Stakeholder Documents and Position Papers: Early Intervention

This Info to Go-compiled list includes links to various documents on early intervention developed by national stakeholders working with young children who are deaf or hard of hearing.

Information and resources are listed in alphabetical order

American Academy of Pediatrics: Supplement on Early Hearing Detection and Intervention 

This 2010 supplement in the Pediatrics journal includes numerous articles discussing considerations that are, and should be, driving early intervention initiatives.

Beyond Newborn Hearing Screening: Meeting the Educational and Health Care Needs of Infants and Young Children with Hearing Loss in America (PDF)

This website is the report and recommendations of the 2004 National Consensus Conference (Marge and Marge, 2005) on Effective Educational and Health Care Interventions for Infants and Young Children with Hearing Loss.

Bill of Rights for Deaf and Hard of Hearing Children (NAD)

The National Association of the Deaf (NAD) webpage discusses the development of a Bill of Rights for Deaf and Hard of Hearing Children that has been adopted in many states to ensure that the language, communication, and educational rights of children who are deaf and hard of hearing are protected.

Conference of Educational Administrators of Schools and Programs for the Deaf, Position on Early Intervention Programs for Children with Hearing Loss (PDF)

This 2006 position statement on early intervention programs includes the organization's recommendations for early intervention programming and qualifications of providers.

IDEA Part C Regulations: The Role of EHDI in Understanding Part C (PDF)

This document summarizes the Part C regulations that are most relevant for EHDI programs. The document highlights elements of the Part C regulations that support increased understanding and coordination between EHDI systems and their state Part C counterparts, with a goal of ensuring that infants and toddlers with hearing loss are identified, evaluated, and if eligible, have access to appropriate early intervention services.

Part C Eligibility Considerations for Infants and Toddler Who are Deaf or Hard of Hearing (PDF)

This document, developed by a committee convened by the IDEA Infant and Toddler Coordinators Association and the National Center for Hearing Assessment and Management, provides important information for professional consideration when determining Part C eligibility. It includes a comprehensive chart describing the relationship of hearing levels to a child's development.

Position Statement: Principles and Guidelines for Early Hearing Detection and Intervention Programs (JCIH)

The position statement of the Joint Committee on Infant Hearing (JCIH) includes many of the tenets that have become the foundations of early hearing detection and intervention (EHDI).

Position Statement on Early Hearing Detection and Intervention (NAD)

The position statement of the National Association of the Deaf (NAD) endorses a positive attitude toward individuals who are deaf or hard of hearing and emphasizes the importance of providing services that include all language and communication opportunities and appropriate cultural and linguistic support for the child's development.

Principles and Guidelines for Early Intervention After Confirmation that a Child Is Deaf or Hard of Hearing (JCIH, pp 1324-1349)

This 2013 supplement to the Joint Committee on Infant Hearing 2007 position statement provides comprehensive guidelines for early hearing detection and intervention (EHDI) programs with a focus on the intervention component of EHDI. It provides 12 goals for establishing strong early intervention systems.

National Early Childhood Assessment Project (NECAP)  

The NECAP website shares information about the national collaborative research occurring on the developmental outcomes of infants who are deaf or hard of hearing. NECAP is gathering assessment data for children from birth to 4 years of age from enlisted states, in an effort to characterize the language abilities of children who are deaf and hard of hearing and identify factors that lead to successful language outcomes.



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