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WESD Specialized Preschool
Salem Heights ECSE Classroom
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Welcome to our world of sound and communication!
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• Hearing and listening form the invisible cornerstones of spoken communication. Infants and toddlers spend much of their day engaged in active or passive listening activities as a means of obtaining information from their environments. The need for all children to be able to hear clearly must not be underestimated (Berg, 1986a).
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Here’s what we know…• 2006
• 12 preschool age children
• 6 with cochlear implants; 5 of these children implanted after
the age of 2
• 7 use ASL for communication
• 4 are now in general education classes with some teacher of
the deaf/hh support; no interpreter
• 8 are ASL interpreter users
201118 preschool age children-13
aural/oral; 5 ASL
5 with cochlear implants; 8 with FM systems; 10 aided prior to 6 months
13 are now in general education with some teacher of the
deaf/hhsupport- no interpreter
5 are in programs using an interpreter or ASL direct instruction
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What Has Made the Difference?• CI implantation by 12 months• 95% are aided by 6 months/EHDI• Early FM usage• Early intervention services• Close working relationship with EI/ECSE-seamless • Private coverage/OHP for hearing aids-rarely use loaner
aids• Technology of hearing aids, FM, soundfield systems and
cochlear implants is astonishing!• Close working relationship with audiologists
is critical
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Trying to achieve1, 3, 6
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It’s All About the Brain!• Because of technology and brain neuroplasticity,
the audiologist’s role has expanded in pediatric services
• Because of technology and brain neuroplasticity, the landscape of deafness has changed
• Because of technology and brain neuroplasticity, today’s infants represent a new and different generation of children who are deaf
--Carol Flexer
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