Presentation on theme: "Effective Transition from Early Intervention to Preschool"— Presentation transcript:
1 Effective Transition from Early Intervention to Preschool Antonia Brancia Maxon, Ph.D., CCC-A1, 2Karen Clark, M.A.1, 31 National Center for Hearing Assessment and ManagementLogan, UT2 New England Center for Hearing RehabilitationHampton, CT3 UTD/Callier Center for Communication DisordersDallas, TX
2 Faculty Disclosure Information In the past 12 months, we have not had a significant financial interest or other relationship with the manufacturer of the product or provider of the services that will be discussed in our presentation. This presentation will not include discussion of pharmaceuticals or devices that have not been approved by the FDA.
3 Transitions There are always transitions in life There are always options in the transition periodsKnowing options and goals helps to navigate through the processThere is more than one way to get through the transition with a positive outcome
4 People and Places in the Process Identification to age 3 Adults Children Environment parents siblings home family speech, language centers hearing and other early and/or intervention professionals home
5 Language Development From Identification to age 3 Discriminates people’s voicesDiscriminates songsSoothed by the presence of familiar voiceRecognizes many familiar words and phrasesAuditory memory of two items in a phrase (Put Elmo on the table)Can produce most consonants and all vowels
6 Language Development From Identification to age 3 Understands common verbsUnderstands “What” and “Where” questionsProduces sentences with a subject and verbUses plurals (doggies) and present progressive (Doggie is walking)Likes to singCan (and will!) repeat back ‘naughty’ wordsSpeech is intelligible to familiar adults
7 People and Places in the Process Age 3 (entering preschool) Adults Children Environment parents siblings home family teacher classmates school
8 Language Development Age 3 to 5 (home) Understands and can attend to longer stories at nightBeginning to use conjunctions such as “and”.Understands ‘knock-knock’ jokesAble to tell stories and ‘tattle’ on siblingsAble to produce more consonants and some ‘blended’ sounds such as /br/
9 Language Development Age 3 to 5 (preschool) Can attend to short stories at circle time.Can follow teacher’s instructionsCan talk with other students, know when to ask for clarification and how to clarify when he/she is not understoodCan verbally engage in playUses pronouns he/she, him/herAnswers most “WH” questionsAsks “Why?”Able to follow three step commands
10 “What’s the difference” Goals of EarlyInterventionStrengthen families to meet the developmental and health-related needs of their infants and toddlers who may have delays or disabilitiesFamilies must be involved with the process to develop the IFSPGoals of Special EducationEducate the child with a delay or disabilityFamilies must be members of the IEP meetings that make decisions on the education of their child
11 Definitions LEA - Local Education Agency LRE - Least Restrictive EnvironmentFAPE – Free Appropriate Public EducationIEP - Individualized Education PlanIEP TeamTransition meetingSpecial Education ContinuumMainstream classIntegrated classSelf-contained class (a class for children who are deaf or hard of hearing may be one type of special education class)Related services
12 Timeline Referral to LEA Investigate Observe preschools word of mouth, phone calls to Special Education Director, Teacher of the Hearing Impaired, or other people in the school system with which you are familiarObserve preschoolsneighborhood preschools, special education preschools including preschools for children who are deaf or hard of hearing.
13 “When you come to a fork in the road, take it” - Yogi Berra
14 Things to consider Services Audiological services hearing evaluationsearmolds“aided” performanceIndividual speech, language, listening servicescenter-based vs. school-based servicesprofessional with expertisecoping with school personnel who think they “know”ConsultationsArranging for professionals to assist school personnel
15 Things to consider Assistive Technology Classroom amplification FM determining the needschool obligationFMcompatibility with child’s hearing aids/cochlear implantUse with audio-visual equipmentinterference with other wireless devices
16 Things to consider Assistive Technology MAP adjustments relationship to classroom performancecompatibility with FMTroubleshootingdaily monitoring of hearing aids, speech processor, FMtrained personnel on siteSuppliesback-up replacement suppliesbatteries
17 Things to consider Classroom Environment assessing room acoustics making necessary modificationteaching styleensuring the child has access to the informationlanguage of other studentsgood language and speech modelswillingness of teacher to make modificationsspeech, language, auditory considerations
18 Things to consider Part time preschool Extended school year Is the child able to be home for the rest of the day or is another preschool or daycare involved?Availability of full-time preschool?Extended school yearAre services available through the summer?Make the case – do not have to wait for regression
19 Things to consider In-service Technology: hearing aids, FMs, cochlear implantsTeaching stylesClassroom modificationsEffects of hearing loss on language learningUnderstanding interaction of language and academic performance
20 Things to consider Potential Team Members Parents (required) Special Education Teacher (required)General Education Teacher (required as appropriate)Evaluation Specialist (required at initial meetings or when new data is presented)Speech-Language PathologistAudiologist/Cochlear Implant SpecialistTeacher of the Hearing Impaired (may be the special education teacher on the team)Qualified Administrator (required)Anyone family or school thinks has knowledge or special expertise regarding child
21 Things to consider Team Members Identify a school-based case manager individual who is knowledgeable about hearing lossindividual who is able to work with outside consultantsindividual who can maintain a good working relationship with parentsParental role as advocatetransmitting information to school personnelinteraction at IEP meetingsknowledge of rights under Part B of Individuals with Disabilities Education Improvement Act. (IDEA)
22 Things to consider Assessments Communication Evaluation Auditory Perceptual EvaluationAcademic EvaluationAudiological EvaluationClassroom Environment Assessment
24 Transition Means Change “Change always involves others….the more extensive the change, the more individuals are involved.”“All (individuals) come to the process with different perspectives, desires, and roles to play.”Jim Greenman
25 Transition Requires Partnership Partnership may be defined as a relationship of mutual respect between two or more competent persons who have agreed to commit to and share their knowledge, skills, and experience in meeting the needs of the child.”SKI-HI Curriculum 2004
26 I E P P R O C E S S UNDERSTANDING PROMOTES SUCCESSFUL PARTNERSHIPS the empowers familiestoparticipate in the process in a way thatI E P P R O C E S SPROMOTES SUCCESSFUL PARTNERSHIPS
27 IDEA 2004 – New OptionUnder IDEA 2004 each state has the option of implementing a statewide plan that extends Part C services to the age when a child becomes eligible for kindergarten.Only the Part B IEP process is considered in this presentation.
28 Assessment School conducts full and individual evaluation to: Determine eligibilityDetermine educational needs ofthe childAssessment :Is in the language and form that provides accurate information on what child can do developmentally and functionally (feasibility statement is included in law)Uses variety of tools and includes information gathered from parents
29 IEP Meeting Assessment drives the IEP process. Assessment is reviewed as first step in IEP meeting.Effect of hearing loss or other disabilities on participation in appropriate activities is discussed.
30 Consideration of Communication Needs Child’s communication mode was determined through appropriate assessmentsChild’s communication needs were considered in development of the IEPThere are and will continue to be opportunities for direct communication with peers and professionals in the child’s preferred communication modeSome states have laws addressing communication andother rights of children who are deaf or hard of hearingGood to know specifics of your state
31 Accommodations and Supports The IEP contains a statement of the supports that areneeded to help achieve the goals and to make progress inthe general curriculum.This is where to ask for specific supports:Use of FMIn-service trainingLanguage of classroom adapted to current language levels.Additional checks for understanding in group situations.Reduced visual distractions.
32 Goals - Considerations The recommended goals should:be directly related to information obtained fromthe assessment;meet the child’s current needs and provide areasonable expectation for progress during the next year;enable the child to be involved in the generalpreschool curriculum or support progress in that direction;
33 Goals - Considerations The recommended goals should:support functional communication;represent a variety of areas including speech, language (receptive and expressive vocabulary and concepts, pragmatics, syntax), and listening;present a clear plan for how progress will be documented and reported.
34 Services Considered or Provided General education preschoolclassroomSpecial education classroomNon-categorical (all) disabilities classDeaf education class (oral, total communication)May mainstream or integrate with Pre-K classAudiologySpeech-LanguageTransportationOther – occupational therapy, vision, health etc.
35 Least Restrictive Environment OneInterpretationA setting as typical as possible for a preschool child that meets the child’s needs and supports communication and academic achievement.DefinitionTo the maximum extent appropriate, children with disabilities are educated in the regular education environment with children who are not disabled.
36 Schedule and Location Length of the school day/week What will happen during the school day.Circle timeCentersLength of the school day/weekHalf-dayFull-day2, 3, 5 days/weekAmount of time for each of the services that are providedHalf-hour each dayWhere the services will be providedWithin the general education classroomWithin the special education classroomOutside the classroom setting
37 Suggestions for Partnering Make your wishes known in advanceSurprises rarely benefit anyoneRelate requests to specific educational needsExamples -Instruction in appropriate communication modeCommunication with peers who use same modeSupport to accomplish goals (speech/language therapy)Opportunity to hear at optimal level (ongoing audiological assessment, FM, equipment monitoring)
38 Suggestions for Partnering Understand there is more than one way to achieve a goal.Listen to the school’s suggestions and ideas.Ask questions if something is not clear.Consider compromising on means but not on end.Refer to Pop-Up IEP website for suggestions to answer inappropriate statements made by educators.National Center for Low-Incidence Disabilities web-site