Early Intervention for Deaf and Hard-of-Hearing Infants, by Marilyn Sass-Lehrer

By Marilyn Sass-Lehrer

A "must-have" for each specialist learning or operating with the households of deaf and hard-of-hearing babies and little toddlers, Dr. Marilyn Sass-Lehrer offers readers with the evidence-based wisdom had to enforce interdisciplinary and collaborative early interventional programming for execs and students.

Featuring a collaborative group of professional members throughout quite a few backgrounds and disciplines - together with educators, audiologists, speech-language pathologists, and health and wellbeing care prone - Early Intervention for Deaf and Hard-of-Hearing babies, little toddlers, and Their Families offers scholars and experts with the elemental wisdom they should successfully layout and carry care to this population.

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Additional resources for Early Intervention for Deaf and Hard-of-Hearing Infants, Toddlers, and Their Families: Interdisciplinary Perspectives

Example text

This Act was reauthorized as the Early Hearing Detection and Intervention Act (2010) and expanded the focus on diagnostic and early intervention services. The more recent bill advocates for prompt evaluation and identification of children referred from newborn hearing screening programs and appropriate educational, audiological, and medical services for children identified as deaf or hard of hearing. The reauthorized legislation addresses the recruitment, retention, education, and training of qualified personnel.

Early intervention and language development in children who are deaf and hard of hearing. Pediatrics, 106(3), e43–51. , & Holzinger, D. (2013). Best practices in family-centered early intervention for children who are deaf or hard of hearing: An international consensus statement. Journal of Deaf Studies and Deaf Education, 18(4), 429–445. 1093/deafed/ent034.  .  G. (2007). Vocalizations of infants with hearing loss compared with infants with normal hearing: Part II—Transition to words. Ear and Hearing, 28, 628–642.

Compton et al. (2001) identified a set of standards for professionals working with infants and toddlers who are deaf or hard of hearing. The standards were derived from an analysis of existing principles in deaf education and early intervention, synthesized by national experts, and reviewed by practicing professionals, family members, and training professionals. This process identified these focus areas: (1) major legislation; (2) relationships with families; (3) infant development; (4) communication; (5) teaming and service provision; (6) assessment; (7) technology; and (8) ethics/professionalism.

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