Care Pathway for Rehabilitation Team (Following allocation of Cochlear Implant surgery date)

Size: px
Start display at page:

Download "Care Pathway for Rehabilitation Team (Following allocation of Cochlear Implant surgery date)"

Transcription

1 Care Pathway for Rehabilitation Team (Following allocation of Cochlear Implant surgery date) Home information session (Carried out by a member of the CI team) Rehabilitationist allocated to family Cochlear Implant surgery carried out. Initial appointment with Rehabilitationist (Equipment) Discuss and demonstrate how to use processor. Make arrangements for rehab sessions and confirm contact details for local services. Initial Programming appointment with Audiologists Rehabilitation appointments 3 months of fortnightly rehab appointments (approx 6 sessions) Communication Choice Joint discussion with family regarding preferred/appropriate pathway in addition to liaison with local professionals. Auditory Verbal Therapy Auditory Oral Approach Total Communication Rehabilitation will be offered for the first two years of CI use. Formal reports will be provided at 1 year and 2 years of CI use. At Manchester Auditory Implant Programme we strive to deliver an individual needs-led service. The frequency and location of support that is offered will be agreed with each family dependent on their clinical needs and personal preferences.

2 Auditory Verbal Therapy This approach emphasises auditory skills. Children learn to listen and develop spoken language without the need to rely on Sign or lip reading. The therapist s role is to coach and guide parents in ways to encourage the development of listening skills in everyday situations. To develop spoken language, primarily through the use of listening alone, and communication skills necessary for integration into the hearing community. In terms of education, the goal is for the children to develop the skills they need to be successful in the mainstream classroom environment. Children develop language skills through the early, consistent and successful use of amplification. To develop listening, speech and spoken language following natural developmental patterns. Parent involvement is key to this approach. Families need to regularly attend sessions so the therapists can coach and guide parents in teaching their child to listen and develop spoken language through play in everyday situations. Families are also expected to incorporate on-going training into the child s daily routine and play activities, with listening integrated into everyday situations. This approach requires regular sessions with the AV therapist to give guidance and coaching to the parents in their work with the child. The therapist will also liaise with local professionals and carry out school visits where appropriate.

3 Auditory Oral Approach This approach encourages children to learn spoken language through use of both verbal and non-verbal means, including lip reading. To develop spoken language and communication skills necessary for integration into the hearing community. In terms of education, the goal is for the children to develop the skills they need to be successful in the mainstream classroom environment. Children develop language skills through the early, consistent and successful use of amplification and lip reading. Any spoken language approach requires a commitment on the part of the parents and families to work with professionals to stimulate their child s spoken language development throughout their child s day. There is a need for high-level parental involvement as learning language doesn t just happen in therapy a few times a week. Language happens all day long and the primary teacher is the parent. Families will need to participate in on-going rehabilitation appointments aimed to guide parents to provide children with optimal speech/language stimulation, at the correct level for their child. The therapist will also liaise with local professionals and carry out school/nursery visits to encourage communication skills in all environments.

4 Total Communication This approach encourages using every, and all, means to communicate. Children are exposed to a formal sign language system (often SSE), finger spelling, natural gestures, lip reading, and spoken language (and possibly other technology to aid communication). The idea is to communicate and teach in any manner that works. The child s simultaneous use of speech and sign is encouraged. To provide an easy, least restrictive communication method between the child and their family, friends, teachers and school peers. This may be the most appropriate approach if a child is struggling to develop expressive spoken language (e.g. due to oro-motor issues (weakness, cerebral palsy)). Other children may need this approach to encourage understanding of language (e.g. due to cognitive or processing difficulties). Language (spoken, sign or a combination of the two) is developed through exposure to spoken language, a formal signing system and lip reading. This approach requires commitment from family members to learn the chosen sign language system to ensure the child develops their language skills, and can communicate fully with their family. Families will need to attend some sessions at the Cochlear Implant Programme, however they will also need support from other areas, so the CI Programme therapist may not have as much direct input. Liaison with local professionals and school/nursery visits will be carried out to ensure that amplification is being used in the best possible way, and he development of listening skills is being targeted as part of the child s communication package.

5 Children with Complex / Additional Needs The package of care for children with complex needs will be tailored to the needs of the individual child and their family. There needs to be consideration of the child s other needs and the priority of each area. It may be that once a child has a cochlear implant, and is therefore accessing sound, other needs become the priority for rehabilitation. In these cases, once we are sure that the processor is set appropriately to allow the best access to sound possible it may be that the CI Programme role is more one of support to local professionals. For some of these children it may also be that travelling to the CI Programme is very difficult and this is also taken into account when deciding the most appropriate care package. If appropriate the majority of sessions will be carried out in the child s local setting. Sign Bilingual Route This is a separate route where children develop two separate languages one spoken (English) and one manual (British Sign Language) with their separate grammars and syntax. This is only possible if children have consistent access to adults who are fluent BSL users and adults who are fluent in the spoken language. Families aiming for this route may still use aspects of AVT or the auditory-oral approach above to encourage the development of the child s listening skills and spoken language Families with English as a Second Language Interpreters can be arranged, if necessary, to support families with English as a second language within their rehabilitation appointments. It is parental choice as to whether parents use English or their home language within and outside of sessions.

Curriculum Policy for Audiology Primary and Secondary

Curriculum Policy for Audiology Primary and Secondary ELMFIELD SCHOOL FOR DEAF CHILDREN Curriculum Policy for Audiology Primary and Secondary - 2 - Throughout this document the terms deaf and deafness are used to denote all type and degrees of hearing loss.

More information

Provincial Schools Branch

Provincial Schools Branch Provincial Schools Branch Professional Development Opportunities 2009-2010 Supporting School Boards In Meeting the Needs of Deaf and hard of hearing Students Provincial Schools Branch Outreach Programs

More information

HAMILTON LODGE SCHOOL & COLLEGE

HAMILTON LODGE SCHOOL & COLLEGE G/12.b HAMILTON LODGE SCHOOL & COLLEGE Communication Policy October 2015 To be reviewed: by end of Oct 18 (Gov) Communication Policy 1 Communication Policy 1. Introduction: 1.1 Hamilton Lodge School &

More information

Building Listening and Spoken Language

Building Listening and Spoken Language Building Listening and Spoken Language It s a Piece of Cake Alison Tucker, M.Ed., CCC-SLP, LSLS Cert. AVT Jennifer Wallace, M.S., CCC-SLP, LSLS Cert. AVT Auditory-Verbal Center, Inc. Auditory-Verbal Center,

More information

EARLY INTERVENTION: COMMUNICATION AND LANGUAGE SERVICES FOR FAMILIES OF DEAF AND HARD-OF-HEARING CHILDREN

EARLY INTERVENTION: COMMUNICATION AND LANGUAGE SERVICES FOR FAMILIES OF DEAF AND HARD-OF-HEARING CHILDREN EARLY INTERVENTION: COMMUNICATION AND LANGUAGE SERVICES FOR FAMILIES OF DEAF AND HARD-OF-HEARING CHILDREN Our child has a hearing loss. What happens next? What is early intervention? What can we do to

More information

Aural re/habilitation

Aural re/habilitation Aural re/habilitation speech and language re/habilitation Phonology problems Sound production influenced by: Speech sound visibility /f/ vs /k/ Acoustic characteristics Duration, db, Hz Speech characteristics

More information

Educational Interpreter/Transliterator for Ages 3-21

Educational Interpreter/Transliterator for Ages 3-21 Appendix F. New Hampshire Certification Requirements for Educational Interpreters/Transliterators and for Special Education Teachers in the Area of Deaf and Hearing Disabilities Educational Interpreter/Transliterator

More information

CHAPTER 3. What children with a cochlear implant need in school. Trends in educational services. Trends in educational services

CHAPTER 3. What children with a cochlear implant need in school. Trends in educational services. Trends in educational services 10 AN EDUCATOR S GUIDE CHAPTER 3 What children with a cochlear implant need in school Trends in educational services Your student s cochlear implant team Clinical Team surgeon, audiologist Educational

More information

Components of a Quality Auditory/Oral Program Checklist

Components of a Quality Auditory/Oral Program Checklist Public School Caucus Alexander Graham Bell Association for the Deaf and Hard of Hearing Components of a Quality Auditory/Oral Program Checklist This checklist is an accompaniment to the Components of a

More information

Section 7. Language development and education options

Section 7. Language development and education options Section 7 Language development and education options Section 7: Language development and education options Developing language There are several approaches to developing language in children with hearing

More information

OCR Levels 2 and 3 in Supporting Teaching and Learning in Schools. Unit 39 Support pupils with communication and interaction needs

OCR Levels 2 and 3 in Supporting Teaching and Learning in Schools. Unit 39 Support pupils with communication and interaction needs OCR Levels 2 and 3 in Supporting Teaching and Learning in Schools Unit 39 Support pupils with communication and interaction needs UNIT SUMMARY Who is this unit for? This unit is for those who provide support

More information

Parents views: A survey about speech and language therapy

Parents views: A survey about speech and language therapy Parents views: A survey about speech and language therapy 1 Executive summary NDCS carried out a survey to find out what parents think about the speech and language therapy services that their children

More information

Engaging Parents and Family Members in Early Intervention

Engaging Parents and Family Members in Early Intervention Engaging Parents and Family Members in Early Intervention Partnering for Progress Conference Kathryn Wilson, M.A., CCC-SLP, LSLS Cert. AVT Director, FIRST YEARS October 26, 2011 A New Generation of Children

More information

Belmont Public Schools Special Education Programs

Belmont Public Schools Special Education Programs Belmont Public Schools Special Education Programs Preschool Program School: Belmont system wide Population Served: Special Education Students Aged 3 5 Grade: Pre K Program Description: This program is

More information

A brief review of approaches to oral language development Summary 2015

A brief review of approaches to oral language development Summary 2015 A brief review of approaches to oral language development Summary 2015 context Introduction Speech and language skills are fundamental to learning, development and communication and predict educational

More information

Northeast Metro 916. Auditory/Oral Program. Engaging The Whole Child

Northeast Metro 916. Auditory/Oral Program. Engaging The Whole Child Northeast Metro 916 Auditory/Oral Program Engaging The Whole Child Welcome to Northeast Metro 916 Auditory/Oral Program I am proud of what our program has accomplished for children and families in the

More information

EARLY INTERVENTION: COMMUNICATION AND LANGUAGE FOR FAMILIES

EARLY INTERVENTION: COMMUNICATION AND LANGUAGE FOR FAMILIES The development of this material was supported in part by the Office of Special (OSEP), of the Office of Special Education and Rehabilitative Services (OSERS), U.S. Department of Education EARLY INTERVENTION:

More information

For more information, please call: Children s Hospital Audiology Clinic. Seattle Office 4800 Sand Point Way N.E. P.O. Box 5371 Seattle, WA

For more information, please call: Children s Hospital Audiology Clinic. Seattle Office 4800 Sand Point Way N.E. P.O. Box 5371 Seattle, WA .. For more information, please call: Children s Hospital Audiology Clinic Seattle Office 4800 Sand Point Way N.E. P.O. Box 5371 Seattle, WA 98105-0371 PATIENT AND FAMILY EDUCATION....... Voice (206) 987-5173

More information

Cochlear (Re)Habilitation Resources

Cochlear (Re)Habilitation Resources Cochlear (Re)Habilitation Resources Sound Foundation for Babies Language: English, Simplified Chinese, Bahasa Malay, Thai, Italian, Lithuanian. Sound Foundation for Babies is a habilitation tool that supports

More information

Speech-Language Pathologist Services

Speech-Language Pathologist Services Speech-Language Pathologist Services Who are Speech-Language Pathologists? School Speech-Language Pathologists are members of the Professional Services Team of the Halton District School Board. All have

More information

Communication Policy for Deaf Children and Families. Mission Statement

Communication Policy for Deaf Children and Families. Mission Statement Communication Policy for Deaf Children and Families Mission Statement All parents and professionals are fully informed and there is a wide choice of communication methods available across the county, consistently

More information

Position Paper on Cochlear Implants in Children

Position Paper on Cochlear Implants in Children Position Paper on Cochlear Implants in Children Position: The Canadian Association of Speech-Language Pathologists and Audiologists (CASLPA) supports cochlear implantation in children where appropriate

More information

Special Educaton Staff

Special Educaton Staff Special Educaton Staff The following consultant/support personnel provide service in addition to regular and special subject consultants, coordinators and guidance counselors. Please refer to Appendix

More information

Position Title Deaf Inclusion Worker (DIW) 30.11.10

Position Title Deaf Inclusion Worker (DIW) 30.11.10 Job Description Position Title Deaf Inclusion Worker (DIW) 30.11.10 Location Reporting to Grade Salary Hours OKEHAMPTON COLLEGE SENCO G Point 35 39 12,416-13,930 19 Hours Per Week (Incl PPA time), Term

More information

Case Study: Sammy Sensory. Lynn W. Miskiel M.A., CCC SLP/A, LSLS Cert AVEd

Case Study: Sammy Sensory. Lynn W. Miskiel M.A., CCC SLP/A, LSLS Cert AVEd Case Study: Sammy Sensory Lynn W. Miskiel M.A., CCC SLP/A, LSLS Cert AVEd My name is Lynn Miskiel and I m presenting a case study. I work for the University of Miami. I have no relevant financial or nonfinancial

More information

Auditory-Verbal Practice Today: A Shifting Paradigm

Auditory-Verbal Practice Today: A Shifting Paradigm WEListen International Inc. Auditory-Verbal Practice Today: A Shifting Paradigm Warren Estabrooks, M.Ed., Dip.Ed.Deaf, LSLS Cert. AVT President & CEO,WE Listen International, Inc. Toronto, Canada we.listen.international@rogers.com

More information

Assistive Technology and Augmentative and Alternative Communication Policies and Procedures for the Moriarty Edgewood School District

Assistive Technology and Augmentative and Alternative Communication Policies and Procedures for the Moriarty Edgewood School District Assistive Technology and Augmentative and Alternative Communication Policies and Procedures for the Moriarty Edgewood School District 1 Purpose The purpose of this manual is to assist teachers, case managers,

More information

SPECIAL EDUCATION AND RELATED SERVICES

SPECIAL EDUCATION AND RELATED SERVICES i SPECIAL EDUCATION AND RELATED SERVICES Updated May 2008 i It is the policy of the South Dakota Department of Education, Office of Educational Services and Supports to provide services to all persons

More information

Supporting the achievement of deaf children and young people

Supporting the achievement of deaf children and young people Supporting the achievement of deaf children and young people Today s objectives to examine attainment data and implications for deaf children to examine assess,plan,do review cycle to consider the impact

More information

The Role of the Educational Audiologist 2014. Introduction:

The Role of the Educational Audiologist 2014. Introduction: The Role of the Educational Audiologist 2014. Introduction: As the current CHAIR of the BAEA I felt that it was time for the Role of the Educational Audiologist to be updated. There has been a period of

More information

Early Intervention For children ages 0-3 years

Early Intervention For children ages 0-3 years Early Intervention For children ages 0-3 years IDEA 2004 AND CHILDREN WHO ARE DEAF OR HARD OF HEARING Early intervention, serving children from birth to age 3, is required by law. Public law 94-142 was

More information

Deaf Education: changed by cochlear implantation?

Deaf Education: changed by cochlear implantation? Deaf Education: changed by cochlear implantation? Or.can deaf education keep up with scientists and surgeons. Sue Archbold, PhD ONICI The change in educational opportunities From this... To this... Deafness

More information

Innovative Tools and Technology to use during Aural Rehabilitation Therapy

Innovative Tools and Technology to use during Aural Rehabilitation Therapy Innovative Tools and Technology to use during Aural Rehabilitation Therapy Jodi Creighton, M.S.,CCC-A,LSLS Cert. AVT Cincinnati Children s Hospital Medical Center As one parent I know said, You are not

More information

Communication Options: Supporting Families in Navigating the Controversies. Mary Pat Moeller, Ph.D. Boys Town National Research Hospital

Communication Options: Supporting Families in Navigating the Controversies. Mary Pat Moeller, Ph.D. Boys Town National Research Hospital Communication Options: Supporting Families in Navigating the Controversies Mary Pat Moeller, Ph.D. Boys Town National Research Hospital Overview Decision making processes Communication options re-conceptualized

More information

TOOLS for DEVELOPING Communication PLANS

TOOLS for DEVELOPING Communication PLANS TOOLS for DEVELOPING Communication PLANS Students with disabilities, like all students, must have the opportunity to fully participate in all aspects of their education. Being able to effectively communicate

More information

Investing in a sound future for deaf children: A cost benefit analysis of auditory verbal therapy at Auditory Verbal UK.

Investing in a sound future for deaf children: A cost benefit analysis of auditory verbal therapy at Auditory Verbal UK. Creating a sound future for deaf children Investing in a sound future for deaf children: A cost benefit analysis of auditory verbal therapy at Auditory Verbal UK Executive Summary June 2016 2 Foreword

More information

How do you choose to communicate? Choices for deaf children and their families

How do you choose to communicate? Choices for deaf children and their families How do you choose to communicate? Choices for deaf children and their families look talk What are we trying to do? (Mission statement) We want everyone involved with deaf children (Parents, carers, teachers

More information

CHILDREN S HEARING SERVICES

CHILDREN S HEARING SERVICES CHILDREN S HEARING SERVICES 1. Contact details Children s Hearing Services The Gem Centre Neachells Lane Wednesfield Wolverhampton WV11 3PG Telephone: 01902 444360 Fax: 01902 444335 Minicom: 01902 444320

More information

According to The Equality Act (2010) a person has a disability if:

According to The Equality Act (2010) a person has a disability if: Introduction Kingston and St George s is committed to ensuring all students, including those with disabilities and specific learning difficulties, are supported in gaining equal access to their chosen

More information

Cochlear Implant Program

Cochlear Implant Program Cochlear Implant Evaluation 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 Welcome to our program To schedule an appointment or speak with a member of our team, email cochlearimplant@ childrens.harvard.edu or

More information

Colorado School for the Deaf and the Blind (CSDB) Outreach Programs and Services Colorado Home Intervention Program (CHIP)

Colorado School for the Deaf and the Blind (CSDB) Outreach Programs and Services Colorado Home Intervention Program (CHIP) Colorado School for the Deaf and the Blind (CSDB) Outreach Programs and Services Colorado Home Intervention Program (CHIP) Written by: Dinah Beams, Program Coordinator 1. What is the Colorado Home Intervention

More information

REVIEW OF STANDARDS FOR TEACHING ASSISTANTS

REVIEW OF STANDARDS FOR TEACHING ASSISTANTS REVIEW OF STANDARDS FOR TEACHING ASSISTANTS A BRIEFING PAPER BY THE NATIONAL DEAF CHILDREN S SOCIETY Summary To ensure that pupils with a hearing impairment receive the required standard of support to

More information

Changing Trends in the Educational Placement

Changing Trends in the Educational Placement A Cochlear Implant Rehabilitation Newsletter Issue 2 2007 In this issue: This issue of Loud & Clear will primarily address the educational needs of children who receive cochlear implants and use spoken

More information

FREQUENTLY ASKED QUESTIONS REGARDING SCHOOL AUDIOLOGY SERVICES

FREQUENTLY ASKED QUESTIONS REGARDING SCHOOL AUDIOLOGY SERVICES FREQUENTLY ASKED QUESTIONS REGARDING SCHOOL AUDIOLOGY SERVICES The purpose of this document is to respond to questions concerning the role and responsibilities of educational audiologists and how they

More information

The importance of supporting children and young people s communication skills and what The Communication Trust does to enable this Shona Crichton,

The importance of supporting children and young people s communication skills and what The Communication Trust does to enable this Shona Crichton, The importance of supporting children and young people s communication skills and what The Communication Trust does to enable this Shona Crichton, Professional Advisor, The Communication Trust Our vision......is

More information

Cochlear implants for children PART TWO

Cochlear implants for children PART TWO Cochlear implants for children PART TWO Welcome to EnginEars EnginEars is a hearing implant program that helps babies, children and teenagers with severe to profound hearing loss. It includes a range of

More information

Frequently Asked Questions about Hearing Loss

Frequently Asked Questions about Hearing Loss Frequently Asked Questions about Hearing Loss 1. What types of hearing losses are found in children? Answer: There are basically three types of hearing loss. 1) The kind of hearing loss that is permanent

More information

for Young Children with Special Needs

for Young Children with Special Needs for Young Children with Special Needs to Baltimore City Public Schools! As a parent or guardian, you have an essential role to play as your child s first teacher. And, as a parent or guardian of a young

More information

Chapter 4: Planning Support for Students with Autism Spectrum Disorders

Chapter 4: Planning Support for Students with Autism Spectrum Disorders Chapter 4: Planning Support for Students with Autism Spectrum Disorders Developing Individualized Program Plans (IPPs) There is considerable variability in how learning and behavioural characteristics

More information

Model Communication Plan. Student: DOB: 00 / 00 / 0000

Model Communication Plan. Student: DOB: 00 / 00 / 0000 Model Communication Plan Student: DOB: 00 / 00 / 0000 School: Grade: Grade Primary Area of Eligibility: Secondary Area(s) of Eligibility (if applicable): Date Model Communication Plan Was Completed: 00

More information

Funded in part by the Pennsylvania Department of Health

Funded in part by the Pennsylvania Department of Health Funded in part by the Pennsylvania Department of Health Raising a child is one of life s most challenging yet rewarding experiences. Raising a child with a hearing loss will be more challenging but no

More information

General Information about CU-Boulder

General Information about CU-Boulder 1 University of Colorado Providing Academic and Research Excellence in the Science Field of Speech-Language Pathology Vernon B. Ingraham, 33, Grand Cross Executive Secretary Scottish Rite Foundation of

More information

Pediatric Sensorineural Hearing Loss Children s Hearing Center at LPCH

Pediatric Sensorineural Hearing Loss Children s Hearing Center at LPCH Pediatric Sensorineural Hearing Loss Children s Hearing Center at LPCH Overview: Hearing allows us to be conscious of what is going on around us. It is always working to warn us of danger. Most importantly,

More information

The Local Offer or Summary of Provision for children and young people with special educational needs or disabilities (SEND)

The Local Offer or Summary of Provision for children and young people with special educational needs or disabilities (SEND) The Local Offer or Summary of Provision for children and young people with special educational needs or disabilities (SEND) Swain House Primary School has an Additionally Resourced Centre (ARC) for deaf

More information

Polly J. Earl Allison Kaftan National Cued Speech Association

Polly J. Earl Allison Kaftan National Cued Speech Association American Sign Language and Cued Languages: Partners in Bilingualism Polly J. Earl Allison Kaftan National Cued Speech Association Babies are born ready to learn Babies are born seeking visual information

More information

Bilateral Cochlear Implants

Bilateral Cochlear Implants National Cochlear Implant Programme Beaumont Hospital & Children s University Hospital, Temple Street Bilateral Cochlear Implants Jennifer Robertson, Clinical Specialist SLT Nov 2014 In January 2009 in

More information

Therapy Services in Schools

Therapy Services in Schools Therapy Services in Schools If your child is in special education, he or she may be eligible to receive therapy services through the school district. Therapies that students receive in schools are considered

More information

EAL Policy Last reviewed September 2016 Next review date July 2017

EAL Policy Last reviewed September 2016 Next review date July 2017 EAL Policy Last reviewed September 2016 Next review date July 2017 POLICY ON EAL (ENGLISH as an ADDITIONAL LANGUAGE) English as an Additional Language is given high priority in St Nicholas School due to

More information

G/12.a HAMILTON LODGE SCHOOL & COLLEGE. Audiology Policy. June 2015 To be reviewed: June 2017 (Gov)

G/12.a HAMILTON LODGE SCHOOL & COLLEGE. Audiology Policy. June 2015 To be reviewed: June 2017 (Gov) G/12.a HAMILTON LODGE SCHOOL & COLLEGE Audiology Policy June 2015 To be reviewed: June 2017 (Gov) 1 Introduction Hamilton Lodge School and College (HLSC) provides audiology services to all pupils and students.

More information

SPECIALIST CERTIFICATION STANDARDS

SPECIALIST CERTIFICATION STANDARDS CAEDHH CANADIAN ASSOCIATION OF EDUCATORS OF THE DEAF AND HARD OF HEARING SPECIALIST CERTIFICATION STANDARDS MAY 2009 TABLE OF CONTENTS INTRODUCTION... 1 CAEDHH S STATEMENT OF VALUES... 2 PURPOSE... 3 COMMUNICATION,

More information

ARLINGTON PUBLIC SCHOOLS SPECIAL EDUCATION PROGRAMS AND SERVICES

ARLINGTON PUBLIC SCHOOLS SPECIAL EDUCATION PROGRAMS AND SERVICES ARLINGTON PUBLIC SCHOOLS SPECIAL EDUCATION PROGRAMS AND SERVICES Introduction The Arlington Public Schools provides a comprehensive array of programs and services from pre-school through grades 12 designed

More information

PART I DEPARTMENT OF PERSONNEL SERVICES 6.347 STATE OF HAWAII 6.348... 6.349 6.350 Class Specification for the SPEECH PATHOLOGY SERIES

PART I DEPARTMENT OF PERSONNEL SERVICES 6.347 STATE OF HAWAII 6.348... 6.349 6.350 Class Specification for the SPEECH PATHOLOGY SERIES PART I DEPARTMENT OF PERSONNEL SERVICES 6.347 STATE OF HAWAII 6.348............................. 6.349 6.350 Class Specification for the SPEECH PATHOLOGY SERIES This series includes all classes of positions

More information

Elmfield School for Deaf Children SEN Information Report

Elmfield School for Deaf Children SEN Information Report Elmfield School for Deaf Children SEN Information Report New Government Legislation (SEND Code of Practice 2014) requires us to publish a new report called the SEN information report (clause 65 of the

More information

Social Service Agencies. Programs for Schools & Music Therapy. Outreach

Social Service Agencies. Programs for Schools & Music Therapy. Outreach Music Therapy Outreach Programs for Schools & Social Service Agencies Innovative and creative programs addressing the therapeutic needs of children, adolescents, and adults. Brooklyn-Queens Conservatory

More information

APPENDIX A SCHOOL-BASED RESOURCES

APPENDIX A SCHOOL-BASED RESOURCES APPENDIX A SCHOOL-BASED RESOURCES Classroom Teacher - The classroom teacher is responsible for providing a quality education to all students. Duties include: classroom organization and management, assessment,

More information

Michael Macione, AuD, & Cheryl DeConde Johnson, EdD. a critical link within the Early Hearing Detection and Intervention (EHDI) process.

Michael Macione, AuD, & Cheryl DeConde Johnson, EdD. a critical link within the Early Hearing Detection and Intervention (EHDI) process. A NATIONAL RESOURCE CENTER GUIDE FOR EARLY HEARING HEARING ASSESSMENT DETECTION && MANAGEMENT INTERVENTION Chapter 28 The Role of Educational Audiologists in the EHDI Process Michael Macione, AuD, & Cheryl

More information

OUR PLACE SCHOOLS The Orchard, Bransford, Worcester, WR6 5JE Tel: 01886 833378 Email. admin@ourplaceschools.com

OUR PLACE SCHOOLS The Orchard, Bransford, Worcester, WR6 5JE Tel: 01886 833378 Email. admin@ourplaceschools.com OUR PLACE SCHOOLS The Orchard, Bransford, Worcester, WR6 5JE Tel: 01886 833378 Email. admin@ourplaceschools.com www.ourplaceschools.com Total Communications Policy Total Communications Policy A Total Communication

More information

SCHREIBER PEDIATRIC REHAB CENTER OF LANCASTER COUNTY SCOPE OF CARE. Characteristics of Persons Served

SCHREIBER PEDIATRIC REHAB CENTER OF LANCASTER COUNTY SCOPE OF CARE. Characteristics of Persons Served SCHREIBER PEDIATRIC REHAB CENTER OF LANCASTER COUNTY SCOPE OF CARE Ages: Children ages birth to 21 years of age may be served. Characteristics of Persons Served Cultural: Medical Status: Diagnosis(es):

More information

The Chalfonts Community College Special Educational Needs and Disability (SEND) Annual Information Report September 2015.

The Chalfonts Community College Special Educational Needs and Disability (SEND) Annual Information Report September 2015. The Chalfonts Community College Special Educational Needs and Disability (SEND) Annual Information Report September 2015. The Chalfonts Community College is a much larger than average sized secondary school.

More information

GMS Special Educational Needs (Information) Regulation Annual Report

GMS Special Educational Needs (Information) Regulation Annual Report GMS Special Educational Needs (Information) Regulation Annual Report All mainstream schools and maintained nursery schools are required by law to produce a Special Educational Needs Report on an annual

More information

MILTON KEYNES SPEECH AND LANGUAGE THERAPY SERVICES MILTON KEYNES LEA SERVICE LEVEL AGREEMENT 2004/2005

MILTON KEYNES SPEECH AND LANGUAGE THERAPY SERVICES MILTON KEYNES LEA SERVICE LEVEL AGREEMENT 2004/2005 MILTON KEYNES SPEECH AND LANGUAGE THERAPY SERVICES MILTON KEYNES LEA SERVICE LEVEL AGREEMENT 2004/2005 SCHOOL-AGE PUPILS WITH SPEECH/LANGUAGE/COMMUNICATION NEEDS IN MAINSTREAM SCHOOLS AND MODERATE TO PROFOUND

More information

ST. NICHOLAS SCHOOL MUSIC THERAPY POLICY STATEMENT. Introduction

ST. NICHOLAS SCHOOL MUSIC THERAPY POLICY STATEMENT. Introduction ST. NICHOLAS SCHOOL MUSIC THERAPY POLICY STATEMENT Introduction Music Therapy has been established at St Nicholas School for a number of years. A qualified Music Therapist is currently working three days

More information

Causeway Child Development Centre

Causeway Child Development Centre Causeway Child Development Centre What is the Causeway Child Development Centre? This is a centre where children, especially those with special needs, can be seen, assessed or treated by health, social

More information

From the parent carer s point of view:

From the parent carer s point of view: SETTING NAME: SETTING TYPE: Uppingham Community College Include details of: 11-16 years Mainstream From the parent carer s point of view: 1. How does the setting / school / college know if children/young

More information

College - English as an Additional Language (EAL) teaching and learning policy

College - English as an Additional Language (EAL) teaching and learning policy College - English as an Additional Language (EAL) teaching and learning policy This policy outlines school s aims and strategies to support EAL pupils and allow them to fulfil their full potential. Aims:

More information

Handbook for Educators. Teaching Children Who Listen With a Cochlear Implant

Handbook for Educators. Teaching Children Who Listen With a Cochlear Implant Handbook for Educators Teaching Children Who Listen With a Cochlear Implant TABLE OF CONTENTS Introduction... 2 8 The cochlear implant process... 48 1 Children with cochlear implants in the classroom...

More information

Eastgate Early Childhood & Family Center

Eastgate Early Childhood & Family Center Eastgate Early Childhood & Family Center A seven member Board governs the Stark County Board of Developmental Disabilities: Robert Milliken, President Richard Hoffman, Vice President Carlene Harmon, Secretary

More information

Educating Children with Hearing Loss: Delaware Needs a New Model Now

Educating Children with Hearing Loss: Delaware Needs a New Model Now Educating Children with Hearing Loss: Delaware Needs a New Model Now Roberta Michnick Golinkoff, Ph.D. Mia Papas, Ph.D. Making Language CHOICES Available to Delaware Families of Children with Hearing Loss

More information

Meath School Occupational Therapy Department Professional Practice Policy Document

Meath School Occupational Therapy Department Professional Practice Policy Document Meath School Occupational Therapy Department Professional Practice Policy Document Principles of Delivery of Service by the Occupational Therapy Department at Meath School (to include Sensory Integration

More information

Technology in Music Therapy and Special Education. What is Special Education?

Technology in Music Therapy and Special Education. What is Special Education? Technology in Music Therapy and Special Education What is Special Education? Disabilities are categorized into the following areas: o Autism, visual impairment, hearing impairment, deaf- blindness, multiple

More information

Landau Kleffner syndrome: language and communication

Landau Kleffner syndrome: language and communication Great Ormond Street Hospital for Children NHS Trust: Information for Families Landau Kleffner syndrome: language and communication This information sheet is part of our series on Landau Kleffner syndrome

More information

Specific Learning Disabilities: Eligibility Determination under IDEA Special Education Planning and Policy Development (SEPP) February 2008

Specific Learning Disabilities: Eligibility Determination under IDEA Special Education Planning and Policy Development (SEPP) February 2008 Specific Learning Disabilities: Eligibility Determination under IDEA 2004 Special Education Planning and Policy Development (SEPP) February 2008 1 Session Goals To learn what a Specific Learning Disability

More information

Education of Deaf, Hard of Hearing and Deafblind People. Aims and Strategies

Education of Deaf, Hard of Hearing and Deafblind People. Aims and Strategies Education of Deaf, Hard of Hearing and Deafblind People Aims and Strategies Education of Deaf, Hard of Hearing and Deafblind People Table of Contents Page Education of Deaf, Hard of Hearing 2 and Deafblind

More information

Language Development & Disorders in. Internationally Adopted Children. Today s Topics 9/11/2015. Age of Adoption for. Changing Demographics

Language Development & Disorders in. Internationally Adopted Children. Today s Topics 9/11/2015. Age of Adoption for. Changing Demographics Sharon Glennen, Ph.D., CCC-SLP Director, The Institute for Well-Being Professor, Audiology, Speech Pathology & Deaf Studies Towson University Development & Disorders in Internationally Children ISHA Fall

More information

Working in special education. Speech-language therapist

Working in special education. Speech-language therapist Working in special education Speech-language therapist Meet Jennifer Williams, a speech-language therapist in Palmerston North Jennifer Williams has worked as a speech-language therapist for the Ministry

More information

2. Provide pricing chart outlining prices for evaluations, direct student services, and other services

2. Provide pricing chart outlining prices for evaluations, direct student services, and other services DCBPCS is a learning community that ensures high academic achievement for all in both Spanish and English, develops leadership, and values all cultures. DCBPCS es una comunidad de aprendizaje que asegura

More information

Chapter. 34Speech-Language Pathology (SLP) Services

Chapter. 34Speech-Language Pathology (SLP) Services 34Speech-Langu Pathology (SLP) Services Chapter 34 34.1 Enrollment..................................................................... 34-2 34.2 Benefits, Limitations, and Authorization Requirements...........................

More information

Every School a Good School. A strategy for raising achievement in literacy and numeracy. A response by the National Deaf Children s Society

Every School a Good School. A strategy for raising achievement in literacy and numeracy. A response by the National Deaf Children s Society Every School a Good School A strategy for raising achievement in literacy and numeracy A response by the National Deaf Children s Society November 2008 The National Deaf Children s Society Wilton House

More information

Assessing sign language acquisition. Bencie Woll

Assessing sign language acquisition. Bencie Woll Assessing sign language acquisition Bencie Woll Sign language assessment past and present Why assess SL acquisition? Important to monitor all aspects of deaf children s communication, not only spoken/written

More information

The Child Development Centre

The Child Development Centre TO PROVIDE THE VERY BEST CARE FOR EACH PATIENT ON EVERY OCCASION The Child Development Centre An information guide The print quality of this copy is not an accurate representation of the original. The

More information

Occupational Therapy Professional Practice Policy Responsible person Head of Therapy Next scheduled review Autumn 2015

Occupational Therapy Professional Practice Policy Responsible person Head of Therapy Next scheduled review Autumn 2015 Occupational Therapy Professional Practice Policy Responsible person Head of Therapy Next scheduled review Autumn 2015 Date Reviewed by Amended (Y/N) October 2003 Heather Anderson Policy written December

More information

Speech-Language Pathology (SLP)

Speech-Language Pathology (SLP) Speech-Langu Pathology (SLP) Services Chapter.1 Enrollment..................................................................... -2.2 Benefits, Limitations, and Authorization Requirements...........................

More information

Guide for families of infants and children with hearing loss

Guide for families of infants and children with hearing loss With early detection, Early Intervention can begin! Guide for families of infants and children with hearing loss Birth to 3 2008 Cover photograph Geneva Marie Durgin was born January 20, 2007. She lives

More information

SPECIAL EDUCATIONAL NEEDS POLICY

SPECIAL EDUCATIONAL NEEDS POLICY SPECIAL EDUCATIONAL NEEDS POLICY Basic Information about the school s special education provision The College s policy is to integrate students with Special Educational Needs, thereby giving them access

More information

IDENTIFICATION, EVALUATION AND INTERVENTION FOR ELL STUDENTS WITH COMMUNICATION DISORDERS

IDENTIFICATION, EVALUATION AND INTERVENTION FOR ELL STUDENTS WITH COMMUNICATION DISORDERS IDENTIFICATION, EVALUATION AND INTERVENTION FOR ELL STUDENTS WITH COMMUNICATION DISORDERS INTRODUCTION Public school systems in the United States have experienced a significant increase in the number of

More information

MASTER PROGRAMME IN LOGOPEDICS AUDITORY-VERBAL THERAPY AFTER COCHLEAR IMPLANTATION

MASTER PROGRAMME IN LOGOPEDICS AUDITORY-VERBAL THERAPY AFTER COCHLEAR IMPLANTATION MASTER PROGRAMME IN LOGOPEDICS AUDITORY-VERBAL THERAPY AFTER COCHLEAR IMPLANTATION Educational degree: Master Professional quallification: Logopedics Training type: fulltime Training duration: 2 semesters

More information

62 Hearing Impaired MI-SG-FLD062-02

62 Hearing Impaired MI-SG-FLD062-02 62 Hearing Impaired MI-SG-FLD062-02 TABLE OF CONTENTS PART 1: General Information About the MTTC Program and Test Preparation OVERVIEW OF THE TESTING PROGRAM... 1-1 Contact Information Test Development

More information

REQUISITE SKILLS AND ABILITIES FOR PHYSICAL THERAPY STUDENTS AT THE UNIVERSITY OF ALBERTA, AND THE ACCOMMODATION OF STUDENTS WITH DISABILITIES ON

REQUISITE SKILLS AND ABILITIES FOR PHYSICAL THERAPY STUDENTS AT THE UNIVERSITY OF ALBERTA, AND THE ACCOMMODATION OF STUDENTS WITH DISABILITIES ON REQUISITE SKILLS AND ABILITIES FOR PHYSICAL THERAPY STUDENTS AT THE UNIVERSITY OF ALBERTA, AND THE ACCOMMODATION OF STUDENTS WITH DISABILITIES ON CLINICAL PLACEMENT AUGUST 2011 PURPOSE This document serves

More information

Language and Auditory Training Using Fast ForWord Language for Deaf and Hard of Hearing Individuals using Amplification or Cochlear Implants

Language and Auditory Training Using Fast ForWord Language for Deaf and Hard of Hearing Individuals using Amplification or Cochlear Implants Language and Auditory Training Using Fast ForWord Language for Deaf and Hard of Hearing Individuals using Amplification or Cochlear Implants Donna A. Morere, Ph.D. Gallaudet University Department of Psychology

More information

Supporting Families in Transition between Early Intervention and School Age Programs

Supporting Families in Transition between Early Intervention and School Age Programs Supporting Families in Transition between Early Intervention and School Age Programs by Cheryl Johnson, Special Education Unit, Colorado Department of Education The transitions between early intervention

More information