Pennsylvania School for the Deaf Early Intervention HOME, SCHOOL, AND COMMUNITY PARTNERSHIP:

Transcription

1 Pennsylvania School for the Deaf Early Intervention HOME, SCHOOL, AND COMMUNITY PARTNERSHIP: A PILOT PROGRAM Lynette Mattiacci, BA, Early Intervention/Playgroup Teacher Meg Santoro, MS.Ed, Early Intervention Coordinator

2 Learning Objectives Participants will be able to assess their EI program and evaluate how to foster a collaboration with their community. Participants will be able to create a family needs assessment which can help guide the development of a partnership with a community organization Participants will identify potential community partners Participants will be able to list the benefits of parent to parent connections for families with an infant/toddler with a hearing loss

3 First Conversations Early Intervention Program Located in Philadelphia at the Pennsylvania School for the Deaf (PSD) Provides hearing sensitivity services for families of infants and toddlers with all degrees and type of hearing loss Provides unbiased information on communication options and resources so parents can make informed choices Provides services in the home, community, and in a two-year old family centered-based program at PSD

4 First Conversations Team Teachers of the Deaf Infant Mental Health Consultant Cochlear Implant Consultant Social Worker ASL Specialist Audiologist Speech Therapists, LSLS Certified

5 Services Provided by First Conversations Home Based Support families understanding of their child s hearing loss Explore communication options such as: ASL Total Communication Listening/Spoken Language Facilitate the use of assistive technology Support the transition to educational programs at age three Provide access to resources to support their D/HH child in the community

6 Services Provided by First Conversations Center Based Flexible 1-3 day program based on child s language needs as determined by IFSP Provide ASL support to families and children by native language users Facilitate opportunities for children to have social interactions with peers who utilize the same language Weekly Family Play Day Provide families with parent coaching to optimize their child s language development in the context of daily routines Allow access to other families that have D/HH children for parent/peer support

7 Importance of Parent-to-Parent Support Parent-parent support is an essential component of Early Hearing Detection and Intervention (EHDI) programs for children with hearing loss The Joint Committee on Infant Hearing (JCIH) identifies parentparent support as an important component of EHDI programs Research shows the pressing need for parental support and is a necessary part of the whole health care system and should be a central portion of family-centered principles*

8 Parent-to-Parent Support Framework

9 Home-School-Community Partnership: A Pilot Program First Conversations Early Intervention Currently providing Home Based services to 42 families throughout Philadelphia 6 two-year old students attending centerbased programming Weekly Family Play Day open to playgroup students and visiting EI families as part of a partnership agreement Parent discussion group/reflection ASL classes Individualized ASL and Spoken Language Activity Groups Center Time/Parent Coaching

10 Parents, families, educators, and communities there s no better partnership to assure that all students pre-k to high school have the support and resources they need to succeed in school and in life. National Education Association President Dennis Van Roekel (2012)

11 Home-School-Community Partnership: Our Vision Empower families with an infant/toddler with hearing loss to access community resources and facilitate parent to parent connections in their local neighborhoods.

12 Family Needs Assessment

13 Results of Family Needs Assessment Top three responses: Event and Location Planned Trips Community Events ASL classes Museum Local library Community Center Many were interested in volunteering, meeting other families with D/HH children and had extended family/friends that were interested in participating as well. Many had access to a vehicle, some used public transportation and the majority reported they were willing to travel within the city.

14 Home-School-Community Partnership: Planning/Implementation Securing location of first community event Staff assignments Family Reminders Transportation/Drivers Check-in/Name tags Refreshments/Beverages Photographer/Videographer Family assignments Greeter Securing Spanish interpreter and ASL interpreter Transportation Funding EI budget

15 First Community Event: Smith Playground/PlayHouse

16 Additional Support/Services Curb to curb transportation for EI families ASL and foreign language interpretation Refreshments provided

17 Smith Playground/PlayHouse Event

18 Reflection and Challenges Adequate Staff coverage T-shirts for students/families to wear on trip Advance notice for families with medically fragile children Clearly defined parent roles: Strategies Practice during Family Play Day Seasonal considerations Focus on Summer, Spring, Fall Use of Reminder101 and /newsletter Transportation Taxi voucher Cancellations

19 Future Plans and Events ASL story-time at various neighborhood libraries Share community/deaf events Adventure Aquarium Communication Access Day Deaf Awareness Day at Phillies baseball and Flyers hockey games Local university/college Deaf events ie University of Pennsylvania ASL club annual ice skating event Community Center gatherings throughout the city Playground events Zoo and Museum trips Currently seeking professional membership at Philadelphia Zoo and Please Touch Museum

20 Alone we can do so little; together we can do so much. Helen Keller

21 Resources Henderson, Rebecca J., Andrew Johnson, and Sheila Moodie. "Parentto-Parent Support for Parents With Children Who Are Deaf or Hard of Hearing: A Conceptual Framework." American Journal of Audiology 23 (2014): From the American Academy of Pediatrics: Statement of Endorsement: Supplement to the JCIH 2007 Position Statement: Principles and Guidelines for Early Intervention After Confirmation That a Child Is Deaf or Hard of Hearing JOINT COMMITTEE ON INFANT HEARING, Carianne Muse, Judy Harrison, Christine Yoshinaga-Itano, Alison Grimes, Patrick E. Brookhouser, Stephen Epstein, Craig Buchman, Albert Mehl, Betty Vohr, Mary Pat Moeller, Patti Martin, Beth S. Benedict, Bobbie Scoggins, Jodee Crace, Michelle King, Alice Sette, and Beth Martin Pediatrics 2013; 131:4 e1324-e1349; published ahead of print March 25, 2013, doi: /peds