Family Resources
What about Early Intervention/school and educational supports?

Part C of Individuals with Disabilities Education Improvement Act (IDEA 2004) involves early intervention services (birth through 36 months of age). Part B of IDEA applies to services for school-aged children (3 through 21 years of age) who have, or are at risk for, a developmental delay or have an established condition that is likely to lead to a delay.

Every state has an Early Intervention Part C program to provide coordination, supports, resources, and services to enhance the development of children with delays and disabilities through everyday learning opportunities.

Part C eligibility is determined by each state's definition of an infant or toddler with a disability (34 CFR §303.21) which must include: an infant or toddler with a developmental delay and an infant or toddler with established physical or mental conditions with a high probability of resulting in a developmental delay.

Once your child is diagnosed with a hearing loss, a referral should be made to your local Early Intervention (Part C) Program. In some states, a child with hearing loss is automatically eligible for Part C services. Families can also self-refer to their local Early Intervention program.

Your local Early Intervention Program has 45 days from the date of your child’s referral to complete an eligibility evaluation, if needed. If your child is eligible for early intervention services, an assessment for program planning and an Individualized Family Service Plan (IFSP) must also be developed within 45 days. Your family will always be a part of this entire process, which is critical in determining your child’s strengths and needs, and in planning the best way to meet his/her needs.

Even if your child is not eligible for EI, the EI team members will be able to guide you to other options.

Evaluation looks at these areas of development:

• Cognitive – how your child learns
• Physical – how your child moves, sees and hears
• Communication – how your child understands language and expresses his/her needs
• Social and emotional development – how your child interacts with adults and other children
• Adaptive behavior – how your child adjusts to changes around him/her and masters daily skills

After the evaluation, you and the other members of the team will talk about what your child is doing and identify any concerns. If there are areas of delay, your child may be eligible for early intervention services. You have the choice to receive or not receive these services. Once your child is enrolled in services, ongoing assessment will help determine your child’s progress toward achieving outcomes and ensure that the services and supports you are receiving are helping your child make progress.

Early intervention services can change a child's developmental path and improve outcomes for children, families, and communities. Families benefit from early intervention by being able to better meet their children's needs from an early age and throughout their lives.

An Individualized Family Service Plan (IFSP) is a written plan developed by a team (that includes the family) for children aged 0-3 (also called Part C). This plan focuses on the services the child and family need to support the development of their child. After the assessment, if your child is determined eligible for early intervention services (Part C), you and the other members of the team will meet to develop an IFSP that includes specific goals, outcomes, and services for both your child and your family. Most of these services should be delivered in your home or wherever your child spends his/her day. The Individualized Education Program (IEP) focuses on the educational needs of the child for children aged 3-21 (also called Part B).

Yes, there are guides to help you with conversations between you and your Individualized Family Service Plan (IFSP) team as you address the unique communication considerations for your child.

Typically, early intervention involves home visits. A specialist in early intervention comes to the home, day care setting or another designated location. For some families in remote locations, home-based services are delivered "at a distance" through technology (internet, computers). Why home visits? When visits are provided at home, children and parents can try out strategies within typical, daily routines. Children learn well in routines, because they happen over and over again each day and are predictable. Whether services are in home or remote, the early intervention specialist will seek to work in partnership with parents. For more information on what happens during a home visit, visit the link provided.

​Sometimes, young children identified with hearing loss have additional developmental needs, such as vision impairment or motor or balance challenges. If there are services from other professionals that your child may need, your EI specialist can help identify these services. Some of these services can be found through your school district.

Early intervention programs typically provide access to an early intervention specialist who has training and experience working with infants and young children. The professional may come from a variety of backgrounds (teacher of the deaf, speech-language pathologist, educational audiologist, etc.) and programs may call them an early intervention teacher, family-infant specialist, family coach, or other early intervention specialist. What is most important is the early intervention professional has specialized knowledge and skills to work with young children. A family-centered coaching strategy may be used where tools, resources and support are provided to the family to assist in identifying goals for their child and help establish new routines and behaviors that help the family achieve their goals.

A family-centered approach is a way of working in partnership with families to help them make their own decisions. This approach is based on the idea that all families are different. There's no one right way to do things. This approach can create the best environment for a child's health, development, and wellbeing.

This is a family-centered process for supporting families with young children with delays or disabilities. This team approach is common in early intervention. The specific members of the team depend on the needs of the child and the family. Some children have special developmental or medical needs in addition to hearing loss. When this occurs, the team may include additional specialists.

Visit the following website for a parents' guide to early intervention for children who are deaf or hard of hearing.

The following resources can assist you in advocating for your child in the educational setting.