Questions to consider before we get started:

Transcription

1 Questions to consider before we get started: What are the primary priorities or goals for infusing DHH adults in your country? What are your personal goals in attending this meeting? What is currently the role of DHH adults in the early intervention process?

2 Who We Are 2 Great Britain Finland 1 1 Germany 3 Netherlands 2 Belgium 10 Austria 9 USA Russia 2 Israel 1 Pakistan 1 India 1 Uganda 1 Australia 3 South Africa 1 New Zealand 2 Participants who signed up as of April 25, 2016

3 Leadership Roles of Deaf and Hard of Hearing adults working with parents and infants: A global perspective Elaine Gale Michele Berke Stephanie Olson Karen Putz

4 Welcome Around the World with Introductions Agenda Welcome and History Results of Global Survey Deaf Culture and Deaf Individuals roles in Early Intervention Goals Small Group Discussion Group share The Future-What Are the Possibilities?

5 Welcome and History History how we got here

6 History how we got here First FCEI 2012 Planning committee included Christine Yoshinga Itano :stated that she would continue her involvement in FCEI if DHH professionals were incorporated into the conference Accessibility needed to be included in the planning First Keynote :Stephanie Olson and Katherine Rogers: University of Manchester, UK: Enhancing support for Early Identified Deaf Children and Their Families using Deaf and Hard of Hearing Professionals Informal meeting for DHH participants Flow of interpreters Use FCEI 2012 as a foundation for future FCEI Need for Global Deaf Leadership in Early Intervention Need for Research and establish evidence based practices and share at future FCEI conferences Need to for Global DHH connection

7 FCEI 2014 Increased numbers of Deaf/hard of hearing participants registered and presented/co-presented for the conference About DHH participants attended the pre-session Models of Deaf and Hard of Hearing Leadership in Early Intervention Programs: Beth S. Benedict Ph.D., Gallaudet University/American Society for Deaf Children Comprehensive Deaf and Hard of Hearing Services in British Columbia, Canada: Janice Springford, M.Ed., M.A. Deaf Children s Society of BC, Burnaby, British Columbia, Canada Models of Deaf/HH Leadership in Early Intervention, Education and Clinical Services: Stephanie Olson, Children s Hospital Colorado and Keynote Conference planners valued increased involvement Increased understanding of interpreters and roles

8 Results of Global Survey Survey results what we know today

9 Thank You Christie Yoshinaga-Itano

10 What We Know about DHH Adults Schimmel & Monaghan 1983 Watkins, Pittman, & Walden 1998 Hintermair 2000 Benedict & Sass-Lehrer 2007 Jackson 2011 Yoshinaga- Itano 2014 Pittman, Benedict, Olson, & Sass-Lehrer 2016 Deaf Children with Deaf Parents

11 Statements Supplement on Infant Hearing Position Statement (Muse et al., 2013) + International Consensus Statement (Moeller, et al., 2013) Both call for inclusion of Deaf and Hard-of-Hearing adults by playing an integral part in early intervention programming.

12 Principles and Goals Social & Emotional Support (FCEI Principle 4) Role models, Consultants and/or Mentors (FCEI Principle 8 & JCIH Goal 11) DHH Adults Communication Models/Tutors (FCEI Principle 7 & JCIH Goal 3A) Active participants in development and implementation of EHDI (JCIH Goal 10)

13 DHH Adults in EI Leadership Roles? Are professionals who are D/deaf and hard of hearing involved in Early Involvement programs serving families with children who are D/deaf and hard of hearing? What are best practices for involving professionals who are D/deaf and hard of hearing in Early Involvement programs serving families with children who are D/deaf and hard of hearing?

14 Survey Questions Newborn Screening and Services Questions Professionals who are D/deaf and Hard of Hearing Questions Background Questions

15 Method

16 Preliminary Results As of 05/15/16

17 11 Countries Represented in Survey 1 Netherlands 2 Canada 1 Germany 3 Austria Iran 1 Israel 1 14 USA India 1 Nigeria 1 Australia 6 South Africa 1 N = 32

18 Does your country/region mandate Universal Newborn Hearing Screening? Does your country have a referral program? NEWBORN SCREENING REFERRAL PROGRAM No 13% Not Sure 3% Not Sure 16% No 13% Yes 84% Yes 71% N = 32

19 Once an infant is identified as D/deaf and hard of hearing, who is the first point of contact for the family? Is this first point of contact either: No Referral Program 4% Both 15% DHH 4% Other 32% Audiologi st 38% Social Worker 11% EI Specialist 11% Parent 4% Hearing 81% N = 28

20 DHH Professionals in EI programs About how many professionals does your program have in total (D/deaf, hard of hearing, and hearing)? Average = 18 Of the professionals in your program, about how many are D/deaf and hard of hearing? Average = 4 4/18 = 25% DHH N = 31

21 If there are no professionals who are D/deaf and hard of hearing, why do you think that is? Lack of Funding 19% other 42% Lack of available DHH Profession als 39% Other Organization size Unawareness Philosophy Licensure N = 17

22 Please identify best practices, challenges/barriers and how overcome for including D/deaf and hard of hearing professionals in Early Intervention programs. Education Collaboration Publication Awareness Universities Research Qualification DHH & Hearing Stories N = 32

23 Thank You Christie Yoshinaga-Itano

24 Deaf Culture and Deaf Individuals roles in Early Intervention Solutions for effective living: what we learn from Deaf adults

25 Deaf Culture An obsolete concept A timeless solution Culture provides access to historically created solutions for effective living

26 A timeless solution Deaf Culture redefined: instead of residential school experience importance of Deaf clubs Use of Sign Language

27 Deaf Culture Redefined Full Access to communication Information Sharing Healthy Identity Formation Self-determination

28 Implications for Early Intervention Professionals Being aware of the historically created solutions for effective living at home: solutions for familial acceptance solutions for isolation solutions for bicultural existence

29 Goals For you to have opportunity to share ideas and resource to infuse deaf and hard of hearing professional adults in your early involvement programs in every level.

30 Goals for today..and going forward What are best practices that we need to consider for early involvement programs? Break-out into small groups (using the information we learned today), please discuss the following: What do I want my early intervention program to look like? short term and long term goals (for yourself and your country) What resources do I/we have or don t have and how to link with other people? What people in our country I need to contact when I arrive home to help think about our early involvement program?

31 Best practices: A call to action! Short term (today) Share results from group discussions Discuss review and dissemination process Long term - Draft a position statement

32 Small Group Discussion BEST PRACTICES: What best practices do we need to consider for infusing DHH adults early involvement programs? RESOURCES: What resources do I/we have for infusing DHH adults NEXT STEPS: What people in our country should I contact when I arrive home to help think about infusing DHH adults. What resources can be used for us to keep in touch after the conference Group Guidelines Yes and Please consider identifying note takers for your group, can be more than one person, and then the notes to: egale@hunter.cuny.edu

33 Group share

34 The Future-What Are the Possibilities? Motivation what do I do when I get home?

35 Motivation what do I do when I get home? Identify the gaps in current services and practices Create innovative solutions Put together a passionate, motivated team Lead the way with action

36 Lead with PASSION The surprising meaning behind the word, Passion.

37 Three words that will guide you in providing best practices: Compassion Empathy Kindness