Teachers’ DEN (Deaf Educators’ Network)

Vocational Rehabilitation Services

Do you know of a student who is Deaf or Hard of Hearing who is about to exit school? He or she may be eligible for Vocational Rehabilitation services. As stated on their website (https://www.in.gov/fssa/ddrs/2636.htm):

Vocational Rehabilitation Services (VR) provides quality individualized services to enhance and support people with disabilities to prepare for, obtain or retain employment. The individual will work closely with a VR counselor throughout the process. Through active participation…people with disabilities achieve greater level of independence in their work place and living environments.

Vocational Rehabilitation has recently enacted an Order of Selection to prioritize need. Everyone who applies will have an intake appointment to determine eligibility. If found eligible, VR will determine the severity level of need to determine priority of services. The priority categories are (1) most significant need, (2) significant need, (3) all other. As of August 1, 2017, categories 2 and 3 have been moved to the deferred list.

VR is currently implementing Pre-Employment Transition Services (Pre-ETS) that can start while a student is still in high school. If students receive Pre-ETS before applying for VR AND they are placed on the deferred list, students can continue receiving Pre-ETS. If students have not started Pre-ETS and apply for VR and are put on the deferred list, they cannot start Pre-ETS. Pre-Employment Transition Services have five focus areas:

1. Job exploration counseling, which includes conducting interest inventories, reviewing career websites, taking high school courses on occupations and career readiness, etc.

2. Work-based learning experiences which can include paid or non-paid work experiences in the community, volunteer work, job shadows, short- or long-term internships, on the job training, apprenticeships and employer mentoring activities.

3. Counseling on opportunities for enrollment in postsecondary education, which includes exploration of the wide range of career pathways (i.e., agriculture, manufacturing, etc.), counseling on postsecondary training opportunities including community colleges, universities, trade/technical schools, etc., and counseling to support a smooth transition from high school to postsecondary education (i.e. documenting and advocating for accommodations, identifying financial aid options, etc.).

4. Learning workplace readiness skills, which includes soft-skills training, employability skills training, social/interpersonal skills (i.e. communication, problem solving, decision making, conflict resolution, empathy, professionalism, etc.) and independent living skills training (i.e. good hygiene, money management, using transportation, time management, using technology and assistive technology, appropriate dress, appropriate behavior, etc.).

5. Self-advocacy instruction in self-awareness, disability disclosure, requesting accommodations, understanding rights and responsibilities, self-determination, etc., and mentoring including peer mentoring.

For more information, please visit this frequently asked questions document or contact your local VRS office on the regional map. Indiana ARC has also created a podcast with more information.

The Center for Deaf and Hard of Hearing Education has a comprehensive list of other resources on a multitude of topics.

For more information, please contact Sarah Kiefer, Deaf Education Coordinator skiefer@isdh.in.gov or 317-232-0971, or visit www.cdhhe.isdh.in.gov.

TACKLIN' Assessment

Guidelines for the Assessment and Educational Evaluation of Deaf and Hard of Hearing Children in Indiana

Recently revised edition now available

The Assessment Team at the Center works with all children who are Deaf or Hard of Hearing no matter how unique of a profile they may have either medically or educationally. There is a shortage of professionals who have experience working with deaf and hard of hearing individuals, which can lead to possible misidentification or dismissal of other challenges. This makes the expertise of the Center for Deaf and Hard of Hearing Education Assessment Team so critical in determining any additional variables that impact a student’s progress.

The Center is available to assist schools with in-services, consultation, observations, and assessment at no cost to schools or families. We believe in a whole child approach, including partnering with schools and families to help students meet their optimum potential.

The Guidelines for the Assessment and Educational Evaluation of Deaf and Hard of Hearing Children in Indiana were created as a resource to share our expertise with those who work with and care for Deaf and Hard of Hearing children. Additionally, you an access this resource on our website.

BRAIN BUILDERS CORNER: Early Intervention

Inaugural First Steps Conference Includes Presenters on Brain Development

Congratulations to Indiana First Steps for a successful inaugural First Steps Conference this month in Bloomington. Many of our CDHHE Network providers and partners attended this professional development opportunity for Early Intervention providers, families and stakeholders. As I attended inspirational sessions and informative sessions and heard thought-provoking and heartfelt stories shared by parents and other presenters, I reflected on how to share some of what I learned with others.

Dr. Rosemarie Allen shared this quote in her presentation on Implicit Bias in Early childhood: “These are all our children. We will profit by, or pay for, whatever they become.” Dr. Allen challenged us to be aware of our own cultural beliefs and values and embrace other cultures to connect with parents who are children’s first teachers. We are grateful to our families for welcoming our providers into their homes as we work to build relationships with families in their communities. Together we learn what will work with each family as they navigate the early years when language and relationships are building a strong foundation in the brain. 

We also learned more about the brain from Dr. Dipesh Navsaria as he shared research from his practice at the Department of Pediatrics at the University of Wisconsin School of Medicine and Public Health.  He talked about the three legged stool for a child’s developmental trajectory of the genetic, prenatal & neuro-developmental factors, socio-economic environment, and the attachment and relationship patterns that impact a child’s future.  He also talked about the 5 Rs of early childhood education that all of us can share and practice with children we work with and families:  Routines that help children know what to expect of us and what is expected of them, Reading together daily, Rhyme playing and cuddling, Rewards for everyday successes, and Relationships reciprocal and nurturing: the foundation of healthy child development, as shared by the AAP School Readiness Technical Report, 2008.  Both of the above mentioned speakers have videos available on YouTube for those who wish to view them. 

We were also honored to present a session at the First Steps Conference. We shared information about all of the services available to families with children identified as being deaf or hard of hearing through our CDHHE Network. We are connecting with families to provide encouragement, information and understanding regarding their child’s unique hearing status and ability to access language auditorily and visually. We have experts from the Center, contractors with our CDHHE Network and our partners from the St. Joseph Indiana Institute Corporation. Our expertise in specific areas as requested by families as they develop their Individual Family Service Plans (IFSP) blend together as families learn how to be their children’s first teachers and access the world around them. 

For more information on how to access our early intervention services contact us at cdhhenetwork@isdh.in.gov or 317-232-7349 or 855-875-5193 and ask for Cindy Lawrence or Michelle Coleman, CDHHE Network Lead.

Hearing Aid Assistance Program of Indiana (HAAPI)

Indiana Statute 

In 2014, the Indiana General Assembly approved an appropriation to fund Indiana Code IC 16-35-8, the   Hearing Aid Assistance Program of Indiana (HAAPI).

This fund was appropriated to the Indiana State Department of Health and its Center for Deaf and Hard of Hearing Education (CDHHE). This fund will provide approximately 300 hearing aids each year. Hear Indiana was awarded administration of HAAPI through RFI 16-014.

Children with hearing loss are eligible for HAAPI, if all of the following are true:

• They are at least 3 years old and have not graduated high school.
• A physician has provided medical clearance.
• They have not received funding from HAAPI in the previous three years.

All hearing aids purchased by HAAPI must be prescribed, fitted and dispensed by a licensed audiologist who has registered to participate in HAAPI.

Note: Priority in this program will be given to those applicants younger than age 14.

HAAPI: How to Apply

1. Find a Participating Audiologist

Talk with your child’s audiologist to see if s/he participates in the  Hearing Aid Assistance Program of Indiana (HAAPI). If so, s/he will be able to assist you with the application process. If your audiologist wants to register as a participating audiologist, please ask him or her to contact the HAAPI administrator. Alternatively, you may choose a provider from the list of Participating Audiologists. If you need assistance, please call us at 317-828-0211 or email at Info@HAAPIndiana.org.

2. Necessary Documentation

• Completed application
• Medical Clearance for Hearing Aids (by a pediatrician or an ENT)
• Recent Audiogram (within the last 6 months)
• Age Verification: birth certificate for children ages 3-5 and proof of school enrollment for school age children.

 3. Submit All Paperwork

The forms must be filled out entirely and emailed, mailed or faxed with supporting documentation to:

HAAPI
Attn: Hear Indiana, Program Administrator
4740 Kingsway Drive
Indianapolis, IN 46205
Ph: (317) 828-0211
Fax: (888) 887-0932
Info@HAAPindiana.org

4. Timeline once application is complete

Applications will not be considered complete until all documentation has been received by HAAPI and a participating audiologist has been chosen. If assistance is needed obtaining any documents, please ask a participating audiologist or call HAAPI at 317-828-0211. Once eligibility has been determined, HAAPI will notify the family and the participating audiologist of the status of the application. The approval process may take 3-4 weeks once complete.

Please contact HAAPI administrative staff if you have questions regarding patient qualifications or benefits.
We encourage the referral of all patients between the ages of 3 and 21 who are unable to obtain hearing aids.
Call HAAPI at 317-828-0211 or email Info@HAAPindiana.org for more information.

Sound Advice

SOUND ADVICE
Audiology

Teens who are DHH: The “Iceberg” Effect

Teenagers who are deaf and hard of hearing (DHH) have unique experiences when compared to hearing peers in terms of socializing, self-esteem and identity. Studies on the emotional impact of hearing loss in adolescence suggest teenagers who are DHH may have uniquely challenging social and emotional experiences. For some, this can create an internal emotional environment that may not be obvious to the outside world.

How Do We Help Teens Who Are DHH Mitigate These Effects?

Foster a Sense of Self:

Help your teen identify as a capable DHH individual

Build an Understanding Community:

Help your teen interact with other    people who are DHH who understand their experiences and can offer support

Offer Space:

Often teens need space to work out their issues

Praise Accomplishments and Efforts:

Praise your teen’s successes and areas of strength

How Can I Help Early On? 

Building strong self-esteem and positive identity from a young age can help prevent some of the negative experiences teens who are DHH may encounter. Being connected with peers who are DHH when young and having older DHH role models who advocate for themselves can help your child develop a positive feeling about their identity. Additionally, encouraging your young child to become a problem-solver and providing responsibilities can foster feelings of confidence, competence and mastery.

By recognizing and respecting the often “under the surface” emotional experiences of a teen who is DHH, you can help your child to develop a fulfilling identity and to embrace rather than reject their hearing loss.

Information for this article was gathered from the Supporting Success for Children with Hearing Loss website. Visit: www.successforkidswithhearingloss.com for more information on this topic and many others.

From the Director

From the Director

Bethany Colson

As we kick off a new state fiscal year on July 1, it is a time to look back on what we have accomplished and a time to look forward to what our goals and achievements will be this year. Over the past year, we have focused on filling gaps – gaps in locations around the state, gaps in knowledge related to deaf and hard of hearing children and gaps in timing of services and information.

One way we have filled in location gaps is through our regional centers. We expanded into the southeast region with a regional center in the Mid America Science Park in Scottsburg, as well as expand our presence in the northeast. Our northeast regional staff in Fort Wayne continues their outreach efforts including connections to local health departments.

With regard to gaps in knowledge, our staff both attended and provided a multitude of professional development opportunities last year. On a national level, we attended the EHDI Conference, National Outreach Conference, AAA, ADARA and National Deaf Center conference. Within Indiana, we attended the Early Childhood Special Education Administrators Conference, ISHA, ICASE retreat, PATINS Tech Expo, and presented at the First Steps and Indiana Deaf Educators and Educational Interpreters conferences. Our collaborations with FSSA through First Steps and Vocational Rehab, as well as with DOE through the Department of Special Education, are key to our Center’s success in providing positive outcomes for deaf and hard of hearing children.

Lastly, we made efforts to fill gaps in service provision through our partnerships with EHDI and First Steps to reduce timing of referrals for early intervention evaluations and services. We continue to recruit, train and mentor early intervention providers and educate system point of entry staff to follow best practices for deaf and hard of hearing children. In addition, we have worked with numerous families and school districts at the time of transition from Part C to Part B – providing support, assessments and recommendations related to educational needs. 

We share best practices and encourage collaboration of DHH teachers around the state through our DHH Roundtables. We work with the PASS Project to provide EPO webinars for educational professionals and meet with educators and support staff individually for training and support. Our Center participates in the Transition Alliance to fill gaps in secondary transition information for deaf and hard of hearing students.

In the coming year, we will focus on strategic planning – to determine how we can best continue filling gaps and meeting the Center’s mission and duties. The collaborations we have are key in our success and a continued focus for our Center. I am honored to take on the Executive Director position with the opportunity to lead these efforts, work with a talented and dedicated staff and strengthen relationships with other professional entities working with deaf and hard of hearing children.

From the Director

From the Director
Bethany Colson, Interim Director

Staff from the Center recently had the privilege of attending the 2018 EHDI Annual Meeting. This conference is an excellent way for our staff to interact and learn from other stakeholder groups outside Indiana. We brought back new tools and information about provider self-assessment, audiological management, IDEA and ADA, parent support, language development, trauma-informed care and so much more.

The opening plenary of this meeting was given by Beth Wolfson, a master trainer with VitalSmarts. Her talk centered on the book Crucial Conversations. The definition of a crucial conversation is when differing opinions, strong emotions and high stakes exist.  In these conversations, Beth shared that effective discussion can occur when participants are 100% honest and 100% respectful. As we interact with other professionals and families, crucial conversations may occur. We can engage with one another honestly and respectfully, finding our mutual purpose to reach an agreed upon objective.

Ms. Wolfson shared techniques to candidly and respectfully engage in crucial conversations. These included managing our own emotions, getting our motives right and separating fact from story. She reminded the EHDI attendees that our emotions are our own — emotion is not forced by others in conversation. Managing these can create a more productive environment for crucial conversations to occur. Being aware of motivations also keeps the conversation on track. Unproductive motivators include being right, avoiding conflict and blaming/shaming. Productive reasons for dialogue include learning options, producing results, and strengthening relationships. Getting away from the “me” and entering into the “we” dialogue. As we engage in these conversations, we begin to tell a story to ourselves. It is key to keep our story, or judgment, separate from the facts.

There are opportunities for crucial conversations along this journey. Let us all strive to respectfully engage with one another in these crucial conversations to enhance the resources and services for children who are deaf and hard of hearing.