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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

  • 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
Office of Special Education Programs
  • OSEP Divisions
    • Monitoring & State Improvement Planning (MSIP)
    • Research to Practice (RTP)
monitoring and state improvement planning msip
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:

research to practice rtp
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 of universal newborn hearing screening
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
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
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
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
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 programs1
Office of Special Education Programs
  • Looking to the future
  • Closing considerations, thoughts, and vision