Abstract

Babies with a hearing loss who are born in hospitals with newborn hearing screening programs and whose families are referred to effective early intervention programs are off to a good, early start. These families can expect positive results in their children's language, communication, and social development. With the support of early intervention, they can expect to develop deeper attachments to their child and to adapt quickly to their child's communication needs. Early intervention programs face an unprecedented challenge to provide quality services to a growing number of infants whose hearing loss is identified soon after birth. This document explores myths and facts about early intervention services and explores what parents and professionals can do to ensure effective services for young children with a hearing loss and their families.

Introduction

Section I: What is the Purpose of Early Intervention?

Section II: What to Look for in an Early Intervention Program

Family-centered Services

Communication and Language Acquisition

Collaboration in Program Development and Evaluation

Section III: Myths and Facts about Early Identification and Early Intervention

Fact 1: Early identification without early intervention may be detrimental to the family and child.

Fact 3: Children benefit from early identification and effective early intervention regardless of individual differences.

Fact 4: Early intervention services must be flexible to meet individual situations and respond to changes in family priorities, and be responsive to ways families find most helpful.

Fact 5: No single communication approach works for all children.

Fact 6: Young children and families benefit from services provided by specialists and in settings that provide services for other young children with a hearing loss and their families.

Fact 7: Qualified personnel with specialized preparation are essential for providing appropriate services and achieving successful outcomes for young children who are deaf or hard of hearing and their families.

Conclusion

Appendix

References

Additional Resources

On-line Resources