Morning plenary; Susan Daniels, Julia Margo, Philippa Stobbs, Stephanie Lowe-Hodgkins, Nicky Ereaut and Gwen Carr

1. Right from the Start conference
8 June 2017

2. Susan Daniels
Chief Executive
National Deaf Children’s Society

3. Join the conversation on Twitter;
#NDCSconference

4. Julia Margo
Joint Chief Executive
Family and Childcare Trust

5. Making childcare work for SEND children
5

6. Childcare policy needs
to:
6
Improve outcomes for children
and help them to get ready for
school
Enable parents to work

7. 7
The issues we face
SEND children turned away from
private, independent and voluntary
providers.
Poor flexibility of provision
41 per cent of parents with SEND
children do not have access the 15
hour entitlement.
86 per cent of parents paying more
than £5 per hour for providers,
compared to national average of
£3.50 - £4.50
40 per cent of disabled children
living in poverty.

8. Making progress
8
Disability Access Fund is annual
lump payment of £615 to childcare
providers for children eligible for
the Disability Living Allowance.
Inclusion Fund additional funding
provided by local authorities to
improve outcomes for children with
SEND

9. Next steps?
9
Admissions code extended to
private providers, along with
implementation support
Funding to match costs of high
quality, inclusive childcare

10. 10
Make sure that every parent is better off working once they have paid for
childcare.
Put early education on par with school education, making an early education
place a legal entitlement.
Extend 15 hours of free childcare per week to all two year olds.
Make sure there is enough high quality childcare for every family that needs it,
including school age children
Make sure that no child with special educational needs or disabilities (SEND)
is refused a childcare place
Our general election asks: Making childcare work for
families

11. 11
Thank you
familyandchildcaretrust.org
@FamChildTrust
facebook.com/famchildtrust
youtube.com/famchildtrust

12. Join the conversation on Twitter;
#NDCSconference

13. Philippa Stobbs
Assistant Director
Council for Disabled Children

14. Early years, SEN and disability
National Deaf Children’s Society
8 June 2017
Philippa Stobbs, Council for Disabled Children

15. A bit of background: barriers and solutions
Recent developments
Improving access and inclusion in the early years

16. A bit of background: barriers and solutions
Recent developments
Improving access and inclusion in the early years

17. Transitions and trajectories research, longitudinal study
ESRC funded work
Found associations between:
• Disability and disadvantage
• Disability and bullying and later adverse health and
social problems
• Disadvantage, learning, speech and language and
behaviour difficulties
Longitudinal study: childhood disability

18. Transitions and trajectories research reviewed
cognitive development:
• between ages of 3 and 5
• again between 5 and 7
Found that:
• disabled children and children with SEN make less
progress over the early years than their non-
disabled peers with similar levels of cognitive
skills, that is, the same prior attainment
Longitudinal study: childhood disability

19. Parliamentary Inquiry into Childcare for Disabled
Children
• Only 40% parent carers believe childcare providers
in their area can cater for their child
• Families of disabled children 2.5 times more likely
to have no parent working
• 83% parent carers say lack of suitable childcare
main barrier to paid work
Barriers to childcare: young children with SEND

20. Parents of disabled children and children with SEN
were more likely to be very satisfied or very
dissatisfied with the provision made for their child
Those who complained, or tried to put things right,
were less likely to be satisfied with the response of
the setting
At age 3, on entitlement to the 3&4 year-old offer,
changes of provision were significantly attributable
to the movement of children to special school
nurseries
Evaluation of 2 year-old pilot

21. Early years census, 2015:
• 43% 3 and 4 year olds with SEND received
between 13 and 15 hours of funded early
education
• 60% for all other children
Early Years Foundation Stage Profile, a growing gap
between young children with SEN:
• 2014 gap: 47.1 percentage points
• 2015 gap: 50.4 percentage points
• 2016 gap: 52 percentage points
DfE data

22. Increases in the exclusion of young children from
school:
• The data draws only on exclusions from schools
• The figures are drawn from SFR26/2016 and
reflect the latest data up to 2014-15
• With the growth in population, it is important to
examine percentages
Data on exclusion of young children from school

23. 0
0.1
0.2
0.3
0.4
0.5
0.6
0.7
0.8
0.9
2011-12 2012-13 2013-14 2014-15
Fixed period exclusions of young children from
school (%)
4 and under 5 yr olds

24. 0
0.05
0.1
0.15
0.2
0.25
0.3
0.35
2011-12 2012-13 2013-14 2014-15
Pupils with 1 or more fixed period exclusions from
school (%)
4 and under 5 yr olds

25. • Inspiring parental confidence
• Working collaboratively with families
• Sharing understanding of where children are in
their learning and development and next steps
• Joint approaches: education, health, social care
• Responding to behaviour: keeping young children
in the setting
• Focus on early language
• Deployment of funding to support inclusion
• Falling behind is not immutable
Responding positively

26. Recent developments

27. The offer:
• 15 hours entitlement: all 3 and 4 year olds
• Additional 15 hours entitlement: children of
eligible parents, Sept 2017
Guidance reasserts SEN and disability frameworks
Funding strategy:
• Move to national funding formula
• Pass through rate: 93% rising to 95%
• Disability Access Fund
• SEN Inclusion Fund
30 hours offer

28. • In receipt of disability living allowance
• 3 and 4 year olds receiving free early education
• Not available for 4 year olds in reception classes
• £615 per year
• Providers identify eligible children, LA checks
Disability Access Fund

29. • For 3 and 4 year olds, any number of hours
• For lower level SEN or emerging needs
• Value set in consultation with early years providers
• ‘Local offer’: eligibility criteria, planned value,
process for allocating funding
• Must consult with providers, parents, SEN
specialists
SEN Inclusion Fund

30. • Early years block and/or high needs block
• Top up grants to providers, case by case
• Specialist support services do not count towards
high pass through rate
SEN Inclusion Fund

31. Increasing access and inclusion in the early
years

32. Improvements in access, inclusion and outcomes for
young children with SEND
LA review current provision and develop a strategy
Early years system support project: Aims

33. LAs are confident that their strategy will:
• increase take up of national offer by parents of
children with SEND
• increase parental confidence that their child’s needs
will be identified and met
• increase practitioner confidence in identifying and
meeting needs of young children with SEND
• enable LAs to demonstrate improvements in the
above
• be sustainable beyond the grant-funded work and
embedded in wider joint working arrangements
Early years system support project: Aims

34. 15 months: January 2017 to March 2018
Action learning set approach
Supported self-review
Regionally based, local representation
Bringing together different agencies
Bespoke local support
• local challenges
• support innovative practice
• most impact
• shared learning
Key features of EY SEND system support work

35. Recognise barriers
Creative and collaborative approach to solutions
Highlight and share good practice
Evidence and impact
Key features of current work

36. Review tool, based on work in the NW Region
• Identify priorities
• Develop a strategy
• Review progress
• Share learning
The issues emerging as priorities
Key features of current work

37. The review is set out in 7 sections:
1. Data
2. Identification of need
3. The local offer
4. Parental engagement
5. Staff skills and expertise
6. Funding arrangements
7. Joint working

38. Research support
• National Children’s Bureau research department
• development of the review tool
• impact of the work over the period of the grant
Support to Information Advice and Support Services (IASS)
Linkage to other work on SEN and disability in the early years
• nasen
• Contact a Family
• Mott McDonald consortium, 30 hours
Key features of current work

39. "The greatest danger is
not that our aim is too
high and we miss it, but
that our aim is too low
and we hit it"
Michelangelo
39

40. Challenging Behaviour Foundation and Council for Disabled Children (2015) Paving the Way: How to
develop effective local services for children with learning disabilities whose behaviour challenges
Funded by the Department of Health Early Intervention Project http://pavingtheway.works/
Contact a Family (2014) Parliamentary Inquiry into childcare for disabled children: Levelling the
playing field for families with disabled children and young people
Department for Education (2011b) Disabled Children’s Access to Childcare (DCATCH): a qualitative
evaluation
DfE (2016) Permanent and fixed-period exclusions in England: 2014 to 2015 SFR26/2016
https://www.gov.uk/government/statistics/permanent-and-fixed-period-exclusions-in-england-2014-
to-2015
National Audit Office (NAO) (2004) Early Years: Progress in Developing High Quality Childcare and
Early Education Accessible to All. London: The Stationery Office
Ofsted examples of good practice in the early years:
https://www.gov.uk/government/collections/ofsted-examples-of-good-practice-in-early-years
Parsons, S and Platt, L (2014) Disabled children’s cognitive development in the early years
http://www.cls.ioe.ac.uk/page.aspx?&sitesectionid=1203&sitesectiontitle=Trajectories+and+transition
s+in+the+cognitive+and+educational+development+of+disabled+children+and+young+people
Smith R, Purdon S, Schneider V, La Valle I, Wollny I, Owen R, Bryson C, Mathers S, Sylva K and Lloyd
E (2009) Early Education Pilot for Two Year Old Children: Evaluation Research report DCSF-RR134.
DCSF
Stobbs P (2008) Extending Inclusion. Council for Disabled Children
References:

41. Don’t forget to visit our
exhibitors

42. Stephanie Lowe-Hodgkins
Childminder / Home Educator

43. Living with deafness
A parents’ perspective
Getting it right from
the start.

44. What went wrong?
What can we learn?
• Work with parents, listen and hear them
• Assess the impact your decisions
• Reduce the barriers.

45. isten and respond to their needs
pen your mind to communication best practice
alue the whole person
mbrace the hearing loss.

46. Join the conversation on Twitter;
#NDCSconference

47. Good Practice Case Study in Early
Years Provision and Pathways
Oxfordshire Hearing Impairment Team’s approach to
overcoming the challenges and achieving good outcomes
for deaf children in the Early Years
Nicky Ereaut, Specialist Manager
(Sensory, Physical & Complex Needs)
Special Educational Needs Support Services,
‘Right from the Start’ 08.06.2017, Aston

48. Right from the Start
To look at some of the
challenges of working in the
Early Years with deaf children
and their families and the
way that these can be
overcome through:
• Early identification and
access to appropriate
early intervention
• Family centred support
• Effective multi-agency
working

49. Slide 49
Hearing Impairment Team
(Special Educational Needs Support Services)
Resource Bases
(HI)
Advisory /
Teaching Support
0 – 25 years
Home
Early Years settings
Schools
Post-16 Colleges
Foundation /
Primary
Secondary / 6th
form

50. Pre-school children with hearing loss
EARLY YEARS support from a Teacher of the Deaf: Number
of pre-
school
children
Home 40
Home and into an Early Years setting 44
Home and into a resource base in a mainstream
school
2
TOTAL (January 2017) 86

51. Challenges in the Early Years
• Meeting the unique needs of each family
• Working with very ‘new’ babies
• Supporting amplification devices on tiny ears
• Empowering the family so that they have access to the
information they need to make Informed Choices
• Joining up the package of support available to the family
• Ensuring that the family is at the centre of all decision
making
• Facilitating early language development in Early Years
settings that may not be acoustically favourable

52. Slide 52
Newborn Hearing Screening Programme (NHSP) – hearing loss
confirmed in babies at just a few weeks old
• Need to give families time and to be flexible about visits (e.g.
evening visits / visits during school holidays)
• Recognise that support is needed for all family members:
parents, siblings, wider family members
Meeting the family’s needs

53. Skilled and experienced staff
Early Years Lead across Oxfordshire
Teachers of the Deaf in each geographical area of the county –
North, Central, South
• Mandatory qualification to work as a teacher of the deaf
• BSA Certificate in Otoscopy and Impression Taking
• EY modules – M ‘level – The Developing Deaf Infant, Early
Audiological Management, Working in Partnership with
Families and Other Professionals, The Deaf Baby with
Additional and Multiple Needs
• Sign Language qualifications if working with families using
sign language

54. Role of EY Teacher of the Deaf
Early Support Principle 7
Children and young people are
able to live ‘ordinary lives’
• The learning environment
at home and in the Early
Years setting is where the
child will develop their
language
• The role of the Teacher of
the Deaf is to support the
family and the Early Years
setting to make the
language accessible to the
hearing impaired child

55. Role of EY Teacher of the Deaf
• Empower the family to make
informed decisions for
themselves
• Support the family’s natural
skills and their expectations
and aspirations
• Encourage the family to
enjoy their time with their
new baby / young child

56. Where can families find information?
From other families
Pre-school leaflet has contacts
Pre-school Family Support Group
Voluntary Organisations
Oxfordshire Deaf Children’s Society
National Deaf Children’s Society
Family Information Service

57. Clinic Appointment
How he lets me know what he wants e.g
food drink, toys.
How I know he understands what I say.
What he understands in our home
language or English.
The Family Plan and the steps we are
working on.
‘B’ levels from the Monitoring Protocol &
dates.
Responses to sounds or speech: (smiles,
blinks, cries, quickly turns and looks in
the direction.)
Examples of what he is saying. (words,
meanings or sounds in home language or
English) Bring video on Phone or ipad
What he likes doing & what makes him
happy.
Other concerns, worries
What other appointments will I be
expecting to be called for?
Can you explain what the today’s tests
showed ? Explain how this compared
to last time?
Can I have a copy of the audiogram?
Can I combine appointments?
What responses should we be looking
for now ?
Can you run through how I can check
the equipment and how it works?
Can you explain the clinic report,
hearing loss and what my child can
hear?
What responses should we be looking
for now ?
Information to share
Questions to ask in
clinic
Questions to ask your
Teacher of the deaf
 Travel plan: Check how to get to the hospital and the time
it takes :- make sure you have plenty of time in case of
delays.
 Ensure you have arranged child care for other children,
including school pick up if needed.
 Can someone come with you to help look after the children or
to be a support?
 Bring the hearing aids and any questions about these that
you need help with
 Bring a Snack & drink – (there is a café on site)
 Bring a change of clothes and nappies as appropriate.
 Bring something to keep the children distracted while they
wait:- Toy/book/ipad/activity/ cuddly/comforter..
 Bring a notebook and pen to write down what is said.
Get ready before you
go to the
Clinic Appointment

59. The Team Around the Family
• Family and child – at the centre
• Education – Teacher of the Deaf and Early Years setting
• Health – Paediatric Audiology / Health Visitor GP / other
health professionals
• Social Care – specialist social worker team / Local and
Community Support Services
• Voluntary Agencies - Oxfordshire Deaf Children’s Society

60. Pre-School Family Support Group
• Runs fortnightly – venue changes to meet the needs of
the families who attend
• Crèche available
• Range of professional input:
EY settings staff
Speech & Language Therapy
Social Care
Community Paediatrician
• Parents decide programme

61. Pre-School Family Support Group
Date Event Details of delivery
24.02.17 Ruby - NHS artist.
Original input postponed
due to visitors
 Ruby has been given the task of redecorating the rooms in Audiology at the JR. What
did parents want? What did they not want? Was there a parent who would like to be on
the committee?
9.02.17 Speech and Language
Therapy (SLT) visit
 Language cake structuring game-explaining the stages needed before language can be
used in phrases
 Roles of the ToD and SLT and what overlaps-ideas given by families
 What are the pre-requisites for language-equipment and language
 Ideas given from parents about what’s needed from them with equipment and language
8.12.16 Consultant Pediatrician,
visit
Behaviour in children with HI
Genetics
Feedback to NHSP
24.11.16 Understanding the Early
Years Foundation Stage
Curriculum.
Nursery Teacher from St
Nicholas’ School, Old
Marston
Steph talked through the PP presentation that she gives to parents before their child comes to
school. She was clear that each child starts at a different point and their learning journey looks
unique. She spoke about:
 process rather than product.
 preparation for school-independence, explanations, story sacks, language, interactive
games, play.
We saw a timetable of a typical day.
Parents had a chance to ask questions.
10.11.16 Oxfordshire Deaf
Children’s Society (ODCS)
Representative to talk
about the Society
Parent representative spoke about the different activities the group provides.
Broke into groups.
Individual needs met in the groups.
Ear mould workshop.
20.10.16 Audiology
Jenny’s music!
Fun with songs and rhymes
with Teacher of the Deaf
Chat around question from Audiology- ‘How could their audiology experience be enhanced?’
Some funding available to support this initiative. Lots of suggestions from the group. Email to
Heather (Paediatric Audiologist)
10.45am. Music from Jenny

62. Involving parents; service
development
Early Support Principle 8
Children, young people and families are involved in shaping,
developing and evaluating the services they use
• NHSP and Deaf Interagency Groups – parent representation
• MAPIT / EY Quality Standards
Early Support Principle 9
Multi-agency working practices and systems are integrated
• Multi-agency protocols
• Joint training – parent representatives invited

63. Joint working - Paediatric Audiology
• Ear moulds and amplification -
tiny ears – need to manage
equipment optimally
• ‘Wear ability’ can be challenging
during normal routines and
activities – needs to be
managed well to provide early
listening experience
• Verification of amplification
devices in ‘real life’ situations
• Vigilance – a hearing loss can be
progressive

64. Joint working – EY’s Settings
• Strategies that are helpful to the child with a hearing loss are
helpful to all
• Independence
• Taking responsibility
for learning

65. Child Passport
Freddie is Profoundly Deaf. He wears 2 Processors:
Freddie needs to have the magnet attached to his head to be
able to hear. If his magnet comes off you will hear BEEP BEEP
BEEP . You must make sure it goes straight back on immediately.
With his processors Freddie is developing language and
beginning to understand. Without he hears NOTHING.

66. Child Passport
The Soundfield system
‘The stretchy mic. is great for children
to take a turn’
‘The head mic. means you turn your
head and your voice remains at the
same level’
‘It is portable and so can be used
outside to help children to hear
better’
‘Freddie’s transmitter can plug in the
side … Music can plug in the side’
‘Next door class can use it … so their
noise is managed and doesn’t disturb
other groups’

67. Child Passport
Freddie listens and understands best when:-
• You check you have his attention before talking.
• When the context is clear and he is actively involved.
• When you reiterate what others are saying.
• When you direct his attention to others who are talking and
what they are talking about.
• When you give him time to talk and listen to him.
• When you repeat what he is saying (value what he says) and
return it to him correctly expanding on what he has said.
He needs to hear good language models.
He wants to understand why? His questioning is not well
established but he wants to know the detail.
He still hasn’t full access to speech sounds; so use running
speech rather than single words to give more meaning.

68. Home: Nursery Book
This is my book
about what I like
doing at home and
at nursery

69. • Family friendly
• Aspirational
• Reflect professionals
working together with
families towards shared
outcomes
Name of child/young person
Draft Education, Health & Care Plan (date)
Final Education, Health & Care Plan (date)

70. Assess, Plan, Do, Review
Early Support Principle 5
Children and young people’s learning and development is
monitored and promoted
Teachers of the Deaf monitor, support and track development
and progress in partnership with parents and other involved
professionals
• Specialist assessment and tracking tools
• Contribute to child’s assessment on the Early Years
Foundation Stage profile
• Video records / use of wiki’s

71. Monitoring Protocol
for Deaf Babies and Children

73. Summary of Progress
Developmental Profile: Monitoring Protocol
d.o.b. March 2011
Hearing loss: profound
age hearing aided: 3wks Oticon Zest; 13mths; 11mths grommits and Nathos aids
AB Neptune Cochlear Implant left : 18mths right : 30mths
Age at
time of
assessment
communication attending listening vocalisati
on
Soc/emot milestone
s
play Communication
mode
Hearing aids worn
10 weeks B1/2 B1 B1 B2 B1/2 B2 Natural Aural Oticon Zest
9mth B3 B3/4 B1 B4 B4/5 B4 Natural Aural Oticon Zest
11mth B5 B4/5 B1 B6 B5 B5 Natural Aural Nathos postaural x 2 and grommits
17mth B6 B6/7 B2/3 B3 B7/8 B7/8 B8 Natural Aural Nathos post aural x2
18mths B7/8 B7 B3 B3 B9 B8/9 B9 Natural Aural 1x Nathos 1 x 1Cochlear Implant
20mths B 8 B9 B5 B3 B9/10 B9 B9/10 Natural Aural 1x Nathos 1 x 1Cochlear Implant
24mths B8/9 B9 B9 B4/5/
6/7/8
B9/10 B9/10 B9/10 Natural Aural 1x Nathos 1 x 1Cochlear Implant
28mths B9 B9 B10/11 B8/9/
10
B10/11 B9/10 B9/10 Natural Aural 1x Nathos 1 x 1Cochlear Implant
31mths B10 B11 B10/11 B9/10 B10 B10 B10 Natural Aural 1 x cochlear implant tuned
Other in process
39mths B10/11 B10/11 B10/11 B10/11 B10/11 B10/11 B11 Natural Aural 2x Cochlear one tuned,other being tuned. But
getting something and wearing & replacing coil

74. Intervention Log at 22 months
B 8/9 for all except Listening and Vocalisation = working within B6
Next step: To help Freddie to focus on what is being said ……. To help Freddie
listen to 2 key words in a sentence.
Who can help and how? Parents, family and friends, ToD
• Maximise everyday routines in the home and out and about.
• Revisit the language as a family through pictures, books, games, toys and
family conversations
• Teasing games and deliberate mistakes; ‘Put your shoes on your head’
• Freddie is confidently able to listen to 1 key word in a sentence e.g.
‘where’s your shoes?’ Build on this by starting to expect 2 key words. For
example, ‘I need bread and an apple’ (if playing a shopping game), ‘Teddy
wants a drink’, Monkey wants a biscuit’ (at actual, real snack time)
How has it made a difference?
Freddie’s responses will show his understanding. He will clue into and retain
his interest as people talk and interact in and out of context…………………

75. Intervention Log - F2
Intervention relating to priority area 1:
Ensure staff are managing SFS and FM confidently and appropriately. That training is ongoing
especially when new situations arise ; there are changes to groups or in readiness of transition.
Start date:January 2015
End date:July 2015
Expected Outcome: Equipment will be used appropriately. Freddie will be included. All staff will confidently be using the SFS and FM.
Freddie will be more involved and attentive.
Evidence base
informing intervention
Freddie has a problem accessing over a distance and in
noise.
In a group he needs to have the same access as his
peers to support his understanding and ongoing
language development.
Freddie has a language delay and needs to hear good
models of language and have access to the range that
all children hear.
Not all staff are confident with the SFS and FM.
Strategies used and Impact of intervention
.
Acoustic Panels: Made a huge difference in the large room
Use of FM: Staff are now asking for transmitter and using it
when Freddie joins their group. Outside it is passed onto
anyone involved with Freddie or turned off as necessary.
Alison (ToD) has ensured all staff have listened in to the
transmitter at a distance in all areas of the setting and staff
recognise the difference that it makes
Lightspeed: Moves from main area to small room as
required by Freddie and his Panda group.
 Freddie’s transmitter is always plugged in, when in
use
 Had concerns about volume being adjusted and now
have it set so that Teacher signal is signiciant and
alerting yet balanced
 Sian is taking overall responsibility for ensuring the
systems are managed by all.
 The guide sheets for the FM and the SFS are on
display with the system for ease of set up and
troubleshooting.

76. Progress: Early Learning Goals
CL
PD
PSED
L
M
UW
EAD
LA
U
S
MH
HSC
SCSA
MFB
MR
R
W
N
SSM
PC
TW
T
EUMM
BI
Beginning of the year
30-50A
30-50A
30-50B
30-50B
40-60A
30-50A
30-50A
40-60C
30-50A
30-50A
30-50A
30-50A
40-60C
40-60C
40-60C
30-50A
40-60C
End of the Year
ELG-A
ELG-A
ELG-A
ELG-A
ELG-A
ELG-A
ELG-A
ELG-A
ELG-A
ELG-A
ELG-A
ELG-A
ELG-A
ELG-A
ELG-A
ELG-A
ELG-A
Progress (good progress = 6) 7 7 8 8 6 7 7 6 7 7 7 7 6 6 6 7 6

77. Join the conversation on Twitter;
#NDCSconference

78. Gwen Carr
EHDI Consultant
Hon. Senior Research Associate, UCL Ear Institute
NDCS Early Years Conference, Birmingham 08.06.17

79.  Caveat Emptor!
Research and Evidence

80. • All gains / advantages predicted on early identification
PLUS quality early support / intervention
• Early identification has changed how we think about early
intervention
• Beginning to focus more analytically and evaluatively on
‘Family Centred’ early intervention
• FCEI Consensus Statement
Early Identification is not enough

81. Changed Early Intervention
context
BEFORE NHSP
Started by around 2
years (often later)
Deficit context
Low expectations
Technologically low tech
NOW
The first months of life
Potential typical
development context
High expectations
Technologically high tech

82. Communication Methodology

83. Changed early intervention
context
BEFORE NHSP
Poor status of sign language
and research evidence
Expert model of service
provision
Previous professional
knowledge and expertise
NOW
Higher status of evidence
and citizenship rights
Moves to far greater
parental involvement and
leadership and family
centred practice
New professional expertise
required

84. Outcomes: are deaf children doing better?
YES……..
 LOCHI study, Australia
 VicChild, Australia
 OCHL study, Iowa/Nebraska, US
 NECAP study, US
 ‘Wessex Trial’ follow-up, University of
Southampton, UK
 Colorado Home Intervention Programme /
University of Colorado at Boulder, US

85. Outcomes for Young Deaf
Children
• Some ‘Known Knowns’
- Impact of maternal level of education
- Impact of socio-economic status
- Impact of cognitive ability of child
- Age of entry into early intervention

86. • Considerable consensus on improved outcomes when:
- Early identification is followed by timely and appropriate
early intervention
- Early amplification provision is appropriate and well
monitored
- Cochlear Implants are provided early where appropriate
and chosen by parents
- AND. . . . .
Outcomes for Young Deaf Children

87. Parents are fully involved with all aspects of support and
early intervention
“Late engagement and limited family involvement ………
are associated with significant developmental delay in
children’s language skills” (Moeller)

88. There is high quality, high-frequency
two sided conversational exchange in
the home

89. The home language environment is
rich,
and fully accessible

90. Children are supported in everyday
living situations to develop their
mathematical thinking and to
experience mathematical concepts

91. Children have access to quality early
literacy experiences and joint
meaningful book sharing

92. Children and adults talk about feelings,
thoughts and beliefs

93. Children engage in ‘pretend’ play, which
together with many of the above factors
contributes to the growth of language and
communication, pragmatic skills, theory of
mind and socio-emotional development

94. Engagement of Families and
Outcomes
“The single most effective predictor of a
newly identified child’s success is the
meaningful and effective involvement of his
or her parents and family”
(Yoshinaga-Itano)

95. Thank You
Email: gwencarr@ehdiprofessional.com

96. Don’t forget to visit our
exhibitors

97. Thank you
Thank you for coming today – we hope you
enjoy the afternoon workshops