Abstract
Poverty has a tremendous impact on the educational results of all children, including those who are deaf or hard of hearing. With targeted, evidence-based interventions during the first three years of life, Early Hearing Detection and Intervention (EHDI) professionals can protect children from the numerous risk factors which impede development. While EHDI professionals often serve children and families living in poverty, it remains the case that the professional preparation programs offer limited instruction and experience in how to best serve children and families living in poverty. The purpose of this study was to explore professional preparedness to serve children who are deaf and their families living in poverty and to identify opportunities to improve professional knowledge and skills. A framework is presented and the comments of professionals currently serving children and their families are offered as points of consideration for ways to improve professional preparation and development programs.
Recommended Citation
Voss, J. M. & Lenihan, S. (2016). Professional Competence to Promote Resilience for Children Living in Poverty. Journal of Early Hearing Detection and Intervention, 1(1), 34-56. DOI: https://doi.org/10.15142/T3B59K
Retrieved from https://digitalcommons.usu.edu/jehdi/vol1/iss1/7
Included in
Adult and Continuing Education and Teaching Commons, Other Teacher Education and Professional Development Commons, Special Education and Teaching Commons, Speech and Hearing Science Commons, Speech Pathology and Audiology Commons
