A Valuable Toolkit for Early Childhood Service Providers Working With Families of Deaf and Hard of Hearing Infants and Toddlers

2017 ◽  
Vol 162 (1) ◽  
pp. 57-59
Author(s):  
Paige Johnson
Keyword(s):  
Early Childhood ◽  
Hard Of Hearing ◽  
Service Providers ◽  
Infants And Toddlers

Practioner Reflection That Enhances Interprofessional Collaborative Practices for Serving Children Who Are Deaf/Hard-of-Hearing

2017 ◽  
Vol 2 (9) ◽  
pp. 3-9 ◽  
Author(s):  
Kristina M. Blaiser ◽  
Mary Ellen Nevins
Keyword(s):  
Young Children ◽  
Professional Practice ◽  
Hard Of Hearing ◽  
Service Providers ◽  
Interprofessional Collaboration ◽  
The Self ◽  
Self Awareness ◽  
Collaborative Practices ◽  
Interprofessional Teams ◽  
Client Care

Interprofessional collaboration is essential to maximize outcomes of young children who are Deaf or Hard-of-Hearing (DHH). Speech-language pathologists, audiologists, educators, developmental therapists, and parents need to work together to ensure the child's hearing technology is fit appropriately to maximize performance in the various communication settings the child encounters. However, although interprofessional collaboration is a key concept in communication sciences and disorders, there is often a disconnect between what is regarded as best professional practice and the self-work needed to put true collaboration into practice. This paper offers practical tools, processes, and suggestions for service providers related to the self-awareness that is often required (yet seldom acknowledged) to create interprofessional teams with the dispositions and behaviors that enhance patient/client care.

scholarly journals Is infant belonging observable? A path through the maze

2018 ◽  
Vol 19 (4) ◽  
pp. 404-416
Author(s):  
Jane M Selby ◽  
Benjamin S Bradley ◽  
Jennifer Sumsion ◽  
Matthew Stapleton ◽  
Linda J Harrison
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Sense Of Belonging ◽  
Early Years ◽  
Infants And Toddlers ◽  
Quality Outcomes ◽  
Childhood Education ◽  
Learning Framework ◽  
Video Recordings ◽  
Education And Care

This article evaluates the concept of infant ‘belonging’, central to several national curricula for early childhood education and care. Here, the authors focus on Australia’s Early Years Learning Framework. Four different meanings attach to ‘belonging’ in the Early Years Learning Framework, the primary being sociopolitical. However, ‘a sense of belonging’ is also proposed as something that should be observable and demonstrable in infants and toddlers – such demonstration being held up as one of the keys to quality outcomes in early childhood education and care. The Early Years Learning Framework endows belonging with two contrasting meanings when applied to infants. The first, the authors call ‘marked belonging’, and it refers to the infant’s exclusion from or inclusion in defined groups of others. The second, the authors provisionally call ‘unmarked’ belonging. Differences between these two meanings of infant belonging are explored by describing two contrasting observational vignettes from video recordings of infants in early childhood education and care. The authors conclude that ‘belonging’ is not a helpful way to refer to, or empirically demonstrate, an infant’s mundane comfort or ‘unmarked’ agentive ease in shared early childhood education and care settings. A better way to conceptualise and research this would be through the prism of infants’ proven capacity to participate in groups.

scholarly journals Food Worry in the Deaf and Hard-of-Hearing Population During the COVID-19 Pandemic

2020 ◽  
pp. 003335492097466
Author(s):  
Alina Engelman ◽  
Raylene Paludneviciene ◽  
Kathryn Wagner ◽  
Katja Jacobs ◽  
Poorna Kushalnagar
Keyword(s):  
Food Insecurity ◽  
American Sign Language ◽  
Hard Of Hearing ◽  
Online Survey ◽  
Service Providers ◽  
Model Fitting ◽  
The United States ◽  
College Degree ◽  
Food Shortages ◽  
High Level

Objective The coronavirus disease 2019 (COVID) pandemic has highlighted preexisting health disparities, including food insecurity, in the deaf and hard-of-hearing (DHH) population. We examined factors associated with food worry during the COVID-19 pandemic. Methods We collected survey data on worry about food shortages, worry about contracting COVID-19, and concerns about DHH people staying home and being lonely from April 17 through May 1, 2020, via a bilingual American Sign Language/English online survey platform. The sample consisted of 537 DHH adults living in the United States. We examined the relationship between demographic characteristics and food worry. We used logistic regression and model fitting to predict the likelihood of experiencing food worry. Results The mean (SD) age of survey respondents was 47 (16), and 25% of the sample identified as people of color. Forty-two percent of survey respondents had a high level of food worry. Increased worry about contracting COVID-19 and concerns about DHH people staying home and being lonely among DHH younger adults or those without a college degree predicted food worry. Gender and race/ethnicity did not contribute to the model for food worry. Conclusions Food worry was explained by multiple, intersecting factors, including demographic variables, worry about contracting COVID-19, and concerns about loneliness. Interventions or programs implemented by DHH-serving organizations as well as government programs, social service providers, and food banks should be fully accessible to subgroups of DHH young adults without a college degree who are at risk for food insecurity.

scholarly journals Local Housing Characteristics Associated with Early Childhood Development Outcomes in Australian Disadvantaged Communities

2019 ◽  
Vol 16 (10) ◽  
pp. 1719
Author(s):  
Karen Villanueva ◽  
Hannah Badland ◽  
Robert Tanton ◽  
Ilan Katz ◽  
Sally Brinkman ◽  
...  
Keyword(s):  
Early Childhood ◽  
Public Housing ◽  
Early Childhood Development ◽  
Service Providers ◽  
Local Communities ◽  
Childhood Development ◽  
Disadvantaged Communities ◽  
Housing Characteristics ◽  
Development Outcomes ◽  
Objectively Measured

Disadvantaged communities tend to have poorer early childhood development outcomes. Access to safe, secure, and stable housing is a well-known social determinant of health but there is a need to examine key features of neighbourhood housing that reduce early childhood development inequities. The 2012 Australian Early Development Census (AEDC), a population-wide measure of early childhood development, and the Australian Bureau of Statistics Socio-economic Index for Areas Index of Relative Socio-economic Disadvantage were used to select fourteen disadvantaged local communities in five Australian states and territories based on those performing better (off-diagonal), or as expected (on-diagonal) on the AEDC relative to their socio-economic profile. Between 2015–2017, qualitative and quantitative housing data were collected in the local communities. In total, 87 interviews with stakeholders, 30 focus groups with local service providers and parents, and Australian Census dwelling information were analysed. A comparative case study approach was used to examine differences in housing characteristics (e.g., public housing, density, affordability, and tenure) between disadvantaged local communities performing ‘better than expected’ and ‘as expected’ on early childhood development. Perceived better housing affordability, objectively measured housing tenure (ownership) and perceived and objectively measured lower-density public housing were housing characteristics that emerged as points of difference for disadvantaged local communities where children had relatively better early childhood development outcomes. These characteristics are potential modifiable and policy sensitive housing levers for reducing early childhood development inequities.

Some features of early child–adult dialogues

1978 ◽  
Vol 7 (3) ◽  
pp. 357-373 ◽  
Author(s):  
Susan Ervin-Tripp
Keyword(s):  
Early Childhood ◽  
Hard Of Hearing ◽  
Actual Performance ◽  
Early Child ◽  
Perceived Ability ◽  
Hospital Patients ◽  
Speech Defects

Adaptations to a partner perceived to be conversationally incompetent can be heard in speech to children, the hard-of-hearing, foreigners, speakers with certain speech defects, the aged, and hospital patients. These adaptations may be controlled partially by the actual performance of partners in conversations, through influences on perceived ability. The first half of this paper describes specific changes in children's conversational abilities in early childhood, which in turn may serve to alter how their partners judge their abilities to understand. The second half of the paper addresses the evidence regarding the level and types of changes in adult speech to children as the child's ability changes.

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