‘Spread the Word’ Mini Coffee Break Webinar

Thursday December 1, 2011
1:00 PM to 2:00 PM Eastern Time

By adopting otocoustic emissions (OAE) hearing screening practices, you have added significantly to the quality of the services offered to infants and toddlers in your program.  Explore how this commitment to best practice can lead to expanded support, collaboration, and possibly additional resources as you share your knowledge and experience with others in your community, state and region.

Join us for a Coffee Break Mini-Webinar in which we will demonstrate how to use some simple resources developed to help you get the credit you deserve for your commitment to identifying early childhood hearing loss.  Our  “Spread the Word” tools require no more than a few minutes to help you get media attention,  a spot on a meeting or conference agenda,  or to send an email blast to individuals you want to educate about your commitment to best practices.

Our tools are also designed to help you easily “lead by example” and inspire other early childhood and health care professionals to adopt OAE screening practices.   By taking advantage of these tools, the investment you have made in developing quality hearing screening practices can have a far reaching influence beyond your program, throughout your community and state so that more children in a variety of educational and health care venues can receive the benefit of OAE hearing screening.   Please join us for this webinar so we can show you how your OAE screening success can open up new doors for your program!

Source: The Early Childhood Hearing Outreach

Available at: http://events.r20.constantcontact.com/register/event?llr=xcjxpbdab&oeidk=a07e57rk5w520f75c64&oseq=a01r1gdstffhx

NCHAM: A Practical Guide to the use of Tele-Intervention, Introduction

The National Center for Hearing Assessment and Management (NCHAM) supports efforts to ensure access to appropriate services by a qualified provider for children who are diagnosed as deaf or hard of hearing. The staff at NCHAM became interested in the use of telehealth as a mechanism of delivering services to children and families who otherwise would go without needed services. Defined broadly, telehealth is the use of electronic information and telecommunications technologies to support long-distance clinical health care, patient and professional health-related education, public health and health administration (http://www.hrsa.gov/telehealth/).

Source: National Center on Hearing Assessment & Management, Utah State University

Available at: http://www.infanthearing.org/ti-guide/

Early Childhood Hearing Outreach (ECHO) Project Monthly Newsletter- Probes & Tips

9/11

If you are serving families in your program who have a child who is deaf or hard of hearing, you can play a critical role in helping them find the resources and information they need. Resources are also available to you as the child’s education provider.

Source: Early Childhood Hearing Outreach Project

Available at: http://campaign.r20.constantcontact.com/render?llr=xcjxpbdab&v=001hS7OD_IhnlEnpuMyetWHS8Hl0SvcQmRFagjP6adcA1VocHdZUcj6C5G-RmjM_7C-cNVKa2oujaOYqe8Z8emY3G8QUB0Kjat7CSYYN2u1uvgXknAr3UWxrJXTGDzxXhjBhHWme1f37Zsd5o-DlQ86ud8caODDrAgoihimx0VqnXwkIVh5JxiYpQ%3D%3D

Children Who are Deaf/Hard of Hearing: State of the Educational Practices

While it is difficult to identify an exact number of children with hearing impairments, the General Accountability Office and IDEAData.org report that the incidence of children who are deaf or hard of hearing is small, representing about 1% of all identified students with disabilities (GAO, May 2011; IDEAData.org, 2009). Variability in the reported number of children who are deaf/hard of hearing can happen because some children with hearing impairments are counted under different categories (e.g., deaf/blind, multiple disabilities). The education of these children has been changed significantly by advances in many areas in recent years. For example, technologies such as visual or text communication devices and speech-to-print software and the expanded use of cochlear implants1 have brought new means through which students with hearing impairments can communicate and access educational content (Shaver et. al., 2011). The use of these advances can contribute positively to the provision of a free appropriate public education for children with hearing impairments. Project Forum at the National Association of State Directors of Special Education (NASDSE) produced a document in 2005 focused on state infrastructures and programs for this population (Müller, 2005). As part of its cooperative agreement with the U.S. Department of Education’s Office of Special Education Programs (OSEP), Project Forum produced this document that reports results from two surveys that inquired about the current state of practice in educational service delivery for children who are deaf/hard of hearing.

Source: Project Forum

Available at: http://projectforum.org/docs/ChildrenWhoareDeaf-HOH-StateoftheEducationalPractice.pdf

Deliver “Just in Time” Information to Health Care Providers

When a child does not pass the Otoacoustic Emissions (OAE) hearing screening on two separate attempts, evaluation by a health care provider is usually the next step. With guidance from a highly-respected pediatrician, we’ve refined a sample “just in time” referral letter that summarizes the OAE screening protocol and the health care provider’s role in assessing a child’s outer and middle ear status. Dowload the health care provider referral letter template and edit it to meet your program’s needs. When a referral is made, fill in the child’s information and OAE results and deliver it to the appropriate provider.

Source: The Early Childhood Hearing Outreach (ECHO) Project

Available at: http://archive.constantcontact.com/fs073/1102782899287/archive/1105772161385.html