Deaf Early Intervention in Puerto Rico: A Qualitative Study

Authors

Jesús O. Barreto Abrams, (1) Gallaudet University; (2) UCLA Semel Institute for Neuroscience, Hispanic Neuropsychiatric Center of Excellence; (3) Department of Psychiatry, University of California, Los AngelesFollow
LaTrice L. Dowtin, (1) Gallaudet University, Deaf and Hard of Hearing Infants, Toddlers and their Families: Collaboration and Leadership Interdisciplinary Graduate Certificate, Department of Human Services & Sciences; (2) PlayfulLeigh Psyched, LLCFollow

Abstract

Deaf children can develop similarly to hearing children with appropriate intervention. However, when Deaf and hard of hearing children have deferred access to services, they can experience significant delays in language, socioemotional development, and cognition that can lead to problematic behaviors. While early intervention services are free in the United States starting at birth, there is often a lag in Deaf and hard-of-hearing children receiving services, especially when residing in US territories such as Puerto Rico. The current qualitative study was to explore the lived early intervention experiences of three parents and three professionals of Deaf and hard of hearing children under the age of six-years-old. Questions explored the lived experiences and perceptions of both professionals and parents regarding their access and delivery of early intervention services in Puerto Rico for Deaf and hard-of-hearing toddlers. Several salient themes emerged to include support for sign language, barriers to services, and family support.

Recommended Citation

Barreto Abrams, J. O. & Dowtin, L. L. (2022). Deaf Early Intervention in Puerto Rico: A Qualitative Study. Journal of Early Hearing Detection and Intervention: Volume 9 Issue 1, pages 1-53, 7(1), 108-120. DOI: https://doi.org/10.26077/bbf0-1b15

Retrieved from https://digitalcommons.usu.edu/jehdi/vol7/iss1/10