Abstract
The aim of this study was to increase understanding of evaluation practices used when determining special education eligibility for preschoolers who are deaf/hard of hearing (DHH) using listening and spoken language (LSL), particularly during the early intervention to preschool transition. Specifically, we explored alignment of school-based practices with recommended practices from the National Association of State Directors of Special Education (NASDSE, 2018). An online survey was distributed to school-based special educators, including speech-language pathologists (SLPs), special education teachers, and teachers of the deaf within the United States that included a) evaluation practices, b) eligibility requirements, and c) practice demographics. Participant (n=149) responses indicated that eligibility teams are generally following the NASDSE guidelines for quantity, but not quality, of assessments used with preschoolers who are DHH using LSL. Additionally, while teams are following mandates to use a variety of professional expertise when evaluating and making eligibility determinations, there may be a lack of representation of expertise on the unique impact of hearing differences on academic and social success. Results could inform professional development initiatives to ensure that young children who are DHH using LSL receive the continued services necessary for equitable access to participation in age-appropriate activities during the preschool years.
Recommended Citation
Carden, K. C. & McWilliam, R. A. (2025). Evaluating Preschoolers Who Are Deaf/Hard of Hearing Using Listening and Spoken Language to Determine Special Education Eligibility. Journal of Early Hearing Detection and Intervention, 10(1), 16-26. DOI: https://doi.org/10.59620/2381-2362.1238
Retrieved from https://digitalcommons.usu.edu/jehdi/vol10/iss1/3
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