Children’s Development
An individual pursuing a master’s degree in early intervention in deaf education has to demonstrate a sound understanding of “the development of infants, toddlers and young children who are deaf or hard of hearing including specialized audiology and communication needs” (Instructions, n.d., p. 1). An artifact that can provide evidence of my competency in the area that is encompassed by this indicator is a pediatric audiology final exam.
The exam consists of ten questions that help to assess students’ proficiencies, knowledge, and dispositions that are necessary for ensuring that they are capable of improving developmental trajectories of deaf and hard of hearing (DHH) infants, toddlers, and children.
I chose the exam because it helps to articulate my knowledge that is necessary for being a deaf educator or SLP. The artifact contains answers that demonstrate my ability to work in consultative, advocacy, and training roles among others. A drawing of an audiogram approximating the hearing loss serves as evidence of my ability to apply the best observation and analyzing techniques.
The most important thing that I have learned in the area of the development of infants, toddlers, and young children with varied hearing abilities is that initial hearing screening is the first step in a family’s journey through the intervention process (Sass-Lehrer, 2016). Therefore, it is a specialist’s responsibility to provide parents learning that their child is deaf or hard of hearing with information on diagnosis and intervention services in a clear and precise manner.
The final exam shows that I am proficient in providing children’s families with the specifics of an audiogram in plain English. Moreover, Jessica’s case study demonstrates my ability to communicate with parents to recover additional information on other health issues of a patient. It is extremely important because recommendations for intervention services are heavily dependent on the professional’s ability to understand the patient’s hearing patterns. The final exam also shows that I am capable of providing parents with basic knowledge of the hearing system that is necessary for navigating confusing medical information.
It is an especially important proficiency in the context of the field of audiology because children with the atypical function of the hearing system have specialized audiology and communication needs that have to be articulated to their families. Pediatric audiology information, which I have obtained through reading professional books and articles published in peer-reviewed journals, as well as completing CDS 531 assessment 1, has helped me to understand that DHH infants, toddlers, and children are experiencing a developmental emergency.
I have grown professionally by internalizing the notion that “infancy and early childhood are the times at which brain pathways are created and cemented, and lack of meaningful input can lead to significant and permanent developmental delays” (Sass-Lehrer, 2016, p. 63).
Also, I have become familiar with the most important elements of pediatric audiology rehabilitation. A book titled “Pediatric Audiologic Rehabilitation: From Infancy to Adolescence” by Fitzpatrick and Doucet (2013) has helped me to acquire a deep knowledge of typical language development patterns that is essential for undertaking the rehabilitation of DHH infants, toddlers, and children. Furthermore, I have been able to acquire a solid knowledge of the interpretation of an audiology test battery for children with hearing deficits. Moreover, I have grown professionally by learning how to conduct patent-guided interventions at multiple stages of children’s development.
Administration
Individuals pursuing a master’s degree in early intervention in deaf education have to understand “program administration and develop skills for supervising service providers in early intervention/early childhood deaf education” (Instructions, n.d., p. 1). An artifact that serves as a testament to my competency in the area that is encompassed by this indicator is the visit to Central Institute for the Deaf (CID) that is located in St. Louis, MO.
The institution is committed to providing early intervention services to DHH children while emphasizing the close partnership with parents and professionals. I chose the assignment because it provides evidence of my understanding of the basic principles of program administration. By visiting CID, I was able to better understand health and safety, as well as policy, issues that arise during the process of providing and overseeing the education of aspiring DHH learners.
Early intervention and early childhood deaf education are shared responsibilities of individual educators, school leaders, education agencies, and federal government agencies among others (Sass-Lehrer, 2016). All individuals administering intervention/education programs have to engage in the continuous reassessment of their practices in light of the most current discoveries in the field. Therefore, early intervention program administration should be guided by exemplary practices.
The following organizations have outlined roles and responsibilities of educators and other service providers: American Speech-Language-Hearing Association (ASLHA), Alexander Graham Bell Association for the Deaf and Hard of Hearing, National Association for the Deaf, World Federation of the Deaf, and the Joint Committee on Infant Hearing (JCIH) among others. I was able to grow professionally by familiarizing myself with statements and policy recommendations issued by these organizations. My understanding of the administrative efforts aimed at improving the literacy development of children was substantially enhanced by the Books on Wheels project.
By familiarizing myself with the most current literature on early intervention, as well as policies and legislation shaping it, I was able to understand that program administration should be aimed at the promotion of its sustainability.
Therefore, individuals supervising service providers have to be involved in every component of intervention programs, thereby ensuring continuous quality improvement. Moreover, DHH professionals willing to provide safe and effective services have to recognize differences between backgrounds and unique characteristics of children with varied hearing levels. Furthermore, while administering programs and supervising activities of service providers, it is important to keep in mind that relationships with families of DHH children have to be ongoing and meaningful.
Therefore, all DHH professionals should treat them as members of intervention teams. I understood that effective supervision requires extensive training; therefore, administrators must not miss an opportunity to develop their knowledge and skills. Early intervention programs can be supported by “providing sufficient resources to hire effective staff, providing appropriate compensation, and ensuring quality training, supervision, and support” (Sass-Lehrer, 2016). My interview with an administrator of SSD taught me the most common problems associated with the execution of their professional duties.
I learned that a successful career in the administration field requires strength and commitment to educational standards as well as communication and negotiation expertise. The interview allowed me as a person who is aspiring to become a professional in the field of early intervention for DHH toddlers, infants, and children to draw inspiration from someone who already has a stunning career. I will try my best to become an assertive speaker who can easily engage in productive interaction with DHH professionals and families of children with limited hearing.
References
Fitzpatrick, E. M., & Doucet, S. P. (2013). Pediatric audiologic rehabilitation: from infancy to adolescence. New York, NY: Thieme.
Instructions. (n.d.).
Sass-Lehrer, M. (2016). Deaf and hard-of-hearing infants, toddlers, and their families: Interdisciplinary perspectives. New York, NY: Oxford University Press.