A Family s Guide to Your Child s Early Years at the Maryland School for the Deaf

Transcription

1 A Family s Guide to Your Child s Early Years at the Maryland School for the Deaf

2 What Family Education and Early Childhood Department Parents Say MSD Family Education is the best! They not only instructed us on how to communicate with our son, they offered phenomenal support at home and at school. We really felt they cared about our child and anticipated his needs. My daughter was born hearing; however, at age one, testing revealed that she was deaf/ hard-of-hearing and could potentially experience a progressive hearing loss. She has been a student in the Infants and Toddlers and Two- Year-Old classes, and is currently a student in the Three-Year-Old class. In addition to the educational and other services provided to my daughter (speech therapy, physical therapy, art, drama, and physical education), I attend the Parent Group and Sign Language classes. The services provided by the Maryland School for the Deaf have exceeded my expectations. As anticipated, my daughter is experiencing a progressive hearing loss, but I am confident that she will receive the educational background necessary for meeting her future goals. Although I still sometimes feel overwhelmed with trying to become fluent with ASL, it is comforting to know that the staff is available to provide advice and guidance, and just to lend a listening ear. After we learned our daughter was deaf, we grieved. As a hearing family with no real knowledge of deafness or exposure to deaf culture, our reaction to her being deaf was shock, sadness, concern, but mostly fear about how we would communicate. Once we contacted MSD, our whole world changed. We were welcomed by the MSD Family Education staff and received wonderful services where we learned ASL through our home visits, classes and DVD s as well as plenty of information about different options for our daughter. Our hearing son is also involved in every aspect of MSD s services and is able to communicate with his sister. Now, one year later, our daughter has a vocabulary of 100 words, can communicate using sentences, questions, comments, and directions. And she is one of the happiest children we have ever met. I just wanted to say thank you for all of your help with my daughter. I have seen major improvement in her these past couple of weeks. I am constantly talking about the teachers at MSD because we are blessed to have them in our corner. 2 Family Education and Early Childhood Department MSD

3 Contents What Parents Say...2 MSD Mission Statement...4 Bilingual Education Policy...4 The Vision of the Family Education and Early Childhood Department...5 Family Education and Early Childhood Department Services...7 Individual Family Service Plans and Individual Education Plans...9 Curriculum Assessments The Project Approach Language Groups...13 Play Why is it so Important? Rhythm and Movement Developmental Milestones: Infants 0-18 Months...16 Developmental Milestones: Toddlers Months...18 Developmental Milestones: Preschoolers (3-4 Year Olds)...19 Illness Policy...20 Inclement Weather Policy...21 Obtaining Services from MSD Family Education Early Childhood Department...22 Online Resources Related to Deafness...23 Family Education and Early Childhood Department MSD 3

4 A Family s Guide to Your Child s Early Years at the MSD The MSD Mission Statement and the Bilingual Education Policy T he mission at the Maryland school for the Deaf (MSD) is to provide excellence in education in a bilingual environment to prepare all students to be contributing citizens. The establishment and evolution of the mission of the Maryland School for the Deaf is a shared responsibility by the following constituencies: students, parents, administrators, faculty, staff, MSD Board of Trustees, the Deaf community, MSD Alumni, and the community-at-large. We believe that our mission of providing a linguistically, culturally and academically rich environment is achieved as the school and the community actively combine their efforts to respond to the ever-changing needs of our students and our increasingly complex society. The Bilingual Education Policy MSD infants, like all infants, have the innate ability to learn languages. MSD infants will acquire a natural language if that language is made accessible to them during the important early years of language acquisition. MSD infants learn English as a second language, parallel to the acquisition of American Sign Language (ASL). Infants emerging thinking abilities and development of ASL have a direct relationship to their ability to learn English. MSD recognizes the importance of and is committed to providing families with the support needed to develop strong communication skills with their child who is deaf or hard of hearing. Bilingual Education Policy Amendment All students in the Family Education and Early Childhood Department at Columbia campus and Frederick campus will have daily opportunities to enhance their American Sign Language skills, auditory listening skills, and spoken English skills as a part of instruction. 4 Family Education and Early Childhood Department MSD

5 The Vision of the Family Education and Early Childhood Department The Family Education and Early Childhood Department is committed to establishing, for each and every deaf and hard of hearing child and his/her family, the experience of an environment at home, at school, and in the community that promotes their early learning and development in the following areas: Language & Literacy Cognition & Problem Solving Social & Emotional The Arts: Drama, Music/Movement, Art The Sciences: Science & Social Studies Gross and Fine Motor Skills This goal is achieved through home visits, early childhood classes, and opportunities for families to meet. Families are a vital part of a young child s life. The Family Education and Early Childhood Department strives to support that relationship and to work as equal partners with families who have deaf and hard of hearing children. Our goal is to provide the support and information needed to empower families in making informed decisions about the educational, communication, language and social experiences for their child. Frederick Campus Family Education and Early Childhood Department MSD 5

6 The Vision of the Family Education and Early Childhood Department is attained through: Home Visits The critical foundation of the program is the home visit which provides for a teacher s support of the family. Home visits are tailored to share current information and valuable resources to raising a deaf or hard of hearing child. Benefits of the home visit include: Team approach (family and teacher) - the teacher coaches the family using strategies in how to support the child s development. Opportunities to share feelings and ideas Modeling of language and play activities Active participation in the child s education program. Family Involvement Opportunities for all family members to meet each other and share experiences are planned. Families may participate in a variety of ways: Family support groups Regional meetings Trips and community events Parent to Parent Network Classes Classes are designed to provide developmentally appropriate activities for young deaf and hard of hearing children. Creative Curriculum, Guidelines for Healthy Child Development and Care for Young Children (Birth 3 Years) and The Project Approach. Features of these classes include: Combination of child-centered opportunities and teacher-led activities Active learning through literacy, writing, art, music/movement, dramatic play, manipulatives, sand and water centers Use of projects and themes throughout the year Grouping for learning through spoken English and learning through ASL. These classes are play-based and follow three components, which are approved by the Maryland Department of Education: The 6 Family Education and Early Childhood Department MSD

7 A Family Education and Early Childhood Department Services newly diagnosed hearing loss can be a challenge and deciding what to do for your child can be confusing. Our goal is to identify and include deaf and hard of hearing infants and toddlers, birth through age four, in our Family Education and Early Childhood Department. Services, free of charge, are available to all families with deaf and hard of hearing children who reside in Maryland. Home Visits Teachers travel to homes throughout the state to cultivate language skills with children, their family members and friends. Home visits are individualized to meet each child s/ family s strengths and needs. Play-based activities are designed for children and families to acquire American Sign Language and/or spoken English and be able to communicate with each other. Cochlear Implant/Hearing Aid Services Children who use cochlear implants or hearing aids and attend our classes are given opportunities to receive spoken language classes. These classes facilitate auditory skills and spoken language skills that teach concepts in the curriculum with sign language support. During the home visit, appropriate communication and language acquisition strategies are modeled with the children and family members before, during and after the implant process and receiving a hearing aid. Parent Group Families are invited to attend weekly meetings at either campus (Frederick or Columbia). Information about child development, literacy, the deaf community, spoken English, audiology, ASL, the cochlear implant process and bilingual education are samples of what is shared with families. Opportunities are provided for hearing and deaf families to interact with each other. Infant Play Group Children from birth through the first two years of life can attend playgroup up to two (2) mornings a week with other young deaf children. Hands-on activities that focus on emerging language and communication skills are provided. Toddler Class Children who are two years of age by September 1 can attend class up to five (5) mornings a week. The class focuses primarily on learning through play and sensory experiences using ASL and spoken English. Preschool Class Children who are three years old by September 1 can attend class up to five (5) mornings a week. The class emphasizes concepts about the world around them, readiness for school and opportunities to interact cooperatively with peers in preparation for Pre- Kindergarten. American Sign Language Classes Beginning sign language classes are offered, free of charge, at both the Frederick campus and the Columbia campus on a weekly basis to parents and the extended family. These classes support and enhance communication between the child and the family. Speech Therapy Services Speech sessions are provided on an individual or group basis by a certified speech/language pathologist. These sessions reinforce the language concepts that are presented in the classroom, as well as articulation and auditory perception based on IFSP/IEP goals. Family Education and Early Childhood Department MSD 7

8 Regional Parent Meetings and Special Events Regional meetings are available to provide opportunities for families with deaf children to interact with other families in their local area. These experiences in their local community offer enjoyable activities for the entire family. At the same time, parents obtain information about a wide range of topics, such as deaf community, child development, information regarding cochlear implants, language development and communication. Special events take advantage of community resources and are provided through field trips, evening/weekend gatherings, and other social events in the deaf community. Families and children alike have the opportunity to learn about their world and community together. Collaboration with Service Providers We work collaboratively with professionals from various public and private programs/agencies to support the family in promoting the development of the whole child. Public and private agencies include: local Infants and Toddlers Programs, hospitals, daycare providers, Head Start programs, public and private preschools, and local school systems. Our highly qualified staff includes: Teachers with certification from the Maryland State Department of Education Certified speech and language pathologists Licensed audiologists We believe that our students learn best in a bilingual environment where American Sign Language (ASL) and English are equally valued. Columbia Campus 8 Family Education and Early Childhood Department MSD

9 Individual Family Service Plans and Individual Education Plans What are they and why are they important? Positive involvement with your child s development and education can help your child succeed at what he or she does at school or at home with you. When your child has a documented disability or delay, you (parent or caregiver), teachers and other specialists all become equal members of a team working together to make sure your child gets the services he or she needs. IFSPs (individualized family service plans) and IEPs (individualized education plans) document these services and are agreed upon by you, the parent/caregiver, and other team members. The IFSP and IEP were mandated when the United States Federal Government passed the Individuals with Disabilities Act (IDEA), so that any child with a disability would be guaranteed a free and appropriate public education. Individual Family Service Plan (IFSP) The IFSP is used for any child who is determined, by the local Infants and Toddlers Program, to be at risk for having a disability or to have a delay in one or more areas of development. Identifying functional outcomes with parents (i.e. what goals would you like to see you and your child accomplish?) Selecting measurable criteria to define when an outcome has been achieved. Describing strategies for achieving outcomes Discussing formal and informal supports/ services (i.e. individualized instruction, speech therapy, family counseling/training, physical therapy, audiology, transportation, etc.) The IFSP also identifies where the services will be provided, who will provide the services and how often each service is provided. Services are determined based on the functional outcomes that were identified during the IFSP meeting. Parents and service providers (including teachers and other professionals) will write outcomes that will encourage the child s and family s growth and success. The IFSP is generally reviewed every 6 months, however, additions or modifications may be added as needed. Professionals work with the child s family to develop an IFSP, which is a written plan that outlines early intervention and other services. Both the family and the early intervention professionals work together in the development, writing and implementation of the IFSP. Steps in developing an IFSP include: Reviewing the family s priorities, concerns and resources Family Education and Early Childhood Department MSD 9

10 Individual Education Plan (IEPs) A n IEP is developed for children with delays or a diagnosed disability between age 3 and 21 years. Once a child is identified as eligible to receive special education services, the IEP team works together to develop the IEP, which is a document identifying the special education and related services necessary to support the child s educational program. The IEP allows everyone with a role in teaching and nurturing the child to understand and provide what the child will need to grow and prosper. Services identified on the IEP might include special instruction, one-on-one aides, speech and language therapy, Assistive Technology devices and services, psychological services and other services identified by the team as necessary for the child to benefit while in an educational setting. Keep a list of personnel responsible for ensuring that your child s special education needs are met. Make sure you have their contact information. Keep a copy of the IFSP or IEP handy when coming to the meeting. If you do not have one, request one beforehand. Feel free to interrupt with questions when you do not understand something. All information excerpted from: Baltimore s Child: A Resource Guide for Families of Children with Special Needs in Maryland and the Professionals Who Serve Them (2008) & the Maryland State Department of Education via Tips to Help You Prepare for an IFSP or IEP meeting Be prepared to describe your child. You know your child best. Share your dreams, expectations, concerns and joys. Bring a friend or an advocate who knows your child. Let the team leader know about this before the meeting. Stay focused on your child s needs. Write down a list of questions and comments before the meeting and during the meeting. Request information about all programs, services, advocacy and support groups related to deaf and hard of hearing children available in your community. 10 Family Education and Early Childhood Department MSD

11 MSD utilizes a state approved curriculum as well as the voluntary state curriculum. A milestone was reached in 1993 when MSD adopted the Essential Curriculum developed by and used in the Frederick County Public Schools. By adopting this curriculum, deaf and hard-of-hearing students at MSD are ensured an equitable and high quality education. This curriculum is approved by the Maryland State Department of Education (MSDE). MSD awards the MSDE High School diplomas. FEECD at MSD uses three components from the approved MSDE curriculum. The three components are The Creative Curriculum, Guidelines for Healthy Child Development and Care for Young Children (Birth-Three Years of Age), and The Project Approach. Curriculum Guidelines for Healthy Child Development and Care for Young Children (Birth-Three Years of Age) The Guidelines for Healthy Child Development and Care for Young Children is a set of guidelines complied by early childhood education professionals under the direction of the Department of Human Resources at the Maryland State Department of Education. The purpose of these guidelines is to outline for caregivers child development from birth to three years old. In the document it states, What the adults who care for them do for children from the very beginning plays an important role in building the foundation for all later learning. Knowing what to do, and what to expect from babies, toddlers and pre-schoolers, are the essential goals of these guidelines. The Creative Curriculum The Creative Curriculum is an infant, toddler, and preschool age curriculum designed for teachers and caregivers in early childhood settings by the National Association for the Education of Young Children (NAEYC). The Creative Curriculum emphasizes the relationships between children, parents, and caregivers. The Creative Curriculum highlights factors identified by NAEYC that define quality programs. These factors include: Concepts based on accepted theories of child development and the latest research on brain development and the importance of early learning. Goals and objectives for children s learning in all areas of development. Activities and lessons in all areas of development, including routines, early math, early literacy, gross motor play, the arts, discovery, dramatic play, and self-help skills. Family Education and Early Childhood Department MSD 11

12 Assessment A s part of your participation in the Family Education and Early Childhood Department at MSD your child will be assessed using Maryland State Department of Education approved assessments. Your child will be assessed to track his/her progress in all areas of development. Students are assessed in the fall and in the spring and as part of tracking progress for IFSP annual/six month reviews and for IEP annual reviews. Your participation in the assessment process is vital in helping you and your child s teachers, speech therapist, audiologists, and proficient ASL users develop a clear picture of your child s present level of functioning. The Family Education and Early Childhood Department uses the following assessments: The Ages and Stages Questionnaire: The Ages and Stages Questionnaire is a parent completed Questionnaire that screens for delays in all areas of development. The MacArthur-Bates Communicative Development Inventories: The MacArthur- Bates Communicative Development Inventories is a set of two vocabulary assessments. Words and Gestures assess a child s receptive and expressive vocabulary. Words and Sentences assess a child s expressive vocabulary. The Early Learning Accomplishment Profile (ELAP)/ The Learning Accomplishment Profile (LAP): The ELAP and the LAP are criterionreferenced assessments used to assist teachers, clinicians, and parents in assessing individual skill development in 6 areas of development for the ELAP and 7 areas of development for the LAP. Infant-Toddler Meaningful Auditory Integration Scale: The ITMAS, designed for hearing aid and cochlear implant users, is a structured interview designed to assess the child s spontaneous responses to sound in his/ her everyday environment. The assessment is based upon information provided by the child s parents. The Kendall Conversational Proficiency Levels: The Kendall Conversational Proficiency Levels is an assessment that measures a student s ASL conversational language abilities. It evaluates how students interact and communicate with adults and peers in their environment. This tool takes a team approach looking at how students communicate in many different environments (i.e. with parents, teachers, caregivers, siblings, and peers). The ASL Development Observation Record from the California School for the Deaf: The ASL Development Observation Record was developed to document the ASL language development of Deaf students from birth to 5 years of age. The goal of the observation record is to identify language strengths and needs for each child. The Work Sampling System: The Work Sampling System is a developmental checklist that assesses school readiness skills. The goal of the WSS is to help prepare children to be ready for kindergarten by age 5. This assessment is used as part of the Voluntary State Curriculum and the Maryland Model of School Readiness. This assessment is used during the school year with children who have turned three by September 1st. 12 Family Education and Early Childhood Department MSD

13 The Project Approach T he project approach is a method of teaching in which an in-depth study of a particular topic is conducted by a child or a group of children. With the guidance of a teacher the students are lead to answer their questions about a specific topic. The children use a variety of resources to answer their own questions including taking field trips, talking to an expert, looking in books, and learning from experiences. In the Family Education and Early Childhood Department, projects are imbedded as part of our overall curriculum. Projects topics are generated by student s interests or by topics that teachers feel will meet the needs of their students. Classes complete 2-3 projects a year. Information for this section is taken from: Young Investigators: The Project Approach in the Early Years by Judy Harris Helm and Lilian Katz. Language Groups ASL Language Group Students who primarily use American Sign Language to communicate have the opportunity to participate in ASL language groups. Concepts in the curriculum are taught in American Sign Language. These language groups facilitate the development of American Sign Language skills such as facial expressions, hand shapes, and classifier use. A proficient user of ASL facilitates this group teaching concepts from the curriculum. group, a speech therapist and audiologist assist the teacher in teaching these concepts and encouraging the use of listening skills and spoken English. Concepts from the curriculum taught in ASL language group are also taught in spoken English Language groups. Concepts from the curriculum taught in ASL language group are also taught in spoken English Language groups. Spoken English Language Group Students with the ability to access information auditorially through the use of hearing aids or a cochlear implant have the opportunity to participate in spoken English language groups. These language groups facilitate auditory skills and spoken language skills that reinforce concepts in the curriculum with sign support as needed. As part of the spoken English language Family Education and Early Childhood Department MSD 13

14 Play Why is it So Important? Play is a part of life itself. Through play, children Explore their world Experiment with new ideas Learn how to get along with others Practice building confidence by making choices and decisions When dressing up and acting, children are learning how to communicate and get along with each other. When working with blocks, they are learning about shapes, sizes, and colors. When they are reading books together, they are learning new words everyday. In other words, play strengthens the development of the whole child - his/her social, emotional, thinking, physical and language abilities Remember, children learn in different ways. Some children learn by sitting back and watching everything that is happening in play. Other children learn by jumping in and doing everything they can possibly get their hands on. Because children learn differently, it is important to provide different play experiences. Family outings to community events, playing in the park, and cooking or gardening together at home are just a few of the many ways you can play with your child. For young children, there is no distinction between play and work ; there is only doingexperiencing and learning. Children are naturally motivated to discover things about their world by interacting with people, things and ideas. We need to provide a large chunk of time during the day for children to play to pursue activities of their own choosing during which they will be clarifying and extending their understanding of their social and physical world. High Scope Curriculum Newsletter 14 Family Education and Early Childhood Department MSD

15 Rhythm and Movement One unique aspect of the Family Education and Early Childhood Department is the family/child movement class that is offered on a daily basis. FEECD teachers lead parents and children in activities that incorporate opportunities for playing, sharing and learning in a language-rich environment. Activities that are performed by everyone include: Music Poetry ASL Handshapes Nursery Rhymes Rhythms Numbers Stories/Books Each session presents opportunities to build language fluency in ASL and in spoken English, as well as modeling and developing social skills. In addition, children and families alike use the visual and auditory channels to learn about their bodies, mathematics, cause and effect and other curricular goals. This is also an opportunity for Deaf parents to share their unique language of ASL in a playful environment, the chance for hearing parents to experience the richness of ASL in a way where it is not just a language with which to communicate, but a language that can be played with, enjoyed and shared. Shorter versions of these classes are also incorporated into the infant, toddler and preschool classes throughout each week. Ideas/Books used during Movement class We re Going on a Bear Hunt by Helen Oxbury Mother Goose rhymes Rosie 8 (Ring around the Rosie) If You re Happy and You Know It Gallaudet s Bison Song Family Education and Early Childhood Department MSD 15

16 Developmental Milestones Infants 0-18 Months W hen babies are brought into the world, they are ready to learn about the world around them in whatever way they can through seeing, touching, crying, putting things in their mouths and in many other ways. Your relationship with your baby is very important it is through you that your baby learns how to make sense of the world around him/her. Comfort your baby, and also remember to allow your baby to have his/her own freedom to explore things that interest him/her in a safe way. Personal and Social Development Birth to 8 Months Expresses comfort and discomfort, enjoyment and unhappiness in her environment. Relates to familiar adults by smiling or showing preference for their caregiver or parent. Shows an awareness of other children. Calms himself/herself. Show an awareness of strangers Months Starts to show more independence. Relates to familiar adults and to other children. Shows an awareness of likes and dislikes. Gains in self-regulation. Begins to show some defiant behavior. Language and Early Literacy Birth to 8 Months Begins to build a receptive vocabulary. Begins to listen/watch others and begins to express himself/herself using movement. Begins to babble in ASL with his/her hands or in English by playing with sounds Months Starts to understand and use conventions of communication (i.e. waving bye-bye, signing or saying their first words, using simple gestures). Explores writing and drawing as a way of communicating. Understands the meaning of many words and gestures. Uses one word sentences in ASL or spoken English. Cognitive Development Birth to 8 Months Explores cause and effect. Shows an awareness of happenings in his surroundings. Remembers what has happened recently. Causes things to happen. 9 to 18 Months Explores objects in various ways, such as banging, throwing, pushing, pulling and dropping. Remembers what has happened recently and finds hidden objects. 16 Family Education and Early Childhood Department MSD

17 Shows an improved memory. Uses his/her senses to investigate the world around him. Uses objects and toys more purposefully. Physical Development Birth to 8 Months Uses many repetitions to move various body parts (e.g. grasping and then releasing toys, brings hands to mouth, reaches for dangling objects, and raises head, and flexes legs). Changes the position of his body (e.g. roll over from back to stomach and stomach to back, gets up on hands and knees, or pulls to a stand while holding onto something). Uses his/her hands in more coordinated movements. 9 to 18 Months Coordinates eyes and hands while exploring or holding objects. Changes positions and begins to move from place to place. Moves constantly showing increased large muscle control. Uses hands in various ways. Early experiences help to determine brain structure, thus shaping the way people learn, think Family Education and Early Childhood Department MSD 17

18 Developmental Milestones Toddlers Months T oddlers approach the world around them with energy and curiosity. They delight in using their hands and bodies to explore things that are new and fascinating. Their curiosity puts them into all kinds of situations, whether they want to break free from a parent to do things all by themselves or to copy everything an adult does. Language is a new and exciting challenge they begin to experiment using words or signs in short sentences. Pretend play is an adventure they love to dress up and act like mommy or daddy or even a wild animal. While your toddler may seem to change moods from minute to minute, there will always be times when he/she just wants you to guide, comfort and love him/her. Personal and Social Development Shows more awareness of himself/herself and his/her abilities. Asks for help if needed in verbal and nonverbal ways. Shows more self-regulation. Continues to show caution around unfamiliar adults. Uses coping skills with tasks, and interactions with peers and adults. Shows feelings through talking and pretend play. Plays alongside other children. Shows a greater awareness of other children s feelings. Imitates and attempts to please familiar adults. Language and Early Literacy Demonstrates vocabulary and comprehension by listening with interest and displaying understanding. Explores drawing, painting, and writing as a way of communicating. Begins to be able to follow simple directions and requests. Uses an increasing number of words and begins to put words together into simple phrases. Begins to develop imitative reading. Enters into a conversation with adults and peers. Recognizes that symbols have corresponding meaning. Cognitive Development Begins to explore concepts of size and position Expects things to happen as a result of his/her actions. Explores and solves problems. Improves memory for details. Seeks information through observation, exploration, and descriptive details. Shows interest in quantities and number relationships Uses mathematical thinking to solve real world problems. Shows interest in concepts such as matching and sorting according to a single criteria. Explores new ways to do things, showing more independence in problem solving. Physical Development Shows increased balance and coordination in play activities. Has increased hand-eye coordination to explore and manipulate objects. Uses his/her whole body to develop spatial awareness. Performs more complex movements with his/ her arms and legs. Uses riding toys easily. Uses smaller manipulatives and participates in finger plays to develop small muscle strength and coordination. Moves his/her body through space with balance and control. Play in the natural world is a critical imperative for healthy brain growth. Gloria DeGaetano 18 Family Education and Early Childhood Department MSD

19 Developmental Milestones Preschoolers (3 to 4 Year Olds) P reschoolers are eager to leave their baby years behind and prove to the world that they are big boys or big girls now. Their language is on its way to becoming more sophisticated they can rattle off several short sentences, describe new toys with detail or retell an entire story from memory (with one or two things added for flair)! They make their preferences clear by labeling them as favorites a favorite book, a favorite toy or a favorite food. Their confidence is boosted when they are allowed to do things on their own or when they see stories or actions being done over and over. This is a time when your little one begins to let go of you (only a little bit!) and venture out in search of new experience and new friends. Personal and Social Development Develops more confidence, purpose, and selfdirection in their play. Relates his/her needs, wants and feelings to others. Has increased self-regulation following classroom rules and routines with guidance. Imitates and tries to please familiar adults. Adapts more easily around unfamiliar adults. Begins to play cooperatively for brief periods with other children. Participates in the group life of class. Begins to understand the feelings of other children. Language and Literacy Shows understanding and responds to simple directions and requests. Understands more abstract concepts. Has more meaningful conversations with adults and peers. Demonstrates active listening skills. Recognizes that symbols have corresponding meaning. Expands his/her vocabulary and language usage. Uses some conventions of spoken English or ASL. Begins to develop fluency by engaging in imitative reading. Develops comprehension by demonstrating understanding of text during and after reading. Develops writing skills by recognizing that drawings, paintings and writing are meaningful representations. Cognitive Development Uses mathematical thinking to solve real problems. Shows interest in concepts such as matching and sorting according to a single criteria. Shows interest in quantity, measuring and number relationships. Shows beginning interest in geometry. Shows beginning interest in numerals and counting. Uses scientific thinking as well as his/her senses to discover the world around him, and make comparisons between objects. Uses more advanced problem solving skills, testing his/her understanding and ideas in real situations. Uses prior knowledge and imagination to think through what he/she wants to play. Physical Development Moves with confidence and stability, coordinating movements to accomplish simple tasks. Develops fine motor skills through many forms of play. Moves his/her body through space with balance and control. References Information for this section of the Family Education and Early Childhood Parent Guide was taken from the Guidelines for Healthy Child Development and Care for Young Children (Birth Three Years of Age). If you would like more information or would like to access the complete document, see the Maryland State Department of Education Website. Click on the following link for Guidelines for Healthy Child Development and Care: Family Education and Early Childhood Department MSD 19

20 Illness Policy W hen should you keep your child home from school? When should you cancel your home visit? If your child is sick, it is important to take steps to prevent the spread of disease, as well as to help your child become well. Below is the illness policy for Maryland School for the Deaf FEECD Please Cancel Your Home Visit or Keep Your Child Home from School if Your Child Has: A fever of 100 degrees or higher the day before or the day of your home visit/class. Had diarrhea or vomited in the last 24 hours. A painful sore throat; red, watering, or crusty eyes; open skin sores; or is in obvious pain. Been diagnosed with strep throat or pink eye and has not been on antibiotics for at least 24 hours. An undiagnosed rash. A bad cold or cough (the first hours are the most contagious). If any other child in your home is sick and not going to school, or if any adults are home sick and not going to work. If Your Child is Sick Please call FEECD to cancel your home visit, or to let your teacher know that your child will not be in class. Columbia Campus (Voice) (Videophone) Frederick Campus (Voice) (Videophone) 20 Family Education and Early Childhood Department MSD

21 Inclement Weather I f the weather is bad, both home visits and FEECD classes could be cancelled. Our weather policy for both campuses is explained below. Both Columbia and Frederick Campuses Maryland School for the Deaf FEECD is CLOSED if: Howard County Public Schools are closed; or Frederick County Public Schools are closed. If FEECD is closed, all classes and home visits for that day are cancelled. Your home visit will be cancelled if: Howard County Public Schools are closed; Frederick County Public Schools are closed; or Public schools in your county are closed. If there is a 1- or 2-hour delay, your home visit teacher will contact you. Delayed Opening Policy Columbia Campus If Howard County Public Schools open 1 hour late, FEECD (Columbia Campus) will have class at the regular time. If Howard County Public Schools open 2 hours late, FEECD (Columbia Campus) classes will begin at 10:00 a.m. and end at 12:00 p.m. Frederick Campus If Frederick County Public Schools open 1 hour late, FEECD (Frederick Campus) will have class at the regular time. If Frederick County Public Schools open 2 hours late, FEECD (Frederick Campus) classes will begin at 10:00 a.m. and end at 12:00 p.m. Information about School Closings MSD uses to provide updates on the status of the school. This website provides free update service, and alerts can be sent to a pager or cell phone for a fee. To find MSD, click on find your school, then click Maryland. MSD is listed under private schools. Frederick Campus Status Message Board (Voice) (TTY) Columbia Campus Status Message Board (Voice) (TTY) Family Education and Early Childhood Department MSD 21

22 From IFSP to Services: up to 30 Days From First Contact to IFSP: up to 45 Days Obtaining Services from Maryland School for the Deaf Family Education Early Childhood Department 22 Family Education and Early Childhood Department MSD

23 Online Resources Related to Deafness American Society for Deaf Children (ASDC) The ASDC works to support and educate families of deaf and hard of hearing children. Their website includes news, online resources, articles, and a blog related to the education and support of deaf children and their families. Hands and Voices Hands and Voices is a non-profit organization dedicated to supporting deaf and hard of hearing children and their families. Their website provides information, resources, and an online discussion board for parents of deaf children. Raising Deaf Kids Raising Deaf Kids addresses many issues faced by parents of a child with a hearing loss. These topics are discussed through stories from real parents, telling their stories about making decisions for their child. As a parent of a child with a hearing loss, you may have many unanswered questions. Below are resources that can support you and your family as you learn more about your child s hearing loss. KidsWorld Deaf Net products/about-kwdn.html KidsWorld Deaf Net provides information, a virtual library of research related to deaf children and education, and an online discussion forum for both parents and professionals involved in the education of deaf and hard of hearing children. Maryland Association of the Deaf (MDAD) MDAD works to support deaf people, parents of deaf and hard of hearing children, and professionals working with the deaf in the Maryland area. Information about local news and events is available on their website. National Association of the Deaf (NAD) The NAD is a non-profit organization that works to support and advocate for deaf and hard of hearing people and their families in education, employment, and other areas of everyday life. Beginnings: For Parents of Children who are Deaf or Hard of Hearing Beginnings aim to provide support for parents of children with a hearing loss. Their website provides information about early intervention, parents rights, communication options, assistive technology, and more. DeafLinx DeafLinx provides information about Deaf culture, history, and community. Their website also features links to many other websites designed for parents and families of deaf children. My Baby s Hearing My Baby s Hearing, available in both English and Spanish, provides parents of deaf or hard of hearing children with information on topics ranging from the newborn hearing screening to amplification and communication options. Information on early language learning and support is also provided. Learning American Sign Language There are many online resources dedicated to learning American Sign Language. Below are some free online video/photo ASL dictionaries. aslweb/browser.htm Conference of Educational Administrators of Schools and Programs for the Deaf CEASD provides an opportunity for professional educators to work together for the improvement of schools and educational programs for individuals who are deaf or hard of hearing. The organization brings together a rich composite of resources and reaches out to both enhance educational programs and influence educational policy makers. Family Education and Early Childhood Department MSD 23

24 Frederick Campus Maryland School for the Deaf 101 Clarke Place P.O. Box 250 Frederick, MD Voice TTY Fax Videophone IP MSD Columbia Campus Maryland School for the Deaf 8169 Old Montgomery Road P.O. Box 894 Columbia, MD Voice TTY Fax Videophone IP