Build family to family relationships
Standardize referral mechanisms
Include communication outcomes in every IFSP
Confirm the hearing status of every child with a related condition
Identify every failed appointment as an opportunity to act and learn
Debra Cushner, Julie Mitchiner, Debra Nussbaum: Laurent Clerc National Deaf Education Center, Gallaudet University
"Assessment must be performed by qualified evaluators. Recommendations should be based on results of assessments as they relate to the impact of hearing loss on communication, language, and on academic and social-emotional competency."
-National Association of State Directors of Special Education, Inc. (2006)
"Our early interventionist taught us how to read an audiogram, how to care for hearing aids, how to develop her hearing ability, how to find opportunities to learn language in her everyday routine, and how to effectively use English with our daughter. Our Deaf Mentor took away our fear of what our daughter's life might be like, guided us into the Deaf world, helped us understand Deaf culture, taught us to effectively use American Sign Language, and gave us insight into our daughter's life that helped us love, appreciate and accept her. We believe that we are now equipped to help our daughter have the best of both the Deaf world and the Hearing world. We are so grateful that we had the benefits of both of these wonderful people in our lives."
-Dianne & Ron, Parents of a Daughter with Hearing Loss
Create and maintain a care map outlining expected care through the first year of life.
Timely referrals to appropriate providers are critical for reducing loss to follow-up.