The Transition From Early Intervention to School for Deaf and Hard-of-Hearing Children

Poon, Brenda T.; Jamieson, Janet R.; Zaidman‐Zait, Anat; Curle, Deirdre; Norman, Nancy; Simmons, Noreen R.

doi:10.1093/acprof:oso/9780190493073.003.0003

Cited by 5 publications

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“…While the transition to school is of particular importance for all children, families of children with exceptionalities often find it to be a difficult time (Janus, Lefort, Cameron, & Kopechanski, 2007;Poon et al, 2016). Parents of children with special needs report more concerns about how their child will function in a new environment, compared to parents of typically developing children (McIntyre et al, 2010).…”

Section: Background To the Study Transition To School For Children With Exceptionalitiesmentioning

confidence: 99%

“…In addition, parents have reported that it is helpful to receive information and support from other parents, as well as from their service providers (Jackson et al, 2008). On the other hand, a lack of information, particularly during times of transition, has been reported to be frustrating for parents (Jamieson, Zaidman-Zait, & Poon, 2011) and presents a barrier to a smooth transition (Poon et al, 2016). Thus, it is reasonable to assume that parents benefit from receiving a great deal of information and support during their D/HH child's transition from EI into the school system.…”

Section: Considerations For Children Who Are D/hhmentioning

confidence: 99%

“…The transition to school has often been framed by an ecological perspective (e.g., Bronfenbrenner, 1979;Poon et al, 2016;Rimm-Kaufman & Pianta, 2000). Such a perspective regards the transition from EI to school as influenced not only by child characteristics, but also by the direct contexts within the child's immediate environment, such as family members or teachers and peers, as well as indirect contexts that can affect the child's environment, such as decisions or policies made at school-board or governmental levels.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

“…This viewpoint takes into account the importance of relationships among the individuals involved in the child's direct or indirect contexts . By examining the transition process through an ecological systems model, we bring to light the interconnectedness and interplay of the relationships among the child and surrounding individuals, all of whom interact with one another to form a large part of the child's social network (Poon et al, 2016;Rimm-Kaufman & Pianta, 2000). Thus, it is important to examine the communication that takes place among stakeholders at the level of the child's immediate contexts during the transition from EI and school-most notably, the parents, EI professionals, and TODs-to understand ways in which communication among stakeholders within and across these three social contexts facilitate or impede a smooth transition.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

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Working Together: Communication Between Stakeholders During the Transition from Early Intervention to School for Children Who Are Deaf or Hard of Hearing

Curle

Jamieson

Poon

et al. 2017

eei

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The transition to school can be a complicated process for families of children with exceptionalities (Janus, Lefort, Cameron, & Kopechanski, 2007). Little is known about the transition to school specifically for children who are deaf or hard of hearing (D/HH). The aim of this study was to examine the communication that occurred among early intervention (EI) providers, parents, and teachers before and during the child’s first year of kindergarten. Thematic analysis was used to analyze six sets of parent interviews, pre- and post-transition, three interviews with EI providers, and three interviews with teachers of the deaf. Participants from each group described factors that facilitated or hindered the transition to school for D/HH children. Findings were interpreted through the framework of ecological systems theory, which indicate that high-intensity transition support and fluid communication facilitated the transition and fostered positive relationships among those involved in the child’s transition to school.

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Section: Background To the Study Transition To School For Children With Exceptionalitiesmentioning

confidence: 99%

Section: Considerations For Children Who Are D/hhmentioning

confidence: 99%

Section: Theoretical Frameworkmentioning

confidence: 99%

Section: Theoretical Frameworkmentioning

confidence: 99%

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Working Together: Communication Between Stakeholders During the Transition from Early Intervention to School for Children Who Are Deaf or Hard of Hearing

Curle

Jamieson

Poon

et al. 2017

eei

Self Cite

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“…Transitioning from EI to academic settings can be difficult because a school's primary focus is on the academic and social performance of the child. 44,45 The EI and education systems may not be congruent, (ie, separate oversight agencies, distinct funding sources, and disparate data systems). Linked state databases provide a comprehensive data system to address the short-and long-term outcomes for children served in a state EHDI program.…”

Section: Ei and School Readinessmentioning

confidence: 99%

Kindergarten Readiness in Children Who Are Deaf or Hard of Hearing Who Received Early Intervention

et al. 2020

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BACKGROUND: Children who are deaf or hard of hearing (D/HH) have improved language outcomes when enrolled in early intervention (EI) before the age of 6 months. Little is understood about the long-term impact of EI on outcomes of kindergarten readiness (K-readiness). The study objective was to evaluate the impact of EI before the age of 6 months (early) versus after 6 months (later) on K-readiness in children who are D/HH. METHODS: In this study, we leveraged data from the Ohio Early Hearing Detection and Intervention Data Linkage Project, which linked records of 1746 infants identified with permanent hearing loss born from 2008 to 2014 across 3 Ohio state agencies; 417 had kindergarten records. The Kindergarten Readiness Assessment was used to identify children as ready for kindergarten; 385 had Kindergarten Readiness Assessment scores available. Multiple logistic regression was used to investigate the relationship between K-readiness and early EI entry while controlling for confounders (eg, hearing loss severity and disability status). RESULTS: Children who were D/HH and entered EI early (n = 222; 57.7% of the cohort) were more likely to demonstrate K-readiness compared with children who entered EI later (33.8% vs 20.9%; P = .005). Children who entered early had similar levels of K-readiness as all Ohio students (39.9%). After controlling for confounders, children who entered EI early were more likely to be ready for kindergarten compared with children who entered later (odds ratio: 2.02; 95% confidence interval 1.18-3.45). CONCLUSIONS: These findings support the sustained effects of early EI services on early educational outcomes among children who are D/HH. EI entry before the age of 6 months may establish healthy trajectories of early childhood development, reducing the risk for later academic struggles. WHAT'S KNOWN ON THIS SUBJECT: Enrollment into early intervention (EI) before the age of 6 months is associated with enhanced language, compared with later enrollment ages. Little is understood about the impact of EI on outcomes occurring beyond the EI period (such as early academic outcomes). WHAT THIS STUDY ADDS: In this study, we include public health and education data across 3 state agencies to provide evidence supporting enrollment into EI before the age of 6 months (versus later ages) for children who are deaf or hard of hearing on the increased likelihood of being kindergarten ready.

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Parent perceptions of itinerant services for students who are deaf or hard of hearing

Pedersen

Askvig

Spooner

et al. 2022

Deafness & Education International

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The Transition From Early Intervention to School for Deaf and Hard-of-Hearing Children

Cited by 5 publications

References 0 publications

Working Together: Communication Between Stakeholders During the Transition from Early Intervention to School for Children Who Are Deaf or Hard of Hearing

Working Together: Communication Between Stakeholders During the Transition from Early Intervention to School for Children Who Are Deaf or Hard of Hearing

Kindergarten Readiness in Children Who Are Deaf or Hard of Hearing Who Received Early Intervention

Parent perceptions of itinerant services for students who are deaf or hard of hearing

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