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Early Intervention Program for Children Who Are Deaf or Hard of Hearing

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Early intervention program for children who are deaf or hard of hearing

Office of Early Learning

Early Intervention Program for Children Who Are Deaf or Hard of Hearing


Early intervention program for children who are deaf or hard of hearing

  • Early Intervention Program for Children Who Are Deaf or Hard of Hearing

  • Provides services to children who are deaf, hard of hearing, or deaf/blind, ages birth to three who are enrolled in the Infant-Toddler Program.

  • Concentrates on language and communication skill development.

  • Itinerant teachers provide family-centered intervention in home and childcare settings.

  • Involvement in transition to the local

    education agency.


Early intervention program for children who are deaf or hard of hearing

Transition from the

Infant-Toddler Program

http://www.beearly.nc.gov


Early intervention program for children who are deaf or hard of hearing

Transition Policy


Early intervention program for children who are deaf or hard of hearing

Long Range Language

Development Plan

September 6, 2013

MEMORANDUM

TO: Directors, Exceptional Children Programs, Lead Administrators, Charter Schools

FROM: William J. Hussey, Director WJH (Exceptional Children Division)

SUBJECT: Long-Range Language Development Plan

DIRECTION ON THE USE OF FORMAL AND INFORMAL ASSESSMENTS TO MONITOR LANGUAGE DEVELOPMENT PROGRESS IN STUDENTS WHO ARE DEAF OR HARD OF HEARING

The Exceptional Children Division continues to offer professional development on educational programming for students who are deaf or hard of hearing. Recently, some of these offerings have focused on the development of long-range language development plans. These plans can help promote, over a period of multiple years, a student’s growth in communication and language (spoken and/or signed) abilities for increased access to grade level information, academic achievement, and functional performance. Often communication and language are among the areas of greatest concern for these students, and long-range plans can inform the development of Individualized Education Programs (IEPs) to more specifically address students’ needs. As stated in NC 1503-4.1(a)(2) and (3), an IEP Team identifies measurable annual academic and functional goals and describes how the child’s progress toward meeting these goals will be measured. During some of the professional development sessions in fall 2012 and spring 2013, questions were raised about formal and informal tools to develop these long-range plans and to measure and monitor progress on IEP goals, and which of these require informed written parental consent. The purpose of this memorandum is to answer those questions and provide clear direction on long-range plans and IEP goal development for effective instructional delivery… (continued)


Early intervention program for children who are deaf or hard of hearing

  • Early Intervention / Deaf-Hard of Hearing teachers are involved in the Long Range Planning process with parents to assist them in understanding the big picture of closing language / vocabulary gaps.

  • The Long Range Planning information is beneficial to school systems in preparing for transition and beyond.


Early intervention program for children who are deaf or hard of hearing

Initial Assessment


Early intervention program for children who are deaf or hard of hearing

Progress Assessment


Early intervention program for children who are deaf or hard of hearing

Transition Assessment


Early intervention program for children who are deaf or hard of hearing

Early Intervention Program for Children

Who Are Deaf or Hard of Hearing

For additional information, contact:

Ruth Anne Everett, Director

828-781-4979 work cell

[email protected]

http://www.earlylearning.nc.gov(Click on Pre-K)


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