
March 15-17, 2026 • Jacksonville, FL
| Virtual Early Intervention: Breaking Down Barriers to Support Deaf/Hard of Hearing Children
Virtual Early Intervention: Breaking Down Barriers to Support Deaf/Hard of Hearing Children
Virtual early intervention (EI) services have become an increasingly valuable approach to supporting children with hearing loss and their families. These services offer access to specialized professionals regardless of geographic barriers, providing families with consistent and individualized guidance during the critical early years of auditory, language, and self-advocacy development. Through virtual EI, children can engage in interactive sessions that target listening and spoken language skills within their natural environments, allowing caregivers to integrate strategies seamlessly into daily routines. The virtual format also enables real-time coaching, where providers observe family–child interactions and offer immediate feedback to enhance communication outcomes.
Beyond the direct benefits to auditory and language development, virtual early intervention plays a key role in fostering self-advocacy skills from the start. Providers model and coach families on how to help their child recognize and communicate their listening needs, use hearing technology effectively, and develop confidence in social and educational settings. Families also gain critical knowledge about the types of supports their child may need—such as classroom accommodations, assistive listening devices, and individualized educational planning—empowering them to become informed and proactive advocates.
Additionally, virtual intervention offers flexibility and continuity of care, reducing missed sessions and allowing for collaboration among audiologists, speech-language pathologists, and educators. The virtual setting encourages families to take an active role in their child’s progress, strengthening caregiver competence and self-efficacy. Overall, virtual early intervention not only enhances auditory and language outcomes for children with hearing loss but also promotes family empowerment and long-term self-advocacy—key components for academic and social success. As telepractice continues to evolve, its integration into early intervention represents a sustainable, family-centered model for supporting children who are deaf or hard of hearing.
- Particiapants will identify barriers to early intervention for children with hearing loss.
- Participants will label the benefits of early intervention using the virtual platform.
- Participants will be able to discuss strategies and supports that can be delivered using virtual intervention.
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Presenters/Authors
Alexandria Mestres
(Primary Presenter), University of Miami Children's Hearing Program, asm120@med.miami.edu;
Alexandria Mestres holds degrees in Education of the Hearing Impaired and Elementary Education as well as a Masters in Applied Learing Sciences. Alex has worked as an administrator, professional development trainer, and consultant in the fields of Deaf and Hard of Hearing Education and Early Childhood. She is currently working for the University of Miami Children's Hearing Program as the educational specialist.She also works across multiple counties in the state of Florida as a Deaf and Hard of Hearing Specialist for Charter Schools. She also works with AGBell's LEAP program, and serves ACIA's scientific committee.
ASHA DISCLOSURE:
Financial -
No relevant financial relationship exists.
Nonfinancial -
No relevant nonfinancial relationship exists.
AAA DISCLOSURE:
Financial -
Financial relationship with University of Miami Children's Hearing Program
Academica Charter Schools
Charter Schools USA
AGBell Florida
ACIA.
Nature: employment, consulting, board member, scientific commitee.
Nonfinancial -
No relevant nonfinancial relationship exists.
Gabriella Garrido
(Co-Author), HEAR: Deaf and Hard of Hearing Student Services, ggarrido.dhh@gmail.com;
Gabriella is a recent graduate of Florida International University. She graduated with a degree in Psychology and certification in communication disorders. She has recently obtained her teaching certificate in Deaf/Hard of Hearing education and is working as a TOD/EI in Florida. She primarily supports students through virtual education.
ASHA DISCLOSURE:
Financial -
Nonfinancial -
AAA DISCLOSURE:
Financial -
Nonfinancial -
Corinne Emrath
(Co-Author), HEAR: Deaf and Hard of Hearing Student Services, corinneemrath@gmail.com;
Corinne Emrath holds a BA in Middle Grades Education from NKU with a focus on math and English, and a M.Ed in Teaching from USC. With over 10 years of educational experience, she specializes as an itinerant DHH teacher. Corinne is a mother to three, and began her career in deaf education shortly after her oldest daughter lost her hearing at age 2.
ASHA DISCLOSURE:
Financial -
Nonfinancial -
AAA DISCLOSURE:
Financial -
Nonfinancial -