Abstract
The purpose of this study was to investigate the perceptions and experiences of early childhood intervention (ECI) professionals concerning timely intervention for children who are deaf or hard of hearing (DHH) in Texas. The data for this study was collected through semi-structured, qualitative interviews of 10 ECI practitioners in Texas. Interview data analysis followed the six-phase framework of Thematic Analysis. The data collected identified three major themes: (a) roles and responsibilities, (b) family attributes and experiences, and (c) “deaf” is different. Overall, the findings reveal that the referral and service process for infants and toddlers who are DHH in Texas Early Childhood programs is highly variable, shaped by diverse professional roles, family circumstances, and systemic barriers. ECI professionals often wear multiple hats and navigate complex relationships with numerous school districts, medical providers, and Teachers of the Deaf (TOD). Families’ geographic location, access to resources, and readiness to accept the diagnosis significantly influence service enrollment. Unique challenges such as delays in medical paperwork, limited pediatric audiologists, the TEHDI system, and TOD involvement underscore that “deaf is different” from other disability categories.
Recommended Citation
Wanek, J. C. & Bowen, S. K. (). Factors Affecting Timely Intervention for Children Who Are Deaf or Hard of Hearing: Perceptions of Texas Early Intervention Providers. Journal of Early Hearing Detection and Intervention, 10(2), 1-11. DOI: 10.59620/2381-2362.1246
Retrieved from https://digitalcommons.usu.edu/jehdi/vol10/iss2/2
