Early Hearing Detection and Intervention A roadmap to success

Early Intervention: before 6 months

Best Practice Guidelines

Build family to family relationships

Standardize referral mechanisms

Include communication outcomes in every IFSP

Confirm the hearing status of every child with a related condition

Identify every failed appointment as an opportunity to act and learn

Resources: Best Practices Guidelines


2019 Joint Committee on Infant Hearing Position Statement

Supplement to the JCIH 2007 Position Statement: Principles and Guidelines for Early Intervention After Confirmation That a Child Is Deaf or Hard of Hearing

National Association of State Directors of Special Education (NASDSE), (2018). Optimizing Outcomes for Students who are Deaf or Hard of Hearing: Educational Service Guidelines

Best Practices in Family-Centered Early Intervention for Children Who Are Deaf or Hard of Hearing: An International Consensus Statement 2013, Journal of Deaf Studies and Deaf Education

Natural Environments for Infants and Toddlers Who Are Deaf or Hard of Hearing and their Families (ASHA-CED)

Early Intervention Service Provider Qualifications

The SLP and Early Intervention with Infants and Toddlers with Hearing Loss

A Parent Wish List for Early Interventionists

Part C Eligibility Considerations for Infants and Toddlers Who are Deaf or Hard of Hearing


Minnesota Department of Education Part C and Part B Resources

Deaf and Hard of Hearing Eligibility Criteria for Special Education (ages 3-21 years)

Deaf or Hard of Hearing Eligibility for Early Intervention for Infants and Toddlers, Hearing Loss in Young Children, Links to Information Resources

Guidance on Hearing Loss Eligibility under Part C of the Individuals with Disabilities Education Act (IDEA)

Determining Eligibility for Minnesota's IDA Part C Infant and Toddler Intervention Services for Young Children with Hearing Differences

Guidelines for Audiologist Referral to Early Intervention, Medical Specialties and Connection to Parent-to-Parent and Family Support

Early Intervention Best Practice:

Families are encouraged to explore all communication options and receive unbiased support.

Communication Continuum

Debra Cushner, Julie Mitchiner, Debra Nussbaum: Laurent Clerc National Deaf Education Center, Gallaudet University

"Assessment must be performed by qualified evaluators.  Recommendations should be based on results of assessments as they relate to the impact of hearing loss on communication, language, and on academic and social-emotional competency."

-National Association of State Directors of Special Education, Inc. (2006)

"Our early interventionist taught us how to read an audiogram, how to care for hearing aids, how to develop her hearing ability, how to find opportunities to learn language in her everyday routine, and how to effectively use English with our daughter. Our Deaf Mentor took away our fear of what our daughter's life might be like, guided us into the Deaf world, helped us understand Deaf culture, taught us to effectively use American Sign Language, and gave us insight into our daughter's life that helped us love, appreciate and accept her.  We believe that we are now equipped to help our daughter have the best of both the Deaf world and the Hearing world.  We are so grateful that we had the benefits of both of these wonderful people in our lives."

-Dianne & Ron, Parents of a Daughter with Hearing Loss