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Infants & Toddlers with HL Chapter 14

Infants & Toddlers with HL Chapter 14. Perry C. Hanavan, Au.D. Stats. SNHL is the most common birth defect in U.S. Approximately 1.4 million children in U.S. with significant hearing loss 3/1000 births with hearing loss at birth

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Infants & Toddlers with HL Chapter 14

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  1. Infants & Toddlers with HLChapter 14 Perry C. Hanavan, Au.D.

  2. Stats • SNHL is the most common birth defect in U.S. • Approximately 1.4 million children in U.S. with significant hearing loss • 3/1000 births with hearing loss at birth • 6/1000 births in addition to the 3/1000 have permanent hearing loss

  3. Universal Newborn Hearing Screening

  4. Parents at Diagnosis of HL • The Journey • Shock, Denial, and Grief • Guilt and Anger • Acceptance

  5. Programs • A Vital Component For Families With Deaf Babies and Children • Cued Speech • Deaf Family Literacy Academy • AVT and Graduates • Hear the Difference

  6. IFSP • Part C, formerly Part H, of IDEA is a discretionary program which awards grants to states to provide early intervention services to infants and toddlers (birth to age 3) who have disabilities, including developmental delays, and their families. • For a state to participate, it must assure that early intervention will be available to every eligible child and his/her family. • Each state defines developmental delay and may choose to serve infants and toddlers at risk of developing disabilities. • The governor designates a lead agency - usually health and human services or education - which receives the grant and administers the program. • Governor appoints an Interagency Coordinating Council (ICC), which includes parents of young children with disabilities, to advise and assist the lead agency. • Unlike Part B, services are not necessarily free. • Agencies are allowed to charge for services on a sliding scale. Currently, all states participate in Part C.

  7. IFSP DETERMINATION OF ELIGIBILITY UNDER PART C • A multi-disciplinary team made up of family members and two or more qualified professionals evaluate the child’s performance in physical, motor, sensory, cognitive, communication, social-emotional, and adaptive development. • If a child is found eligible for early intervention services, an Individual Family Service Plan is developed.

  8. IFSP must include: • The infant's or toddler's present levels of physical, cognitive, communication, social or emotional, and adaptive development. • The family's resources, priorities and concerns relating to enhancing the development of the infant or toddler. • Major outcomes expected to be achieved for the infant/toddler and his/her family, as well as criteria for determining progress made toward such outcomes. Any revisions of either outcomes or services to achieve them must also be included. • Specific early intervention services necessary to meet the unique needs of the infant/toddler and the family, including the frequency, intensity and method of delivery. • The natural environments in which the early intervention services will be provided, including a justification of the extent, if any, to which the services will not be provided. • The date the services will begin and their anticipated duration. • The identification of the service coordinator, from the profession most immediately relevant to the infant's or toddler's family's needs, who will be responsible for the coordination and implementation of the plan with the other agencies and persons. • The steps to be taken to support the transition of the toddler with a disability to preschool or other appropriate services.

  9. IFSP Service Coordinator The service coordinator helps the family get services and supports that child needs, as described on the IFSP until the child turns three or until he or she no longer needs early intervention. The service coordinator also provides knowledge of the law, of community resources and will help connect the family with other parents. Service coordination is free to families and should include: • Providing verbal and written information in the family's native language. • Coordinating the performance of evaluations and assessments. • Facilitating and participating in the development, review and evaluation of the IFSP, assuring that the family's priorities are being addressed. • Identifying and facilitating the delivery of appropriate and available supports, services, resources and advocacy services. • Coordinating with medical and health providers when needed. • Initiating transition planning when the child is two and a half years old.

  10. C.H.A.T. • Phonak launched the Child Hearing Assessment Toolkit (C.H.A.T.) at the EAA Summer Conference 2013. • New web-based tool allows hearing care professionals working in education to go digital - selecting, filling out and managing their patient assessments on any laptop, desktop PC or tablet device. • Try C.H.A.T. atwww.chatbyphonak.com • More info found at http://ow.ly/mpf9t

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