119 Session 5
Papers Topic - Children With Sensory Impairment Advancing Comprehensive Early Childhood Intervention P5.01 EI Educational Services for Deaf and Hard of Hearing Children and Their Families Presenting Author: Susana Capitão (Portugal) Affiliation: Eugénio de Andrade School Group, Portugal Co-Author: Ana Luisa Barros Ferreira
P5.02 Impact of the Perkins Early Childhood Model in Latin America: Inclusive and Preventive Approaches for Lasting Development Presenting Author: Gloria Rodríguez-Gil (USA) Affiliation: Perkins School for the Blind, Massachusetts Co-Authors: Maria Antonia Vazquez The Perkins Work Model with local governments for early childhood in Latin America, with an inclusive and preventive approach, is showing initial results in Brazil, Argentina and Mexico. This model focuses on enhancing child development through quality educational experiences from the earliest years, prioritizing training and mentorship for professionals and families with innovative tools and approaches to meet diverse needs, especially in vulnerable contexts. Current achievements include fostering inclusive practices in Brazil that ensure equitable access to resources and active participation; promoting early literacy initiatives in Argentina that expand learning opportunities; and carrying out actions in Mexico that promote healthy development and smooth transitions into schooling. The combination of continuous training, guidance, and process evaluation has enabled effective preventive strategies that address immediate issues and support long-term growth, expanding learning opportunities, and strengthening early childhood education. The international guidelines of EI for D/HH children and their families recommend the expertise of the professionals to implement best practices in the use of hearing technology, auditory-oral, and/or sign language approaches. In Portugal, for almost 2 decades, there have been implemented innovative EI service delivery models in schools by organized teams of experts (teachers of the deaf, speech and language therapists, deaf adults, and sign language interpreters) that work in close collaboration with the hospitals and other EI professionals. In this presentation, detailed was the case of a school service model organization, the data collected on the D/HH babies and children and their families, in terms of hearing level, hearing aids use, language use, deaf/hearing parents, school class (special or mainstream), and parents’ perceptions on the service delivery. Also presented were procedures to assure better development of these children and their families’ quality of life.
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