Effective Transition from Early Intervention to Preschool Antonia Brancia Maxon, Ph.D., CCC-A1, 2 Karen Clark, M.A.1, 3 1 National Center for Hearing Assessment and Management Logan, UT 2 New England Center for Hearing Rehabilitation Hampton, CT 3 UTD/Callier Center for Communication Disorders Dallas, TX

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.

Transitions There are always transitions in life There are always options in the transition periods Knowing options and goals helps to navigate through the process There is more than one way to get through the transition with a positive outcome

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

Language Development From Identification to age 3 Discriminates people’s voices Discriminates songs Soothed by the presence of familiar voice Recognizes many familiar words and phrases Auditory memory of two items in a phrase (Put Elmo on the table) Can produce most consonants and all vowels

Language Development From Identification to age 3 Understands common verbs Understands “What” and “Where” questions Produces sentences with a subject and verb Uses plurals (doggies) and present progressive (Doggie is walking) Likes to sing Can (and will!) repeat back ‘naughty’ words Speech is intelligible to familiar adults

People and Places in the Process Age 3 (entering preschool) Adults Children Environment parents siblings home family ------------- -------------- ------------- teacher classmates school

Language Development Age 3 to 5 (home) Understands and can attend to longer stories at night Beginning to use conjunctions such as “and”. Understands ‘knock-knock’ jokes Able to tell stories and ‘tattle’ on siblings Able to produce more consonants and some ‘blended’ sounds such as /br/

Language Development Age 3 to 5 (preschool) Can attend to short stories at circle time. Can follow teacher’s instructions Can talk with other students, know when to ask for clarification and how to clarify when he/she is not understood Can verbally engage in play Uses pronouns he/she, him/her Answers most “WH” questions Asks “Why?” Able to follow three step commands

“What’s the difference” Goals of Early Intervention Strengthen families to meet the developmental and health-related needs of their infants and toddlers who may have delays or disabilities Families must be involved with the process to develop the IFSP Goals of Special Education Educate the child with a delay or disability Families must be members of the IEP meetings that make decisions on the education of their child

Definitions LEA - Local Education Agency LRE - Least Restrictive Environment FAPE – Free Appropriate Public Education IEP - Individualized Education Plan IEP Team Transition meeting Special Education Continuum Mainstream class Integrated class Self-contained class (a class for children who are deaf or hard of hearing may be one type of special education class) Related services

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 familiar Observe preschools neighborhood preschools, special education preschools including preschools for children who are deaf or hard of hearing.

“When you come to a fork in the road, take it” - Yogi Berra

Things to consider Services Audiological services hearing evaluations earmolds “aided” performance Individual speech, language, listening services center-based vs. school-based services professional with expertise coping with school personnel who think they “know” Consultations Arranging for professionals to assist school personnel

Things to consider Assistive Technology Classroom amplification FM determining the need school obligation FM compatibility with child’s hearing aids/cochlear implant Use with audio-visual equipment interference with other wireless devices

Things to consider Assistive Technology MAP adjustments relationship to classroom performance compatibility with FM Troubleshooting daily monitoring of hearing aids, speech processor, FM trained personnel on site Supplies back-up replacement supplies batteries

Things to consider Classroom Environment assessing room acoustics making necessary modification teaching style ensuring the child has access to the information language of other students good language and speech models willingness of teacher to make modifications speech, language, auditory considerations

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 year Are services available through the summer? Make the case – do not have to wait for regression

Things to consider In-service Technology: hearing aids, FMs, cochlear implants Teaching styles Classroom modifications Effects of hearing loss on language learning Understanding interaction of language and academic performance

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 Pathologist Audiologist/Cochlear Implant Specialist Teacher 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

Things to consider Team Members Identify a school-based case manager individual who is knowledgeable about hearing loss individual who is able to work with outside consultants individual who can maintain a good working relationship with parents Parental role as advocate transmitting information to school personnel interaction at IEP meetings knowledge of rights under Part B of Individuals with Disabilities Education Improvement Act. (IDEA)

Things to consider Assessments Communication Evaluation Auditory Perceptual Evaluation Academic Evaluation Audiological Evaluation Classroom Environment Assessment

Positive Partnering with LEAs

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

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

I E P P R O C E S S UNDERSTANDING PROMOTES SUCCESSFUL PARTNERSHIPS the empowers families to participate in the process in a way that I E P P R O C E S S PROMOTES SUCCESSFUL PARTNERSHIPS

IDEA 2004 – New Option Under 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.

Assessment School conducts full and individual evaluation to: Determine eligibility Determine educational needs of the child Assessment : 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

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.

Consideration of Communication Needs Child’s communication mode was determined through appropriate assessments Child’s communication needs were considered in development of the IEP There are and will continue to be opportunities for direct communication with peers and professionals in the child’s preferred communication mode Some states have laws addressing communication and other rights of children who are deaf or hard of hearing Good to know specifics of your state

Accommodations and Supports The IEP contains a statement of the supports that are needed to help achieve the goals and to make progress in the general curriculum. This is where to ask for specific supports: Use of FM In-service training Language of classroom adapted to current language levels. Additional checks for understanding in group situations. Reduced visual distractions.

Goals - Considerations The recommended goals should: be directly related to information obtained from the assessment; meet the child’s current needs and provide a reasonable expectation for progress during the next year; enable the child to be involved in the general preschool curriculum or support progress in that direction;

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.

Services Considered or Provided General education preschool classroom Special education classroom Non-categorical (all) disabilities class Deaf education class (oral, total communication) May mainstream or integrate with Pre-K class Audiology Speech-Language Transportation Other – occupational therapy, vision, health etc.

Least Restrictive Environment One Interpretation A setting as typical as possible for a preschool child that meets the child’s needs and supports communication and academic achievement. Definition To the maximum extent appropriate, children with disabilities are educated in the regular education environment with children who are not disabled.

Schedule and Location Length of the school day/week What will happen during the school day. Circle time Centers Length of the school day/week Half-day Full-day 2, 3, 5 days/week Amount of time for each of the services that are provided Half-hour each day Where the services will be provided Within the general education classroom Within the special education classroom Outside the classroom setting

Suggestions for Partnering Make your wishes known in advance Surprises rarely benefit anyone Relate requests to specific educational needs Examples - Instruction in appropriate communication mode Communication with peers who use same mode Support to accomplish goals (speech/language therapy) Opportunity to hear at optimal level (ongoing audiological assessment, FM, equipment monitoring)

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 http://www.nclid.unco.edu/families.html