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National EHDI Meeting EHDI-Related Efforts in the Office of Special Education Programs (OSEP) Lisa Holden-Pitt Education Research Analyst Research to Practice Division OSEP/US Dept. of Education Tyson’s Corner Marriott, Virginia February 11, 2002. Outline. OSEP Division layout

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National EHDI MeetingEHDI-Related Efforts in the Office of Special Education Programs (OSEP)Lisa Holden-PittEducation Research AnalystResearch to Practice DivisionOSEP/US Dept. of EducationTyson’s Corner Marriott, VirginiaFebruary 11, 2002


Outline

  • OSEP Division layout

  • OSEP’s current role and interest in EHDI

  • Challenges and critical issues re referral and service provision

  • Opportunities of the UNHS and EHDI Program

  • Other considerations and summary


Office of Special Education Programs

  • OSEP Divisions

    • Monitoring & State Improvement Planning (MSIP)

    • Research to Practice (RTP)


Monitoring and State Improvement Planning (MSIP)

  • Acquainted with state agencies and programs that support early intervention (EI) within the various states

  • Web site for OSEP State Contacts is:

    www.ed.gov/offices/OSERS/OSEP/Monitoring/state_contact_list.html


Research to Practice (RTP)

  • Design and oversee research projects relating to development/identification of methods, devices, etc. to assist in the provision of rehabilitation services

    • Model demonstration projects

    • Personnel preparation

    • Outreach, etc.

  • Manage projects that provide technical assistance and training at state and local levels


  • Expections as result ofUniversal Newborn Hearing Screening

    • UNHS  more infants will be diagnosed with hearing loss at birth or during infancy

    • UNHS  more children diagnosed with hearing loss will be referred for early intervention services at ages of less than one year old


    OSEP and CDC: Common Interests re EDHI

    • Issues of common concern between OSEP & CDC

      • Factors associated w/ timely follow up and high rates of referral

      • Communication, coordination, and cooperation between Part C [IDEA] and EHDI Programs

      • Long-term tracking of early-identified cases

      • State Profiles that abstract state data regarding EHDI statistics and operations


    Challenges & Critical Issues re EHDI/UNHS

    • Loss of positively-identified cases after diagnosis

    • Timeliness of Part C referrals

    • Sensitivity in providing information to parents

      • At diagnosis

      • When providing ‘guidance’

    • Provision of information regarding full range of common intervention options

    • Cooperation between EHDI Programs and Part C


    Challenges & Critical Issues re EHDI/UNHS (continued)

    • Case tracking for assessment and evaluation

    • Adequate training of professionals to work with early-identified infants and toddlers

    • Identification of hearing loss during infancy has potential for negative effect on parent-child social interactions, non-verbal communications – a potential barrier to necessary bonding with child


    UNHS and EHDI bring opportunities for:

    • Improved coordination of technical assistance and services among programs of varying agencies serving families of deaf and hard of hearing children within states

    • Facilitated interagency cooperation for providing early intervention, generally, through EHDI and related activities and programs

    • Long-term tracking of early-identified children with hearing loss, to create a feedback loop for EHDI program efficacy


    Office of Special Education Programs

    • Looking to the future

    • Closing considerations, thoughts, and vision


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