Deafness and diversity: Early intervention

Rebecca L W Jackson, Sarah B Ammerman, Blane A Trautwein

Research output: Contribution to journalArticle

4 Scopus citations

Abstract

EARLIER IDENTIFICATION has increased the number of infants identified with hearing loss. A significant and growing proportion of children who are D/deaf or hard of hearing have a disability (DWD). Literature related to infants and toddlers who are DWD is scarce because of the heterogeneity of the population and because many disabilities may go undiagnosed until a child is older. Service availability, professional preparation, and use of evidence-based practices must improve to best meet the needs of these children and their families. An examination of theory, research, and practice in early intervention for children who are DWD revealed a lack of qualified professionals and a need for targeted instruction in teacher preparation programs and for technological advances paired with treatment (e.g., telepractice). Increased transdisciplinary collaboration and technology utilization in teacher preparation hold promise as ways of improving service provision to young children who are DWD.

Original languageEnglish (US)
Pages (from-to)356-367
Number of pages12
JournalAmerican Annals of the Deaf
Volume160
Issue number4
DOIs
Publication statusPublished - Sep 1 2015

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Keywords

  • Deaf
  • Deaf with additional disabilities
  • Deaf with disabilities
  • Deaf with multiple disabilities
  • Deafplus
  • Disability
  • Diverse
  • Early intervention
  • Hard of hearing
  • Multiply disabled deaf
  • Tele-intervention
  • Telepractice
  • Transdisciplinary

ASJC Scopus subject areas

  • Developmental and Educational Psychology
  • Speech and Hearing
  • Education

Cite this

Jackson, R. L. W., Ammerman, S. B., & Trautwein, B. A. (2015). Deafness and diversity: Early intervention. American Annals of the Deaf, 160(4), 356-367. https://doi.org/10.1353/aad.2015.0034