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National EHDI Meeting EHDI-Related Efforts in the Office of Special Education Programs (OSEP) Lisa Holden-Pitt Education Research Analyst Research to Practice Division OSEP/US Dept. of Education Tyson’s Corner Marriott, Virginia February 11, 2002. Outline. OSEP Division layout

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Outline

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  1. National EHDI MeetingEHDI-Related Efforts in the Office of Special Education Programs (OSEP)Lisa Holden-PittEducation Research AnalystResearch to Practice DivisionOSEP/US Dept. of EducationTyson’s Corner Marriott, VirginiaFebruary 11, 2002

  2. Outline • OSEP Division layout • OSEP’s current role and interest in EHDI • Challenges and critical issues re referral and service provision • Opportunities of the UNHS and EHDI Program • Other considerations and summary

  3. Office of Special Education Programs • OSEP Divisions • Monitoring & State Improvement Planning (MSIP) • Research to Practice (RTP)

  4. Monitoring and State Improvement Planning (MSIP) • Acquainted with state agencies and programs that support early intervention (EI) within the various states • Web site for OSEP State Contacts is: www.ed.gov/offices/OSERS/OSEP/Monitoring/state_contact_list.html

  5. Research to Practice (RTP) • Design and oversee research projects relating to development/identification of methods, devices, etc. to assist in the provision of rehabilitation services • Model demonstration projects • Personnel preparation • Outreach, etc. • Manage projects that provide technical assistance and training at state and local levels

  6. Expections as result ofUniversal Newborn Hearing Screening • UNHS  more infants will be diagnosed with hearing loss at birth or during infancy • UNHS  more children diagnosed with hearing loss will be referred for early intervention services at ages of less than one year old

  7. OSEP and CDC: Common Interests re EDHI • Issues of common concern between OSEP & CDC • Factors associated w/ timely follow up and high rates of referral • Communication, coordination, and cooperation between Part C [IDEA] and EHDI Programs • Long-term tracking of early-identified cases • State Profiles that abstract state data regarding EHDI statistics and operations

  8. Challenges & Critical Issues re EHDI/UNHS • Loss of positively-identified cases after diagnosis • Timeliness of Part C referrals • Sensitivity in providing information to parents • At diagnosis • When providing ‘guidance’ • Provision of information regarding full range of common intervention options • Cooperation between EHDI Programs and Part C

  9. Challenges & Critical Issues re EHDI/UNHS (continued) • Case tracking for assessment and evaluation • Adequate training of professionals to work with early-identified infants and toddlers • Identification of hearing loss during infancy has potential for negative effect on parent-child social interactions, non-verbal communications – a potential barrier to necessary bonding with child

  10. UNHS and EHDI bring opportunities for: • Improved coordination of technical assistance and services among programs of varying agencies serving families of deaf and hard of hearing children within states • Facilitated interagency cooperation for providing early intervention, generally, through EHDI and related activities and programs • Long-term tracking of early-identified children with hearing loss, to create a feedback loop for EHDI program efficacy

  11. Office of Special Education Programs • Looking to the future • Closing considerations, thoughts, and vision

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