Deirdre Curle, Nancy Norman, and Janet Jamieson The University of British Columbia

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!