2026 Early Hearing Detection & Intervention Conference
March 15-17, 2026 • Jacksonville, FL
| Bridging the Gap: How Teachers of the Deaf/Hard of Hearing (TODHH) Graduate Programs Prepare Providers for Best Practice in Family-Centered Early Intervention
Bridging the Gap: How Teachers of the Deaf/Hard of Hearing (TODHH) Graduate Programs Prepare Providers for Best Practice in Family-Centered Early Intervention
Early Hearing Detection and Intervention (EHDI) systems have transformed early services by reducing the average age of identification of hearing differences from 2.5 years to approximately 3–4 months (NASDSE, 2018; JCIH, 2019; Yoshinaga-Itano et al., 2020). Earlier identification enables families to access intervention during a critical developmental window when high-quality, family-centered support can meaningfully influence language and communication outcomes (Yoshinaga-Itano et al., 1998; Moeller et al., 2024). To meet these expectations, Teachers of the Deaf/Hard of Hearing (TODHH) must demonstrate competencies in family-centered practice, auditory and language development, assessment, collaboration, and cultural responsiveness (FCEI-DHH Principles; JCIH, 2013; CEC, 2018; CED, 2013).
TODHH preparation programs vary widely in their accreditation, curricular depth, and philosophical orientation, contributing to a persistent “preparation-to-practice gap” in early intervention (Scott et al., 2025; Blaiser & Behl, 2018). Providers frequently report limited preparation for family coaching, telepractice, and interdisciplinary teaming, despite these being central to EI best practice (Houston et al., 2020; Dudding & Nottingham, 2021; Blaiser et al., 2023). Little research has examined how current programs align with competencies most relevant to infants and toddlers who are DHH and their families.
This study evaluates active graduate level TODHH programs in the United States using a crosswalk of four national frameworks: the Council for Exceptional Children (CEC) Advanced Specialty Standards, Council on Education of the Deaf (CED) accreditation standards, Joint Committee on Infant Hearing (JCIH) provider expectations, and the Family-Centered Early Intervention (FCEI-DHH) Guiding Values.
We hypothesize that most programs will show partial alignment with EI competencies and continue emphasizing K–12 preparation over Part C service delivery. Findings will inform curriculum development, professional learning priorities, and strategies to strengthen the workforce supporting families of infants and toddlers who are DHH.
- Participants will be able to compare/contrast the national standards and competencies (JCIH, FCEI, CEC, CED) that guide best practice in early intervention for infants and toddlers who are DHH.
- Participants will analyze how current graduate-level Teacher of the Deaf/Hard of Hearing (TODHH) preparation programs align with family-centered early intervention competencies.
- Participants will review TODHH program curricula to identify gaps and opportunities for improvement that affects how well graduates are prepared for early intervention practice.
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Presenters/Authors
Ashley Ben-Jacob
(Primary Presenter,Author), Idaho State University, ashleybenjacob@isu.edu;
Ashley Ben-Jacob, M.Ed., is a Deaf/Hard of Hearing (DHH) Educational Specialist dedicated to improving outcomes for young children who are DHH and their families. She earned her Master of Education and DHH credential through the University of San Diego and John Tracy Center, where she developed a strong foundation in family-centered listening and spoken language practices. Ashley is currently pursuing her Ph.D. in the Rehabilitation and Communication Sciences Program at Idaho State University. Her research examines competencies and self-efficacy among Teachers of the Deaf/Hard of Hearing, with an emphasis on interprofessional preparation and coaching strategies in early intervention. In addition to her doctoral studies, Ashley provides consultation and professional development for school districts, promoting evidence-based, family-centered practices in deaf education.
ASHA DISCLOSURE:
Financial -
No relevant financial relationship exists.
Nonfinancial -
No relevant nonfinancial relationship exists.
AAA DISCLOSURE:
Financial -
No relevant financial relationship exists.
Nonfinancial -
No relevant nonfinancial relationship exists.
Kristina Blaiser
(Co-Presenter,Co-Author), Idaho State University, Kristina.Blaiser@isu.edu;
Kristina Blaiser, Ph.D., CCC-SLP, is
a Professor of Speech-Language Pathology in the Department of Communication Sciences and Disorders and directs the HATCH (Helping Adults Talk to Children) Lab at Idaho State University. Dr. Blaiser has extensive experience leading early childhood education programs and evaluating the outcomes of children who are Deaf and Hard-of-Hearing. Her research interests include graduate training and implementation of family-centered early intervention. Dr. Blaiser serves on the national American Academy of Pediatrics Provider Education Committee and on the advisory board for the Family Leadership, Language and Learning Center.
ASHA DISCLOSURE:
Financial -
No relevant financial relationship exists.
Nonfinancial -
No relevant nonfinancial relationship exists.
AAA DISCLOSURE:
Financial -
Financial relationship with Idaho State University, AAP-PEC, FL3, Office of Special Education Programs.
Nature: employee, Advisory Board Member (AAP-PEC, FL3), Grantee.
Nonfinancial -
No relevant nonfinancial relationship exists.