Title: 'B-3 Programs of Various Communication Modes Collaborating to Serve Families'
Track: 3-Early Intervention and Beyond
Keyword(s): Collaboration, Communication, Nuture, Families, Hearing Loss
Learning Objectives: 1. Identify the similarities and differences between programs for children with hearing loss using various modes of communication. 2. Name beneficial outcomes for families and their community when various programs for children with hearing loss collaborate to provide services. 3. Identify strategies to implement collaboration in the participant’s local communities.


Once families in the state of Washington have their infant or toddler identified with a hearing loss, they must choose a Birth-3 program before early intervention services can begin. As they are choosing the program they are also making their selection for the initial (or first) mode of communication for their family. The programs for children who are Deaf and Hard of Hearing (D/HH) understand that while there are differences between the programs, they share many similar issues and needs. In Western Washington there are 3 programs that represent different modes of communication. This presentation will demonstrate how families benefit from the collaborative relationships these 3 programs promote and practice. The D/HH programs collaborate as they develop; systems change and advocacy, county procedures for supporting families, in-service and training for professionals and families. Attendees of this presentation will learn the history of how these collaborative relationships were nurtured and developed, the beneficial outcomes for professionals, families and the community as a whole, hear families describe their experiences and discuss the outlook for the future. Action steps will be identified to enable other states and counties to initiate collaborative agency relationships in their local communities.
Presentation: This presentation has not yet been uploaded or the speaker has opted not to make the presentation available online.
Handouts: Handout is not Available
Kimberly Hamren - Listen and Talk
     Credentials: M. ED, CED, LSLS Cert. AVT
     Other Affiliations: Alexander Graham Bell Association, Hands and Voices and CEC.
      Kim Hamren is the Early Intervention Coordinator at Listen and Talk in Seattle, WA. Kim leads a team of 8 Early Intervention providers including Teachers of the Deaf, Speech Language Pathologists and Audiologists. She has worked at Listen and Talk since 1997 in a variety of positions including as an early intervention provider, preschool teacher, Listening and Spoken Language Auditory-Verbal Therapist, and preschool coordinator. She received her Teacher of the Deaf certification and her B.S. in Education from the University of Nebraska-Omaha in 1980 and her M.Ed in Early Childhood Special Education from the University of Nebraska-Lincoln in 1992. She became a Certified Listening and Spoken Language Auditory-Verbal Therapist in 2003.
Mollyshannon Neel - Seattle Childrens
     Credentials: MS
      Mollyshannon Neel, M.S. is the Program Coordinator for Family Conversations, a Birth to three program serving families with children who are deaf and hard of hearing in western Washington state. She is an educator who has 20 year experience working with children with hearing loss and their families in a variety of settings and with a variety modalities. She is a graduate of St. Mary’s College in Indiana and Canisius College in New York.
Teresa Davenport - Hearing Speech and Deafness Center
     Credentials: M.Ed
      Teresa Davenport is the Director of Education at Hearing, Speech and Deafness Center located in Seattle. She manages the Parent-Infant-Program (PIP) which serves the families of deaf and hard of hearing children ages birth to three in three western Washington counties. PIP utilizes an American Sign Language (ASL) and English bilingual approach. Prior to joining the Hearing, Speech and Deafness Center, Teresa worked in Utah at the Utah Schools for the Deaf and Blind. In addition to her administrative background, she has taught students with a variety of disabilities from preschool to junior high. Teresa also brings a unique perspective to PIP. She has two deaf siblings and as a young child her family was involved in PIP.