deirdre curle, nancy norman, and janet jamieson the university of british columbia
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Moving on Up: An Investigation of Effective Professional Practice for a Successful Transition from Early Intervention to School for Deaf and Hard-of-Hearing Children. Deirdre Curle, Nancy Norman, and Janet Jamieson The University of British Columbia. Other Research Team Members. - PowerPoint PPT PresentationTRANSCRIPT
Moving on Up: An Investigation of Effective Professional Practice for a Successful Transition
from Early Intervention to School for Deaf and Hard-of-Hearing Children
Deirdre Curle, Nancy Norman, and Janet JamiesonThe University of British Columbia
Other Research Team MembersAnat Zaidman-Zait, Ph.D. & Brenda
Poon, Ph.D.UBC Human Early Learning Partnership
Noreen Simmons, Ph.D.BC Family Hearing Resource Society
Special Thanks toBritish Columbia Provincial
Services for the Deaf and Hard of Hearing
Research QuestionsWhat is the transition process for deaf and hard-of-hearing children in B.C. as they move from early intervention to kindergarten?
What are the current policies?
What is the process from the perspective of:
◦Teachers of the Deaf and Hard of Hearing?◦Families?
Today’s FocusEducation in BC
What research tells us about transitionTransition policies in BC:
◦From the perspective of EI programs◦From the perspective of TDHHs
Some preliminary findings about parent experiences
Education in CanadaProvincial
responsibility
Special needs criteria, services, and funding differ across provinces
Placement Options for D/HH Students in British Columbia
Three early intervention programs
Enter school at age 5
One School for the Deaf
Two Elementary D/HH Resource Rooms
Integration in neighbourhood school
Early Intervention Options in BC
Program 1 Auditory-Oral130 local families, 10 outreachChildren with additional needs:
35%8 entered Kindergarten in 2011
◦All entered the private auditory-oral school Kindergarten
Early Intervention Options in BC
Program 2Primarily sign language-based35 - 40 local families, 6-7
outreach Children with additional needs:
10-20%6 entering Kindergarten in 2011
◦1 to the BC School for the Deaf◦ 5 to neighbourhood schools
Early Intervention Options in BC
Program 3Variety of communication options163 local families; 94 outreach Children with additional needs: 50-55%35 entered Kindergarten in 2011
◦2 to Auditory-Oral school◦1 to BC School for the Deaf◦1 to district resource rooms◦31 to neighbourhood schools
What Does Research Tell Us?
Focus on family shifts to focus on child’s education and development (e.g., Zaidman-Zait, 2007)
Parent concerns: ◦Programming (e.g., Valeo, 2003)◦Lack of information and response from
school (e.g., Malsch et al., 2011)
What Does Research Tell Us?When children transition into school there is a new set of child & family needs:• Advocacy skills• Information about services• Teachers’ knowledge of child’s unique
needs• Resurgence of parent grief• (Jamieson et al., 2011; Janus et al., 2007)
Scarcity of literature with a singular focus on children who are deaf and hard of hearing transitioning from
early intervention to school
Research Question #1:What are the Policies in BC?
MethodInterviewed:
◦ Directors of 3 EI programs◦ Vice-Principal of elementary BC School for the Deaf◦ 2 Provincial Outreach Coordinators
Will use thematic content analysis
Transition Policies: Similarities among EI Programs
• Transition support to parents• Start in the fall of the year before• Ask parents about preferences
• Contact the receiving TDHH and arrange meetings, visits, or observations
• May retain child one year in preschool for readiness
Transition Policies: Differences among EI Programs
Established transition procedures and resources
Parent nurturing vs. development of advocacy skills
School placement recommendations
Facilitation of contact with school personnel
Parent Transition Workbook
.
www.bcfamilyhearing.com
EI Programs:What Facilitates a Smooth Transition?
Clear communication◦EI and parent◦EI and receiving school◦Receiving school and parent
Clear Guidelines and Policy
One individual assigned to track the transition process
EI Programs:What are Barriers to a Smooth
Transition?Receiving teachers don’t always follow the EI’s
recommendations Home district not always knowledgeable about
BCSD entry procedures
Not enough D/HH resource rooms for students who are not yet ready to transition into the mainstream
Insufficient TDHHs available for rural and independent schools
Research Question #2a: What is the transition process
from the perspective of TDHHs?
Method
Anonymous online survey to a provincial list
38 responses out of 120+Provided descriptive information and
comments about facilitators and barriers to smooth transition
Descriptive statistics and thematic content analysis
Transition Policies: What is the process?
Information gathering (file review, phone calls, meetings, observations)
Referrals for educational support (FM, School for the Deaf)
Contact with families prior to Kindergarten entry
Transition Policies: What is the process?
Initial meeting in previous school year
Visits to new school/classroom before Kindergarten
Information sharing with allied professionals
TDHHs: What Facilitates a Smooth Transition?
Advance notice and early involvement
TDHH hired before September
Timely set up of FM equipment
Realistic parent expectations for services and involvement
TDHHs: What Are Barriers to a Smooth Transition?
Class placement not established before school starts
Support staff may not be in place before September
Resistance to in-service on the part of the teacher
Research Question #2b: What is the lived experience of the transition
process from the perspective of families?
MethodRecruited families through EI
programs11 parents participatedInterviewing parents at 4 points
through the transitional yearThematic content analysis
Preliminary Findings: Parents1. Very stressed prior to transition
Areas of concern:◦Services for child◦Peer relationships
Parent Quote: Stress“…even though I feel like I haven’t slept in the past week, for sure E. was fine, and his behaviour was normal, and he had no idea that kindergarten was starting and he was going somewhere new. But as a parent, I think we just over-think, and over-prepare sort of, you know, getting all this stuff ready…Even though he is transitioning, I mean, I don’t know, for their kids, ‘cause everyone’s different. But for us, we just found it was – us that was getting all worked up, and E. was enjoying his summer.”
Preliminary Findings: Parents (cont’d)
2. Need for clear communication from all partners in the transition process:
◦If school-to-parent communication not clear, parents may consult EI program about school concerns
Parent Quote: Communication
“Elementary school didn’t know who was going to be [the] hearing resource teacher, [they] had no idea…that's okay… they're going to get it done, but okay, who will [it] be? We don't know. So…[it has] been difficult to get all the information, or because it's cut…I don't know why is the reason, but they say they… ‘We used to have a teacher, but I'm not sure that person is going to come back’, or they have no idea. ”
Preliminary Findings: Parents (cont’d)
3 Familiarity with school and school personnel decreased stress prior to and during transition
Parent Quote: Familiarity with School
“It’s your first kid going to Kindergarten, how does it all work, so I think for people with a first kid, there would be a lot more anxieties? But because I’ve put a child with needs in already, and I’ve put myself and positioned myself in – so that the school knows who we are – that has alleviated a lot of my stresses.”
Some Concluding Thoughts:Implications for Professional
PreparationImportance of willingness and ability to
communicate with parents personallyUnderstanding of the meaning of
transition for the child and familyKnowledge about services for deaf and
hard of hearing students beyond their school district
Initiative and skills to use technology to disseminate information to parents
Thank you!