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Children's Medical Services - Special services for children with special needs
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Infant Toddler Development Training
Module 6, Lesson 3

Family Options and Effect on the Family

Communication modes that the SHINE interventionist discusses with a family include the

mother, father and baby smiling
  • Auditory/Oral Approach
  • Auditory/Verbal Approach,
  • American Sign Language (ASL),
  • Contact Signing or Pidgin Sign Language,
  • Cued Speech,
  • Finger spelling,
  • Manually Coded English.

The following materials are required reading for this lesson:

It is part of the ITDS' responsibility to know and understand SHINE and to be able to explain the program to parents. It is suggested that you read SHINE: Language Unlocks Learning. This was written for parents and provides a good summary of what needs to be present for children with hearing loss in order to have good outcomes.

Referral Requirements for Hearing

As discussed earlier, all newborns in Florida are screened for hearing. However, the ITDS should be alert to infants and toddlers who move to Florida from other states and may not have had early screening or diagnosis. If a hearing issue is suspected, the ITDS should refer immediately to the local Early Steps and discuss the need for a hearing screen with the service coordinator. The screening should then be arranged with the family within 45 days of the referral.

Adapting the Developmental Evaluation and Assessment for Children with Hearing Impairments

A parent interview should be conducted as a first step when a hearing impairment is suspected. Please refer to the Parent Interview Protocol for Child Hearing and Vision Skills which you reviewed in the vision section of this lesson. This protocol can serve as your guide during the interview.

baby eatingIf a hearing impairment has been diagnosed or is suspected, the evaluation and assessment materials need to be presented in a face-to-face fashion. The only exception would be items where hearing is being assessed. As with any assessment, the team composition is important. A teacher or specialist who works with children who have hearing problems is recommended as a participant and as the primary evaluator. A psychologist and a speech language pathologist are also important members of the team. The audiologist and the primary care provider should be included through actual contact or access to their reports prior to the evaluation and assessment.

If the child has hearing aids these should be in place before any evaluation or assessment is attempted.


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