It's about Listening to Our Families and the Needs of Their Children: The Family Education and Early Childhood Department at the Maryland School for the Deaf

Autor/inn/en	Dowling, Cheri; Marquez, Deborah; Moers, Lori; Richmond, Mary Ann; Swann, Maryann
Titel	It's about Listening to Our Families and the Needs of Their Children: The Family Education and Early Childhood Department at the Maryland School for the Deaf
Quelle	In: Odyssey: New Directions in Deaf Education, 12 (2011), S.14-19 (6 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1544-6751
Schlagwörter	Special Schools; Early Intervention; Partial Hearing; Deafness; Family Involvement; Young Children; Parent School Relationship; Early Childhood Education; Family (Sociological Unit); Partnerships in Education; Infants; Family School Relationship; Emergent Literacy; Maryland + Suchen Sie Ihr Suchwort? Special school; Sonderschule; Hörbehinderung; Gehörlosigkeit; Taubstummheit; Frühe Kindheit; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Familie; Hochschulpartnerschaft; Infant; Toddler; Toddlers; Kleinkind; Frühleseunterricht
Abstract	Current trends and issues surrounding birth screening, early intervention services, and deaf children's varying access to language and literacy demonstrate a critical need to improve one's understanding of how to involve families as partners in their children's education. In the past decade, increasing numbers of deaf children have been identified through birth screening within the first few months of life. Between 8,000 and 12,000 infants are identified as deaf or hard of hearing each year. By six months of age, they are in intervention programs and receive intensive language services. The family and school partnership provides critical support for children in all areas of language, cognition, social-emotional, and physical development from early childhood to the high school years. It is essential that schools and programs draw on research on best practices in family involvement to establish the type of effective communication between school and home that contributes to the positive impact of family involvement on children's learning experiences. At the Maryland School for the Deaf (MSD), various research-based approaches, tools, and techniques are used to promote families as partners in their children's education. This article provides an overview of the Family Education and Early Childhood Department (FEECD) at MSD, which is a recognized service provider in the state of Maryland for deaf and hard of hearing children and their families. FEECD serves deaf and hard of hearing children (including those who have additional disabilities) from birth until the child's fifth birthday at no cost to families. The only requirements are that the child has a documented hearing loss and that the child and his or her family are residents of Maryland. (Contains 4 resources and 2 online resources.) (ERIC).
Anmerkungen	Laurent Clerc National Deaf Education Center. Gallaudet University, 800 Florida Avenue NE, KS 3600, Washington, DC 20002. Tel: 800-526-9105; Tel: 202-651-5340; Fax: 202-651-5708; e-mail: odyssey@gallaudet.edu; Web site: http://clerccenter.gallaudet.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10