16th ANNUAL EARLY HEARING DETECTION & INTERVENTION MEETING
February 26-28, 2017 • Atlanta, GA

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2/27/2017  |   2:30 PM - 3:00 PM   |  Tele-Intervention and Children with Additional Special Needs   |  Hanover F

Tele-Intervention and Children with Additional Special Needs

This presentation will provide an overview of internet therapy service provision with a population of children who have hearing loss in addition to other medical diagnoses. According to Gallaudet Research Institute survey from 2007-2008, 30-40% of children with hearing loss have developmental disabilities. Parents of children with additional needs feel that their child is more vulnerable Luterman (2004). They spend valuable time locating and keeping up with the programs that serve their child. Therapy conducted via the internet is an ideal solution for many families; it lends itself to a coaching model that supports family-centered therapy in a child’s natural environment done at a time when it is most convenient for the family. For a child with hearing loss with additional needs this convenience is often a critical component for success. Tele-intervention eliminates barriers that might otherwise limit the access to services. The children enrolled in tele-intervention programs are doing well in the area of expressive and receptive language (Broekelmann 2012). Moeller (2000) found that children who were enrolled in early intervention before the age of 11 months did better in developing language and vocabulary as well as a parallel between parent involvement and language achievement levels. Results of a Quality of Life questionnaire and anecdotal evidence via case studies in terms of outcomes will be shared, and successes as well as the challenges discussed. In addition, qualities of the therapist as well as adult learning theory will be explored.

  • The learner will identify quality of life indicators to understand successes and challenges for families who have children with hearing loss and additional needs.
  • The learner will analyze the coaching process in relation to qualities of the therapist incorporating adult learning theory.
  • The learner will analyze the results of children with hearing loss and additional needs through case studies

Presentation:
15804_5741CherylBroekelmann.pdf

Handouts:
Handout is not Available

Transcripts:
5741.docx


Presenters/Authors

Cheryl Broekelmann (), St. Joseph Institute for the Deaf, cbroekelmann@sjid.org;
Cheryl Broekelmann, LSLS Cert. AVEd, is the Director of Operations at St. Joseph Institute for the Deaf in St. Louis. She has over 25 years experience as an educator of the deaf. She has presented at workshops and at AG Bell conferences. Some of the titles of her presentations are: “Needs of Parents who have Children with Hearing Impairment”, “Lights, Camera, Action”, “What Do I Do When They Want to Learn About Dinosaurs?”, “Meeting the Needs of Families of Children Who are Deaf or Hard of Hearing”, “Demystifying Deafness”, “Preschoolers Rule With The Right Tools”, “Bridging Distances with Tele-Therapy for Children with Hearing Loss” and “Collaboration + Coordination = Communication”. Cheryl has an undergraduate degree in Deaf Education from Fontbonne University and a Masters of Education in Early Childhood Administration.

ASHA DISCLOSURE:

Financial - Receives Salary for Employment,Management position from St. Joseph Institute for the Deaf.   Receives Salary for Employment,Management position from St. Joseph Institute for the Deaf.   Receives Salary for Employment,Management position from St. Joseph Institute for the Deaf.  

Nonfinancial - No relevant nonfinancial relationship exist.


Michelle Graham (), St. Joseph Institute for the Deaf, mgraham@sjid.org;
Michelle is the Lead Early Intervention Therapist at St. Joseph Institute for the Deaf. Michelle is an experienced Listening and Spoken Language Specialist and maintains teacher certification in the area of special education. Michelle provides Early Intervention therapy services to families in person and via internet therapy.

ASHA DISCLOSURE:

Financial - No relevant financial relationship exist.

Nonfinancial - No relevant nonfinancial relationship exist.