Presenters:
Gwen Carr, UCL Ear Institute London, UK

Christine Yoshinaga-Itano, University of Colorado, USA

Claudine Storbeck, University of the Witwatersrand, South Africa

Abstract:

This workshop aims to be an interactive and hands-on session for stakeholders from locations and countries with few or no established services for newborn hearing screening pathways and family centred intervention. Together we will workshop and develop the key steps, building blocks, and elements required to establish authentic EHDI systems within the framework of the foundational FCEI principles and with multi-stakeholder partnerships.

Learning outcomes:

By the end of the session, attendees will have begun developing their own unique draft EHDI plans for local implementation.

Presenter:

Matt Kaplowitz
Bridge Multimedia, USA

Abstract:

In a world where Artificial Intelligence (AI) can feel intimidating or exclusionary, this hands-on session invites you to explore the basics of Artificial Intelligence through the eyes of a young child. We’ll supply the crayons, you bring your laptop for this immersive, universally designed experience originally developed for children ages 3 to 5. The central goal of this workshop is to demonstrate how creative, narrative-rich activities can support expressive language, sensory engagement, and early symbolic thinking in children who are Deaf or Hard of Hearing. We’ll explore how story-making, visual art, movement, and AI support can create a playful yet structured environment for language development and communication.

Learning outcomes:

• Develop a critical understanding of how AI can be both helpful and biased in early learning environments
• Learn to identify child-appropriate, accessible AI tools that support—not replace—developmental goals
• Experience the use of both traditional and AI-assisted storytelling from a child’s perspective
• Leave with questions, insights, and practical strategies to continue exploring AI in your own way

Target groups:
Early intervention providers, teachers of the Deaf, medical professionals, researchers, families. Participants will need to bring a laptop to engage in the hands-on experience of this workshop

Let’s read storybooks together!

Presenters:
Evelien Dirks
Dutch Foundation of the Hard of Hearing Child, The Netherlands

Abstract:
Shared book reading can be a joyful parent–child experience, creating moments of connection and discovery. It is also an important foundation for children’s language, social-emotional development, and later reading. In this interactive workshop, we invite participants to bring their favorite children’s book and practice reading it in ways that are engaging and accessible for deaf and hard-of-hearing children. Together, we will explore strategies that make shared reading more interactive, dialogic, and enjoyable.

Learning outcomes:

• Know why storybook reading is important for child development

• Know how to apply interactive reading strategies
   

Target groups:
Parents and professionals

Making It Happen: Implementing FCEI DHH Adult Involvement Recommendations

Presenters:

Elaine Gale

Hunter College, CUNY, USA, Natasha Cloete, Deaf Aotearoa, NZ

Abstract:

This interactive workshop introduces resources from the Deaf Leadership International Alliance (DLIA), a global network of Deaf leaders and hearing allies advocating for Deaf leadership in Early Intervention. Together, we will explore practical strategies for applying Family-Centered Early Intervention (FCEI) principles with meaningful involvement of Deaf and Hard of Hearing (DHH) adults. Through real-world examples from around the globe, participants will see how key FCEI recommendations on DHH adult involvement are being implemented. These examples can be adapted by professionals, families, and Early Intervention programs or systems in diverse contexts. Join us to learn about DLIA, identify FCEI recommendations related to DHH adult involvement, discover how they are being put into practice worldwide, and connect with both familiar colleagues and new partners.

Learning outcomes:

• Identify resources from DLIA
• List DHH involvement recommendations in principles.
• Describe real-word examples of DHH involvement recommendations.
• Identify strategies that can be adapted to your own context.
• Network with old and new faces.

Target groups:

Open to all. This workshop will be provided in International Sign (IS). If you prefer to bring your own sign language interpreter, please let us know in advance so we can work out interpreting space.

Building Authentic Parent-Professional Partnerships in Family-Centered Early Intervention

Presenters:

Terri Patterson, Janet DesGeorges, Hands&Voices, USA, Uma Soman, Listening together, US/IN

Abstract:

This presentation examines how collaborative relationships and participatory practices, grounded in Family-Centred Early Intervention (FCEI) Principles, influence outcomes for children who are deaf. Through the integration of parent and professional perspectives, participants will explore dstrategies for shared and informed decision-making, capacity building, and authentic engagement.

Presenters:
Gwen Carr

UCL Ear Institute London, UK

Christine Yoshinaga-Itano
University of Colorado, Boulder, USA

Claudine Storbeck, University of the Witwatersrand, South Africa

Abstract:
Early intervention providers work with an increasing diversity and number of families. This workshop will look at the challenges of motivating and supporting early interventionists to enhance their skills and ensure consistency in their work, addressing the importance of trainer-of-trainer models, peer-to-peer networks, and expert-novice mentors. It will explore, provide examples and recommend different ways for individual EI providers to assess and determine whether and how their skills in practice enable them to achieve their aims of successful support with the diverse range of families they serve, and to evaluate the quality of input they provide.

Presenters:

Nina Jakhelln Laugen, Anne-Mari Nordnes Skagen, Chris M. Aanondsen, Ingrid Hedström, Marlin Johansson, Ulrika Löfkvist Norway, Sweden

Norwegian University of Science and Technology, Department of Psychology; Statped, Department of Hearing Impairment; St. Olavs Hospital, Unit for Deaf and Hard‑of‑Hearing Children and Adolescents in Central Norway, Department of Child and Adolescent Psychiatry; Centre for Clinical Research Sörmland; Uppsala university, Department of Public Health and Caring Sciences; Karolinska Institutet, Department of Clinical Science, Intervention and Technology

Abstract:

FCEI should always be provided in line with available evidence and in accordance with the individual needs of each child and family. For children with unilateral hearing loss, however, support can look very different from one place to another. Research is growing, but clear best-practice guidelines are still limited. This means we sometimes risk offering too little support, too much, or services that require a great deal of time and effort without truly meeting the family’s needs.

In this interactive workshop, presenters from audiology, special needs education, speech and language therapy and psychology will share the latest insights on outcomes, etiology, and service provision, as well as sharing examples from their own clinical practices and as parents.

Following the presentations, participants will be invited to engage in “coffee-table discussions” in smaller groups. Each table, led by one of the presenters, will focus on a key FCEI principle.

Together, we will explore how FCEI is being delivered around the world and identify the most important questions facing parents, practitioners, and researchers working with children with unilateral hearing loss. The workshop will conclude with a panel discussion among the coffee table hosts, sharing main points from the coffee tables, discussing future directions, and open the floor for comments and ideas from the audience.

Learning outcomes:

After the workshop, participants will have gained knowledge concerning the current state of knowledge concerning FCEI to children with unilateral hearing loss, and be inspired to ask the questions we need to ask in future research and practice to ensure well-targeted FCEI for each family.

Target groups:

Professionals, researchers, parents

Remote Practices: Leveraging technology to build positive family centred early intervention relationships

Presenter:
Trudy Smith, NextSense Institute, Australia

Uma Soman, Listening Together, USA/India

Abstract:
How can technology transform family-centred relationships in early intervention? This dynamic workshop invites participants to dive into creative, practical ways digital tools are reshaping connection and collaboration. Together, we will explore how telepractice strengthens EI Provider–Parent partnerships, how online platforms promote parent-to-parent networks and leadership, and how technology can amplify Family–Deaf leadership collaboration. Through real case studies and guided activities, participants will leave with a toolkit of action items to inspire and shape their own online practices.

Learning outcomes:
Participants will:

• Learn about the ways that technology promotes partnerships within the FCEI community
• Consider opportunities in their own setting to leverage technology to build networks and collaborations within the FCEI community
• Contribute to the development of action items that can be used to guide future online practices.

Target groups:
All members of the FCEI community are welcomed.

Supporting Children with Cochlear Implants: A Practical Workshop for Families and Professionals

Presenters:

Teresa Schneider

LZH Vorarlberg, Austria

Stefanie Muck

MED-EL Austria

Abstract:

This interactive hands-on workshop offers essential knowledge and practical tools for both families and professionals working with children who use cochlear implants. Participants will:

• Gain a clear understanding of how cochlear implants work and what’s important to know as a parent or caregiver

• Explore the latest speech processors through hands-on sessions, including how to perform daily hearing checks to ensure optimal hearing

• Practice everyday strategies to support listening and spoken language development at home

• Learn how to recognize and respond to listening challenges in daily routines

• Discover age-appropriate ways to integrate streaming technology into children’s everyday life using fun and supportive tools

Whether you're new to cochlear implants or looking to deepen your skills, this workshop will give you the confidence to support hearing and language in meaningful, everyday moments.

Learning outcomes:

By the end of this workshop, participants will:

• Understand the key components and function of a cochlear implant system

• Be able to identify the basic steps for daily device checks to monitor hearing access in children

• Gain hands-on experience with the latest speech processors and accessories

• Know how to implement effective, everyday strategies to support listening and spoken language development

• Be equipped to recognize potential listening difficulties and respond appropriately

• Understand the role of streaming technology in children’s daily lives and how to support its use with age-appropriate tools and toys

• Feel more confident in supporting children with CIs across home, school, and therapy settings

Target groups:

Professionals, working with children with hearing implants and family members of CI-users or potential candidates

Only in German!

Was uns besonders herausfordert - wir lernen gemeinsam an konkreten Beispielen.

Particular challenges in the FCEI practice - we learn from one another using specific examples

Presenters:

Doris Binder

Johannes Fellinger

Daiva Müllegger-Treciokaite

Institute for Neurology of Senses and Language at the Hospital St. John of God in Linz, Austria

Abstract:

Im Mittelpunkt stehen Fälle aus der familienzentrierten Frühintervention für Familien mit Kindern mit Schwerhörigkeit oder Gehörlosigkeit, die uns herausfordern und an denen wir gewachsen sind. Sowohl Selbstreflexion ist dabei gefragt als auch „Muster“ zu erkennen die sich trotz individueller Unterschiede und Zugänge oftmals herauskristallisieren. Wir beleuchten zB Familien mit Migrationshintergrund und Mehrsprachigkeit, mit Kindern mit besonderen Bedürfnissen und mit geringer Bereitschaft oder Ressourcen anhand unserer Erfahrungen. Auch Austausch zu eigenen Beispielen der Teilnehmenden ist erwünscht und wird in gelenkter Gruppenarbeit Teil unseres interaktiven, an konkreten Lösungen orientierten Workshops sein.

We present cases from family-centered early intervention for families with children who are hard of hearing or deaf, which challenge us and help us grow.This requires both self-reflection and the ability to recognize “patterns” that often emerge despite individual differences and approaches. We highlight, for example, families with a migration background and multilingualism, with children with special needs and with little willingness or resources, based on our experiences. We also encourage participants to share their own examples, which will be part of our interactive, solution-oriented workshop in guided group work.

Learning outcomes:
Umsetzen der erlernten Fertigkeiten: Wir möchten den Teilnehmenden eine bunte Alltagstoolbox mit Ideensammlung aus der Praxis dreier unterschiedlicher Berufsgruppen (Frühinterventionistin, Elternpeer, Psychiater) mitgeben, aus der ein Leitfaden für verschiedene herausfordernde Situationen in Familien erwachsen soll.

Learning outcomes and implementation of the skills learned: We would like to provide participants with a colorful everyday toolbox containing a collection of ideas from the practical experience of three different professional groups (early interventionist, parent peer, psychiatrist), which will serve as a guide for various challenging situations in families.

Target groups:

Für alle Teilnehmenden offen; speziell wollen wir alle deutschsprachigen Fachpersonen ansprechen - hörend oder mit Gehörlosigkeit/Schwerhörigkeit – die beruflich oder ehrenamtlich mit und in Familien arbeiten.

Open to all participants; we especially want to reach out to all German-speaking professionals—hearing or deaf/hard of hearing—who work with and in families, either professionally or voluntarily.

GPODHH:

Real World Perspectives: What Parents Wish Professionals Knew

Facilitator:Teresa McDonnell, Ireland

Presenters Mariana Barquet, Steve Kittur, Jermy Pang (USA, Kenya, Australia)

Abstract:

With scientific and technological advances, challenging new questions have emerged for the field of family-centered early intervention. This diverse panel of parents will explore their experiences with newborn screening procedures, genetic testing, and informed choice decision-making. What was helpful about the process, and what wasn’t? How are conversations with professionals different than when parents talk amongst themselves about their concerns? Which communications and resources positively or negatively influenced a family’s understanding of their child’s condition, future planning, and connection to community? What are their biggest hopes (and worries) about the future for their child? This powerful plenary will offer surprising insights into the varied ways families navigate uncertainty and find what works best for their child, shaping their tomorrow.

Bio:

Mariana Barquet was born and raised in Mexico City, Mexico. She is the mother of two children, her youngest was born profoundly deaf. She serves as the Programs Coordinator for Indiana Hands & Voices. Her biggest passion is to ensure that every child with hearing loss has access and receives qualified services to meet their needs and achieve their potential. She has a deep passion for supporting families through the different stages of the educational process that often require the parents to become skilled advocates.

Jermy Pang is attending FCEI 2026 as a parent first. She is a DHH adult who wears hearing aids and a mother to a young child who is hard of hearing bring lived and living experience alongside her work as an audiologist, researcher, and community collaborator. Her PhD explores the paediatric-to-adult transitions in hearing healthcare transitions, informed by her lived experience as a DHH mentor and a relational approach to research that embeds and elevates the voices of young people who are often underrepresented in ear and hearing health research. Jermy also co-chairs the AusChildDeafness - Community Advisory Group that works to ensure research is shaped by the voices and lived experience of young people and families of DHH children.

Stephen Kittur is a parent of a child with a cochlear implant, and his journey into speech-language pathology and auditory-verbal therapy is rooted in this lived experience. Through his first-hand experience of the challenges facing DHH children in Kenya, he was driven to explore solutions not only for his own child, but for other families in similar situation.

Stephen is the founder and director of Children’s Speech and Hearing Loss Organization (CHISHLO), a non-profit dedicated to improving outcomes for DHH children and their families. His master’s research focused on parental experiences navigating the cochlear implant journey in Kenya, reflecting his commitment to amplifying the voices and realities of families on this path.

Teresa McDonnell is a hearing parent of a Deaf son with Down syndrome. She is a parent advocate and disability rights activist, who weaves extensive lived experience, Deaf Studies and systems analysis into ‘a formidable parent voice’. For over 30 years, Teresa has been working side by side with families navigating health, education, and social care systems. She has brought parent voice to all levels of government consultation in Ireland, contributing significantly to education, disability, child protection and sign language related policies and legislation. Teresa has worked to open doors for parents and families to be heard; included in co-design; and ensure their experience is meaningfully reflected in decision-making. Teresa is particularly committed to working with parents as they negotiate the complex intersectionality of Deaf and disability.

DLIA:

Looking Forward: FCEI Deaf Adult Leadership

Facilitator Elaine Gale, USA

Presenters: Debopriya Ghosh, Katie McCarthy USA, India

Abstract:

This keynote address will spotlight the critical role of Deaf adults in Family-Centered Early Intervention (FCEI) systems. Deaf adult involvement ideas, innovations and challenges shaping tomorrow will be shared. The keynote speakers will bring a unique perspective informed by lived experience and professional insight that aligns with the conference’s commitment to FCEI. 

Matt Kaplowitz:

Welcoming the Future: AI as a Partner in Family-Centered Early Intervention

Abstract:

Imagine technology smart enough to support early language access for Deaf and Hard of Hearing (DHH) children—without requiring them to read. This keynote introduces the potential of Artificial Intelligence (AI) in family-centered early intervention, especially for children ages 0–5 and the families and practitioners who care for them.

The challenge is twofold: a global lack of accessible information about AI, and a shortage of tools designed for the real needs of DHH children and families. In response, Matt Kaplowitz, an award-winning universal design developer and AI strategist, funded by the U.S. Department of Education, the National Science Foundation, and others, has led a team to explore how inclusive, plain-language AI training can close that gap. Drawing from a recently developed three-part webinar series, this keynote brings those ideas to life—bridging innovation and equity for under-resourced and multilingual communities.

Attendees will see early-stage examples of AI-supported tools for DHH children and families currently in use or development, including applications designed to support live and prerecorded narration, early language modeling, and emergent literacy. These tools are not showcased in isolation; they reflect broader community collaboration, including contributions from Bridge Multimedia’s 12-member Deaf Advisory Board that has worked on five nationwide TV series in the U.S. that are focused on Deaf children and their families, and more.

The session will include short video clips featuring parents, DHH children, and DHH adults interacting with AI. These real-world moments emphasize how AI, when designed ethically and inclusively, can support—not replace—human connection.

This is not a tech demo. It’s an invitation to be part of the conversation: to imagine, shape, and demand tools that reflect the values of family-centered early intervention.

Bio:

Emmy, Peabody, and Grammy Award-winning producer, universal design developer, and AI strategist Matt Kaplowitz is CEO of Bridge Multimedia, a New York City-based public benefit enterprise advancing universal access for disability and aging communities. At Bridge, he leads a cross-disciplinary team specializing in Accessible Technology, Special Education, Cognition, Orientation/Mobility, and Media Production.

Since 2002, under guidance from The American Foundation for the Blind and the U.S. Department of Education’s National Center for Technology Innovation, Matt has developed foundational accessibility tools including BridgeBuilder and Universal eLearner. As a U.S. State Department digital communications delegate, he helped set global technical standards for digital TV. He has also served on the U.S. Access Board’s 508 Standards and Telecommunications Guidelines Subcommittee, the FCC’s Disability Advisory Committee, and as Special Advisor to the 2016 National Council on Disability.

Since 2020, Matt and the Bridge team have partnered with the STEMIE Center at UNC-Chapel Hill’s Frank Porter Graham Institute to enhance access to STEM for children with disabilities ages 0–5. He is also guiding Bridge’s Sign Language Services Department in addressing accessibility across film/TV, health and wellness apps, emergency information platforms, ASLenhanced gaming, and virtual events.

Matt is the lead developer of a three-part AI webinar series aligned with FCEI’s mission and

backed by a 12-member Deaf Advisory Board with experience on five U.S. national TV series for young children.

His recognitions include ACB’s Lifetime Achievement Award (2025), AFB’s Access Award, AER’s Nat Seaman Award, and NYN Media’s Nonprofit Trailblazer Award.

Valerie Sung:

Innovating with Care: Embracing Advances for Deaf and Hard of Hearing Children

Abstract:

Advances in technologies have opened new opportunities for deaf and hard of hearing children and their families. Access to screening tests — whether for hearing ability, congenital infections like cytomegalovirus infection (CMV), or genetic conditions — is not an endpoint, but a gateway to a journey that requires sustained support, collaboration, and understanding.

This keynote highlights the essential interplay between innovation and compassion in supporting the care of deaf and hard of hearing children. For many families, access to new innovations opens doors; for others, it raises difficult questions. In particular, the growing role of genetic screening raises critical ethical considerations. As we gain the ability to detect more conditions earlier, we must ask: How do we ensure informed consent and protect families from undue pressure or stigma? How do we communicate uncertain or life-altering results with honesty, sensitivity, and hope? And as the potential for interventions — such as gene therapies — expands, who decides what should be done, and do we have the child or family at the heart of the decision making process? In doing so, can we ensure deaf and hard of hearing children have the best opportunities to live fulfilled, meaningful lives?

The presentation explores the authentic inclusion of families with lived experience and the voices of deaf and hard of hearing children in shaping holistic care through developing a national Core Outcomes Set and data system in Australia. It challenges us to look beyond the traditional health system and build frameworks that are ethically grounded, emotionally supportive, and ready for a future where technology and care advance together.

Bio:

Associate Professor Valerie Sung is a consultant paediatrician at The Royal Children’s Hospital, Co-Group Leader and Senior Research Fellow at the Murdoch Children’s Research Institute, and Honorary Clinical Associate Professor at the University of Melbourne, Australia. Her research program on childhood deafness adopts a health services framework, focusing on ethically sound and consumer-accepted approaches to: (i) using routine clinical and health services data for quality improvement and research, and (ii) establishing large-scale registries to address key research questions. The overarching vision of A/Prof Sung’s work is to ensure that all deaf and hard of hearing children have the best chance to reach their full potential and live healthy, meaningful lives. Her contributions to deafness research were recognised with the 2019 L’Oréal-UNESCO Australia For Women in Science Fellowship.

A/Prof Sung is founder and chair of the Childhood Hearing Australasian Medical Professionals (CHAMP) Network which developed national guidelines for managing childhood deafness. She is a committee member of the Australian Newborn Hearing Screening Committee, the Australian Hearing Hub Universal Newborn Hearing Screening Expert Working Group, the Australian Institute of Health and Wellbeing Ear and Hearing Advisory Group, and Steering Committee Member of the Children's Healthcare Australasia development of a national Paediatric Patient Reported Experience Measure. She is editorial member of BMC Pediatrics, past editorial member of Journal of Paediatrics and Child Health, and past member of the Royal Australasian College of Physicians Paediatric Research Committee and Australasian Paediatric Research Network Steering Committee.

https://www.mcri.edu.au/researcher-details/valerie-sung

https://www.linkedin.com/in/valerie-sung-7089bb86/

Teresa Blankmeyer Burke:

The Ethics of OTOF Gene Therapy: Compassion, Communication and Care

Abstract:

As news of the recent gene therapy for the OTOF (otoferlin) gene swept the world, initial responses were those of joy and hope – especially from parents who wanted a flourishing life for their deaf and hard of hearing children and saw this as a step in that direction. As a deaf bioethicist, my own response was tempered with caution and questions: What did such results mean for the future flourishing of deaf and hard of hearing children? How could we move forward in a way that allowed individuals to share their concerns and dreams in spaces that supported different perspectives? What does genuine listening of care and compassion look like in these spaces? What values are embodied in such discourse and how will these values be communicated and experienced by those most impacted – deaf and hard of hearing children?

Philosopher bioethicists evaluate and assess normative arguments -- arguments about how to do the right thing. Yet values emerge in cultural contexts varying widely across time, communities, societies, and individuals. Contrary to popular opinion, bioethicists do not pronounce ethical edicts from ‘on high’ – rather, we are trained to support and elicit difficult conversations about topics that are controversial. OTOF gene therapy is one such topic. My goal is to provide a frame for having these difficult conversations in a way that models respectful discourse using the tools of analytic philosophy. In so doing, I consider a wide range of perspectives, including parents, deaf and hard of hearing children, deaf and hard of hearing adults (of which I am one), providers and educators. Universal agreement is not the end goal; rather, setting an example for our deaf and hard of hearing children that supports their unique individual flourishing over time is the focus of these important conversation.

Bio:

Teresa Blankmeyer Burke is Professor of Philosophy and Director of the School of Arts and Humanities at Gallaudet University. The first signing Deaf woman to achieve a PhD in Philosophy in the world, Dr Burke was recognized for her work in ethics of technology in 2025 as a Fulbright Scholar Distinguished Research Chair in Brazil at the  Federal University of Santa Catarina. Dr. Burke is recognized internationally for her pioneering work on the ethics of genetic technology and the impact on deaf people. Dr. Burke's research includes publications in bioethics, ethical theory, applied ethics, ethics of emerging technology, ethics of sign language interpreting, philosophy of disability, philosophy and public policy, and moral psychology.  She has provided her expertise in bioethics and disability to numerous international, national and state entities, including the United Nations, the National Council on Disability (USA), the World Federation of the Deaf, the Registry of Interpreters for the Deaf (USA), and the Hearing Loss Association of America. Dr. Burke also participates in public philosophy, including working with spoken, written, and signed language media outlets, including NPR, PBS, Al Jazeera, The Daily Moth (ASL news), the New York Times, and The Economist, among others. She is also a published poet and creative nonfiction author in written English and American Sign Language. 

Tayla Newman:

From Story to Play: Innovative & Tangible Learning Tools for Family-Centered Early Intervention

Abstract: 

The early years of a child’s life are a powerful time period for connection, learning, and language. Infants are born ready to learn, and caregivers are integral in providing the quality language input they need. For Deaf infants, decades of research have shown that early exposure and acquisition of signed languages during this 0-3 window is critical. Families who learn sign language play a key role in making language access consistent for the child and throughout the child’s environment. By starting early, families help protect their Deaf children from language deprivation. This is a critical step because language deprivation has lifelong consequences, from learning difficulties to adverse health outcomes.

At Motion Light Lab, we believe in the potential of Deaf children and their families. We create interactive and immersive learning experiences that are sign-centric, and support bilingual learning. Our resources include award-winning bilingual storybook apps in both sign language and printed text, language-learning toys, and Deaf-centric storytelling with 3D signing avatars created through our cutting-edge motion capture system. Our work is about creating joy, opportunities, and elevating our incredible Deaf artists and storytellers.

Our resources are designed based on decades of research by Visual Language and Visual Learning, a premier research center at Gallaudet University, focusing on how the deaf child learns through the visual modality.

We invite you to learn about our resources and how they can benefit Deaf children. Together we can shape a future where Deaf children thrive through the power of sign language.

Bio:

Tayla Newman is a Deaf woman from Washington, D.C., born into a large signing family with a beautiful mix of Deaf and CODA (Children of Deaf Adults) individuals. Growing up with full access to signed language, she noticed the contrast between her experience and that of some other Deaf children without the same access. This led her to be passionate about being part of the movement to end language deprivation.

Tayla got her bachelor’s degree in American Sign Language and English, and a master’s degree in Linguistics, both from Gallaudet University. She now works as a Project Manager at Motion Light Lab, where she supports projects focused on bilingual storytelling and sign language animation.

In her free time, Tayla enjoys playing pickleball and spending time with her four dogs.

Dr. Jan Van Dijk Memorial Keynote

Johannes Hofer:

Medical Home: Multidisciplinary Developmental Care for Deaf-plus Children

Abstract:

Children with congenital hearing loss – particularly those with complex additional disabilities – require more than discipline-specific interventions. High-quality developmental care must build on multi- and interdisciplinary diagnostics, complemented by coordinated guidance that goes well beyond hearing rehabilitation alone. This lecture will explore how the concept of the medical home can serve as a trusted framework for comprehensive, family-centered, and development-oriented care pathway. Insights will be drawn from the experiences and current practices of the Developmental Medicine Centre Linz.

A central focus will be on the role of long-term, multidisciplinary developmental guidance. For children with Deaf-plus conditions, such collaborative support fosters parental acceptance, creates continuity of care, and enables genuine shared decision-making. Families are thus better prepared to engage in complex choices regarding genetic testing, hearing technology, and individualized intervention strategies.

When securely embedded within a medical home, families can translate the insights from multidisciplinary diagnostics into everyday life, supported through ongoing collaboration among interventionists, educators, physicians, and other professionals.

Bio:

Prim. Dr. Johannes Reinhard Hofer is a dual board-certified specialist in Pediatrics and Neurology and currently serves as the Head of the Institute for Neurology of Senses and Language at the Hospital St. John of God in Linz, Austria. He is also a research associate at the Clinical Institute of Developmental Medicine at Johannes Kepler University Linz.

Dr. Hofer’s medical training began at the Medical University of Innsbruck, where he specialized in Pediatrics with a focus on developmental medicine. He later completed his specialization in Neurology at the same institution where he currently leads the Neurolinguistic Outpatient Clinic. His academic contributions include numerous peer-reviewed publications, particularly in the fields of neurodevelopment, hearing impairment, autism spectrum disorders and rare pediatric nephrological conditions.

He is an active member of several professional organizations, including serving on the board of the Austrian Society of Pediatrics and Adolescent Medicine (ÖGKJ) and as a working group leader for Developmental and Social Pediatrics. He also holds teaching positions at the medical faculty of JKU Linz, the University of Applied Health Sciences Upper Austria, and various educational institutions in Austria.

Dr. Hofer is married with two children and is deeply committed to inclusive medicine, interdisciplinary teaching, and translational research that bridges clinical care and developmental science.

Snigdha Sarkar:
Parent- led change through communication and collaboration: Implementing newborn hearing screening in Indian community

Abstract:

When a mother in India gave birth to a child with hearing loss, she began a journey that transformed not only her own life but also the lives of many others.

Perplexed with no prior knowledge she sought professional help, unsure of what lay ahead. She connected with other parents and formed a support group that offered both comfort and purpose. Over time, she became part of the global coalition of parents of children who are deaf or hard of hearing.

This collaboration began on a bus while returning from a conference. She began a conversation with a mother from the UK about newborn hearing screening in India. That mother introduced her to someone with deep experience in UNHS. Though their chat ended at the airport, the discussion continued.

She kept thinking why there was so much disparity between countries. She realized that change doesn’t just happen – one has to make it happen. She learnt that it took several years to establish what seems today a near perfect UNHS programme or EHDI.

Without funding or contacts, amidst a global pandemic, she pursued an impossible idea. Encouraged by peers, her mentor and her friends in the UK network, she absorbed their wisdom and planned starting one in India.

In sharing this story, the presenter will reflect on the practical lessons learned: how to build connections, navigate resistance, and stay the course when the road is long. She intends highlighting the emotional truths of advocacy—the power of lived experience and the ripple effect of connecting, communicating, and collaborating.

This session will resonate with anyone working to improve systems for children who are deaf or hard of hearing. It is a reminder that meaningful change often starts with a small story—and grows when that story is shared.

Bio:

Snigdha Sarkar is a lawyer, special educator, and a mother to a deaf young adult, residing in Kolkata, India. Her personal journey has deeply influenced her professional commitment to advocating for children who are Deaf or Hard of Hearing (DHH).

In 2004, Snigdha co-founded Anwesha Kolkata, a parent-led support group dedicated to empowering families of DHH children. The organization focuses on language development, parents training, and self-advocacy, serving as a beacon of hope and support for parents navigating the challenges of raising DHH children. www.anweshakolkata.org 

Anwesha has been instrumental in advocating for the rights of DHH children, including successful campaigns for language rights and inclusive education policies in West Bengal. file:///C:/Users/SS/Downloads/9789240020481-eng.pdf (Page 24-25)

Beyond her work with Anwesha, Snigdha has held several significant positions:

• President of the Disability Activists Forum, a cross-disability platform, West Bengal (until 2024)

• Co-chair of the Global Coalition of Parents of Children who are Deaf or Hard of Hearing (GPODHH) www.gpodhh.org

• Co-chair of the World Hearing Day Workstream, World Hearing Forum, WHO https://www.who.int/teams/noncommunicable-diseases/sensory-functions-disability-and-rehabilitation/ear-and-hearing-care/world-hearing-day

Her journey:

“When my daughter was born, little did I know of the journey that lay ahead... Little did I realise then that, in reality, it was she who was leading me to a path that was more beautiful, meaningful, and fulfilling.” Café Dissensus

Snigdha’s work continues to inspire and drive change, ensuring that children who are Deaf or Hard of Hearing are not left behind but are empowered to reach their fullest potential.

Margaret Odhiambo:

Innovation Approaches in Family-centred Early Intervention for Deaf Children in Africa: Perspectives from Ghana and Kenya

Abstract:

This presentation highlights innovative early intervention models emerging in Kenya, where deaf children face significant developmental delays due to delayed identification and limited access to support services. A family-centered approach, built on interdisciplinary collaboration and culturally sensitive training, empowers caregivers, healthcare providers, Deaf professionals, and educators to facilitate optimal language acquisition and communication development. Drawing from fieldwork and grassroots initiatives, we showcase context-specific models that prioritizes culturally sensitive training and accessible communication methods, including Kenyan Sign Language, and community engagement. This session offers insights into reimagining early intervention in low-resource settings through collaboration, cultural relevance, and local leadership.

Bio:

Margaret Odhiambo is a seasoned early childhood educator with over a decade of experience in teaching and advocacy. Trained at Gallaudet university, she has passionately advocated for language development in young deaf children. She has worked extensively with parents in Kenya, teaching Kenyan Sign Language (KSL) to bridge communication gaps at home. She has been actively involved in initiatives promoting early language acquisition and inclusive educational practices with a strong commitment to ensuring that all children have access to the foundational tools for lifelong learning.  

Tina Childress:

Power in your Pocket or Purse: Accessibility Options for iOS and Android devices

Abstract:

Technology is constantly evolving—and for children who are Deaf or Hard of Hearing (DHH), mobile devices can open doors to greater independence, communication, and engagement. In this interactive session, we’ll explore the newest accessibility features built into iOS and Android operating systems, including tools for speech-to-text, live captions, and sound recognition. These built-in tools are designed to support real-world challenges faced by DHH children in educational, home, and community settings.

Beyond native features, we’ll also review third-party apps that provide additional support, from group captioning tools and visual alert systems to translation and communication aids to aural rehabilitation tools. Participants will have the opportunity to explore settings on their own devices and ask questions about optimizing features for pediatric users.

Whether you're a parent navigating tech for the first time, an educator supporting inclusive classrooms, or a hearing professional guiding families through technology choices, this session will empower you with current, practical knowledge to better support DHH children.

Please bring your smartphone or tablet with the latest system update installed to get the most out of this hands-on session.

I will share perspectives from parents, educators and hearing healthcare professionals on the use of these mobile accessibility tools.

Bio:

Tina Gonzales Childress, Au.D., CCC-A is a dynamic educational audiologist who bridges the worlds of audiology, accessibility, and lived experience. Working in both mainstream and residential school settings, she is also a sought-after presenter, adjunct lecturer, and mentor to individuals of all ages navigating hearing loss. As a late-deafened adult with bilateral cochlear implants and fluency in American Sign Language, Dr. Childress brings a rare and valuable dual perspective—equally at home in Deaf and hearing communities.

Her expertise spans assistive and access technologies for both visual and auditory communicators, advocacy for inclusive practices in performing arts spaces and virtual platforms, and supporting the emotional journey of hearing loss. A recognized leader, she actively contributes to local, state, and national Boards and Committees and creates widely used online resources to empower individuals who are Deaf or Hard of Hearing and those who support them.

Explore her resource hub at TinaChildressAuD.com where her motto and logo reflect See.Hear.Communication.Matters.

Uma Soman:

Individualized Intervention through Parent-Professional Partnership: Empowering Families, Transforming Lives

Abstract:

Across countries and cultures, families raising a deaf or hard of hearing child encounter universally shared experiences, and yet navigate a profoundly unique individual journey. While common threads connect them—the initial discovery, the search for information, the emotions they navigate—each family’s individual circumstances, the child’s learning profile, the cultural and linguistic background, and desired outcomes shape their distinct trajectory. This keynote will explore the critical importance of a truly individualized, family-centered approach in early intervention, moving beyond a “one-size-fits-all” model, through fostering strong partnerships between the families and professionals.

Drawing upon the core tenets of Family-Centered Early Intervention, we will delve into how professionals can genuinely meet families where they are and propel them towards achieving their desired outcome. This presentation will emphasize fostering authentic engagement rather than mere compliance, empowering parents as the ultimate experts on their child, while professionals serve as knowledgeable guides in language and development. We will explore how the role of the professional changes in response to the family's ever-evolving strengths and needs. We will discuss how early interventionists can address the stressors that a family encounters. Attendees will hear compelling pre-recorded testimonials and reflections from parents, offering powerful insights into their diverse journeys. We will also introduce practical tools and strategies that professionals and parents can utilize to initiate and strengthen these vital partnerships. Ultimately, this keynote will highlight how empowered parents, in collaboration with skilled professionals, can transform a child’s life trajectory, ensuring every deaf and hard of hearing child has the opportunity to thrive.

Bio:

Dr. Uma Soman is an educator of DHH children and a leader with over 20 years of experience shaping best practices, mentoring professionals, and advancing family-centered intervention. As a Listening and Spoken Language Specialist, Certified Auditory-Verbal Educator (LSLS Cert. AVEd), she has dedicated her career to empowering families and professionals to maximize potential of DHH children.

Dr. Soman is the Co-Founder and Director of Listening Together, a global nonprofit committed to parent empowerment, professional development, and public awareness. She mentors professionals pursuing LSLS certification in the U.S. and India and conducts specialized training programs for teachers of the deaf, speech-language pathologists, and audiologists in English, Hindi, and Marathi.

Dr. Soman has held faculty positions at Fontbonne University, Vanderbilt University and the University of Illinois in USA, where she prepared the next generation of professionals in deaf education, speech-language pathology, and audiology.

A sought-after speaker, Dr. Soman presents at national and international conferences on a wide range of topics, including language and literacy development, working with bilingual / multilingual families, and family-centered intervention. She also leads training workshops for schools and clinics, helping professionals implement evidence-based practices.

Dr. Soman has served on the boards of AG Bell Academy for Listening and Spoken Language Board and the OPTION Schools. She is currently on the Hands & Voices FL3 Advisory Board, continuing to shape the field of DHH education through advocacy, leadership, and professional development.

Evelien Dirks, NSDSK, Katja Lenic Salamun, Austria:

Supporting social-emotional growth: Insights from research and lived experience

Abstract:

One of the most vital developmental milestones for children is learning how to build meaningful connections and interact effectively with others. At the core of this ability lie social-emotional skills. Parents play a pivotal role in shaping their children’s development - so how can they best support the social-emotional growth of their Deaf or Hard-of-Hearing children? In this keynote, Katja Lenic Salamun will share her personal journey as a parent of a Deaf son, offering heartfelt reflections and practical insights. Complementing this perspective, Lizet Ketelaar will present findings from recent and ongoing research that explore key aspects of social-emotional development in Deaf and Hard-of-Hearing children. She will discuss a parent program aimed at helping parents support their Deaf and Hard-of-Hearing children’s social-emotional development. Together, these perspectives aim to inspire and inform both professionals and families on how to best support children’s social-emotional growth.

Claudine Storbeck; University of the Witwatersrand (South Africa):

Beyond Anecdotes: Measuring the Impact of Family-Centred Early Intervention for Children with Hearing Loss in a developing country

Abstract:

Introduction: Over 40% of the world’s 650 million children under five live in the Global South. Improved healthcare has drastically reduced infant mortality by nearly 60%, but this has led to a growing number of ‘at-risk’ infants with morbidities, including developmental delays and disabilities. Hearing loss is the most prevalent childhood disability, disproportionately affecting the developing world, where two-thirds of deaf children reside. While the importance of the first 1000 days for development is well established, without early identification and intervention, significant delays in linguistic, cognitive, and socio-emotional development occur. This study examines how to define the efficacy of early intervention beyond anecdotal reports in South Africa. 

Participants and Methods: Since 2006, HI HOPES – Africa’s only longitudinal, family-centred early childhood intervention (Fc-ECI) programme for children with hearing loss – has supported nearly 4000 families. This study explores the programme’s efficacy using secondary analysis of data collected between 2012 and 2022, applying a bespoke 'measure of intervention' that assesses duration, intensity, family adherence, and infant language outcomes. 

Results: Currently in the final stages of analysis, the data will present the audiological and demographic profile of 2296 children over 18 years. A focused analysis of 621 children will follow, examining language acquisition as the primary outcome. Further, these outcomes will be evaluated using the HI HOPES Quotient (HHQ), an intervention measure designed to assess the programme’s overall impact. 

Conclusion: Despite the lifelong consequences of early childhood disabilities, non-therapeutic and qualitative supports for families remain under-recognised. This study complements powerful family narratives with measurable data, providing an evidence base for the value and cost-effectiveness of Fc-ECI, and making a strong case for investment in the early years.

Joyce Sserunjogi Nalugya (Uganda):

From lived experience to shared support: Parent Support Groups transforming deaf child wellbeing in Uganda

Abstract:

Background: The National Association of Parents of Deaf Children in Uganda (NAPADEC) is a parent-led organization dedicated to promoting the rights and wellbeing of deaf and hard of hearing children, as well as those with other disabilities. NAPADEC has built a network of Parent Support Groups (PSGs) where families guide and support one another in raising deaf children.

 
Problem: Many families face delayed identification of hearing loss, limited awareness, and barriers to inclusive communication. These challenges often leave parents isolated, with limited access to education and health services, and reduced opportunities for deaf children’s full participation. 

Strategies and Approaches: Through PSGs across six districts in Uganda, in groups of 15 to 20, parents mentor each other, share coping strategies, and advocate for their children’s rights. More than 500 parents have been trained in Ugandan Sign Language, while home visits and psychosocial support have strengthened family bonds. Deaf role models lead trainings for both parents and schools, fostering inclusive communication and social inclusion. 

Team, Successes, and Challenges: Parents are central to every stage of implementation. For example, some PSGs, have formed savings groups, which has enabled their children to sustain education. Despite financial constraints, long travel distances, and early school dropouts among deaf youth, NAPADEC has established a vocational training centre to equip parents and youth with practical skills for livelihoods and independence. 

Lessons Learned: Parent-to-parent support, through collaborative partnerships, fosters resilience, awareness, and advocacy, building stronger families and inclusive systems for deaf children 

Conclusion: We shall share lessons from NAPADEC-Uganda Parent Support Groups, demonstrating how lived experience, peer support, and collaborative partnerships empower families, influence policy, and create inclusive futures for deaf children.

Angela Joy; University of Newcastle (Australia):

From Deficit to Deaf Gain: The Transformative Role of Deaf Role Models in Family Centred Early Intervention

Abstract:

Deaf Role Models (DRMs) mentor Deaf children and their families by sharing lived experiences of Deafness, offering culturally grounded perspectives that challenge deficit-based narratives. This study explored the impact of DRMs through the voices of hearing parents, reflecting on how the presence or absence of DRMs influenced their parenting journeys and perceptions of Deafness.

Background: Hearing parents of Deaf children often receive clinical guidance that frames Deafness as a condition to be treated. In contrast, family-centred early intervention (FCEI) opportunities involving DRMs offer insights rooted in Deaf culture, identity, and community, which can reshape parental perceptions and choices.

Method: Ten hearing parents of Deaf children from Australia and New Zealand participated in qualitative interviews exploring their experiences with DRMs. The interviews were conducted by a PhD candidate who is both a Teacher of the Deaf and a caregiver for a Deaf child.

Results: Parents described DRMs as transformative figures who helped them transition from viewing Deafness as a clinical condition to embracing it as a culturally rich identity. The presence of DRMs influenced decisions around language acquisition, community connection, and advocacy. In contrast, the absence of DRMs led to feelings of isolation and reliance on narratives focused on their child’s failure to hear.

Conclusion: DRMs play a pivotal role in empowering families and fostering a ‘Deaf Gain’ perspective. Policy recommendations include prioritising early access to DRMs for families, integrating DRM programs into early intervention services, and shifting from deficit-based models to strengths-based frameworks that promote ‘Deaf Gain’.

This presentation will offer practical insights for professionals, families, and policymakers, highlighting DRMs as essential agents of cultural understanding and inclusion.

Jolanta McCall, Luton Borough Council (UK):

Finding new solutions in integrated multidisciplinary deaf and hard of hearing pathway

Abstract:

Issue: Newborn Hearing Screening has been in place in the UK for over 20 years, yet early intervention service provision for young deaf children and their families in some areas has been described as fragmented, lacking cohesion and consistency and being poorly co-ordinated. Luton is a town located north of London with a diverse and multicultural population and high levels of poverty, homelessness and instability of working status. In 2024, half of families with children diagnosed with at least moderate hearing loss living in this area declined intervention and support from health and education services, raising questions about how services engage with families.  In recent years, health and deaf support services have experienced difficult structural arrangements, with a range of challenges of staffing and resources. Services face political and economic challenges, which limit promotion and advocacy for deaf children and their families. These challenges can impact the opportunity and ability of parents of deaf children to make informed decisions and to engage with support.

Strategies and team involved: An informal multidisciplinary team was established, focused on finding new and more dynamic approaches to overcoming barriers to developing cohesive services for deaf children and their families within existing budgets.  The team utilised coproduction principles and included families, older deaf children, and professional service providers both hearing and D/deaf.

Results: Utilising the FCEI Principles, the team developed and implemented a ‘Memorandum of Understanding’(MoU) between audiology and early intervention services which resulted in clearer, more coherent and family centred support. The MoU sets out practical approaches, which align with local and national Quality Standards. Action plans were developed for implementation and outcomes monitored. This presentation will describe how co-production with deaf older children, deaf staff, parents/carers and other stakeholders was embedded in the process, and incorporated service feedback and developed reporting measures a with clear performance indicators. It will share lessons learned and describe the impact of positive change from both family and professional perspectives.

Claire Green, Willa Hand, The Hearing House, Auckland Parent of Deaf Children (New Zealand):

Bringing Sign Language Out of the Shadows: Collaborative Pathways to Inclusive Early Intervention in Aotearoa

Abstract:

Background: In Aotearoa New Zealand, children identified with hearing differences through newborn screening are referred to The Hearing House as part of the cochlear implant programme. While this pathway provides timely medical and technological intervention, families often lack early opportunities to connect with Deaf role models and New Zealand Sign Language (NZSL). This can leave them without exposure to the full spectrum of languages, communication and identity options available to their children.

The Challenge: Families have historically faced binary choices, spoken language or sign language rather than being empowered with inclusive, holistic support. We identified the urgent need for families to access Deaf role models, signed and spoken languages and community connections at the earliest possible stage.

Collaborative Approach: To address this, The Hearing House partnered with Deaf Aotearoa and Auckland Parents of Deaf Children. Central to this partnership is embedding Deaf professionals directly into mainstream service environments. Deaf Aotearoa staff are now based within The Hearing House, ensuring families encounter Deaf adults with diverse lived experiences from the beginning of their journey, and Auckland Parents of Deaf Children regularly host events for families with Deaf Aotearoa and The Hearing House teams attending enabling a connected and integrated support system and safe space for discussion, questions and learning.

Impact: This integrated model has:

• Created wraparound support combining professional services with authentic Deaf perspectives.
• Strengthened community connections, giving Deaf children meaningful contact with Deaf adults.
• Expanded families’ understanding of communication and technology options beyond traditional binaries.
• Increased family confidence and empowerment through exposure to inclusive role models.
• Improved bilingual / bimodal approach to language acquisition

Reflections and Next Steps: Our presentation will reflect on past and current practice models, highlight challenges, and share strategies that have shifted early intervention towards inclusivity. By aligning with FCEI principles and the Deaf Leadership International Alliance, we show how Deaf leadership and sector collaboration is reshaping family-facing services in Aotearoa.

Emma Papakyriakou, National Deaf Children’s Society (UK):

Using lived experience to improve audiology services engagement with families

Abstract: 

In England (UK), a process of ‘review and recall’ has been set up, to address issues that have arisen where families are asked to return for paediatric audiology testing if issues or quality assurance concerns emerge about previous tests of their child. To ensure audiology services are responsive and effective, it is important that their processes reflect the lived experiences of parents of deaf children. Embedding families’ insights into feedback mechanisms enables services to respond meaningfully to their needs and concerns.

In this work, we sought to understand families’ experiences of the ‘review and recall’ process to help us to inform audiology service improvements and strengthen early support pathways.

This work was delivered in three key phases. First, we collaborated with local audiology services to understand how parents experience the review and recall process, using these insights to co-design a survey with parents that captured each stage of their journey. Second, we piloted the survey questions and the dissemination approach through local audiology teams, gathering feedback from families. Finally, we rolled out the survey more widely to give parents the opportunity to share their experiences on the review and recall process and how it could be improved.

Co-designing the survey with families enabled us to understand how parents are notified at different stages of the review and recall process. Early findings show that families value clear, transparent, and family-centred communication, alongside compassionate care that takes their concerns seriously. It highlighted key areas for improvement, including the need for better coordination between departments and reducing the hidden burden parents face in managing their child’s care. In this presentation, we will critically reflect on the challenges around gathering feedback to inform service improvement and the wider lessons learned in terms of the ways in which families can provide feedback and make suggestions.

Valerie Sung, Libby Smith, Kayla Elliott; ANCHOR (Australia):

Australian National Child Hearing Health Outcomes Registry (ANCHOR): Collecting and Connecting Data for Deaf and Hard of Hearing Children

Abstract:

The Australian National Child Hearing Health Outcomes Registry (ANCHOR) is a national program to build an outcomes registry for deaf and hard of hearing (DHH) children. Its mission is to create a Learning Health System that measures outcomes, tracks progress and identifies gaps and opportunities for service improvement.

ANCHOR has three key aims: (1) National scoping of existing child hearing services and datasets, and associated costs; (2) Prototype the registry through the linkage of datasets from two Australian states (Victoria and Queensland); and (3) Co-develop a Core Outcome Set to measure what matters to DHH children, young people, families, and services.

Methods and preliminary results: Inclusive, culturally safe engagement is at the centre of this work, including with Deaf and Indigenous communities. Methods are co-designed with >100 stakeholders, the Deaf community and families with lived experience (the AusChildDeafness Community Advisory Group). Aim 1: Online surveys through snowball sampling, 100 respondents from 95 organisations delivering 296 services provided responses. Aim 2: Priority datasets for linkage identified, ethics approval for waiver of consent for data linkage, legal agreements and governance arrangements required for secure and compliant data linkage completed, data linkage is underway. Aim 3: Literature search, focus groups/interviews and workshops completed with 175 lived experience and 202 professional participants. We captured perspectives directly from young children using The Voice of the Child. More than 200 identified outcomes have been grouped into five core outcome domains (medical/audiological, service provision, child development, early intervention/education, and well-being/daily functioning), with 16 sub-domains. Ranking is underway with two rounds of e-Delphi surveys, the Core Outcome Set will be finalised in an endorsement meeting.

ANCHOR will generate actionable evidence to optimise service delivery and equity of access for DHH children and their families. This presentation will share methods, key findings, and learnings from stakeholder engagement across ANCHOR.

Magdalena Dall, Daiva Müllegger-Treciokaite; Johannes Kepler University, Institute for Neurology of Senses and Language (Austria):
Parent Stress and Self-Efficacy: Progress and Remaining Challenges

Abstract:

Background: Parental self-efficacy and parenting stress are critical factors influencing the well-being of families with children who are deaf or hard of hearing (DHH). Parents of DHH children often face unique challenges, including navigating communication barriers, accessing resources, and supporting their child's development. Understanding the relationship between parental self-efficacy and parenting stress can provide valuable insights into promoting positive outcomes for both parents and children in these families.

The AChild study is a total population study running from 2020 in Upper and Lower Austria. All children with permanent congenital hearing loss between the ages 0-5.5 years were included. What is special about the AChild study is its inclusive design. In contrast to many other studies, children with complex needs as well as children with another first language than German are included. Furthermore, within the longitudinal study, not only child developmental factors were assessed, but also family factors such as parental self-efficacy and parenting stress.

Method: The Parenting Stress Index (PSI), a parent-reported questionnaire assessing parent and child factors related to parenting stress was used. Parents filled in the Scale of Parental Involvement and Self-Efficacy Revised (SPISE-R), which is specifically for parents of children who are DHH.

Results: Parenting stress, which is assessed at the child’s age of 36 and 66 months does not show particularly elevated rates for the total group (T=52.9), whereas for the group of children with complex needs, the results are elevated compared to the total population data (T=58). Parents of children growing up with another first language than German, generally seem to experience a little less parenting stress (T=48.7-51.7).

When looking at the self-efficacy scores of the parents, it becomes apparent that in an environment that offers family centred early intervention, there is not a big difference between parents of children with additional needs or a language other than German. Parents in multilingual, multicultural households demonstrate comparable self-efficacy to parents in monolingual German speaking households.

Conclusions: The session will focus on the differential impacts of FCEI across parent subgroups and on tailoring multidisciplinary supports based on parents’ perspectives.

Daniel Holzinger, Doris Binder, Johannes Kepler University, Institute for Neurology of Senses and Language (Austria):

Remarkable journeys - continuing questions: Cutting edge child outcomes after FCEI in Austria

Abstract:

Background: There is a lack of population oriented current studies on developmental trajectories of DHH children aiming for better understanding of predictors of child language-communication and socio-emotional development.

Methods: The AChild study (2019-2025), a collaborative effort by researchers, parents and clinicians, collects developmental data from birth to school-entry in DHH children receiving early intervention in two federal states of Austria. In Upper Austria FCEI following international guidelines has been provided for two decades, whereas in Lower Austria FCEI was only established 5 years ago. Parent-reported information and data from direct assessment (audiological, cognitive, linguistic, mental health) are tracked over 6 time points.

Results: 330 children (participation rate of 84%) have been included in the study so far, with data for 139 children at the age range of 4 to 6 years, included in the analyses of outcomes. Age at diagnosis of hearing loss and entrance in FCEI is significantly delayed in LA, where a tracking system after NHS has only been implemented recently. Monolingual children growing up with the majority language (and excluding children with nonverbal IQ <70) show expressive vocabulary and grammar quotients corresponding to or very close to their nonverbal intelligence quotients in UA, with a significantly larger gap, but still within 1 standard deviation for LA. Findings for children growing up with more than one language and those with nonverbal cognitive challenges will be reported separately. For social communication the results are encouraging but still significantly below the children’s respective core language skills. For mental health there are no elevated rates of emotional and hyperactivity/inattention problems but double rates of peer-interaction and behavioral problems as compared to peers with typical hearing.

Discussion: Practical implications for adapting FCEI with respect to social communication peer-relationships and behavioral concerns will be discussed.

Leeanne Seaver, Janet DesGeorges, Ann Porter, Snigdha Sarkar, Frank Dauer (USA, Australia, India, Austria):

20 Years “Under the Tree”: Supporting Families 2006 to 2026

Abstract:

In the late 20th century, the nascent field of infant hearing screening, detection, and intervention was focused on clinical practice. Families of Deaf and Hard of Hearing infants and toddlers were viewed as passive participants until pioneering research (Yoshinaga-Itano et al) proved the success of a newly identified baby was directly tied to the meaningful involvement of his or her parents. More than two decades later, some of the parent leaders who would help to define “meaningful involvement” in their countries reflect on the journey that began with an empowered conversation under a tree at the 2006 International Conference on Newborn Hearing Screening in Como, Italy.

Frustrated with the impersonal, institutional mindset of Newborn Hearing Systems (NHS), parent leaders began to rally and grow their own international coalition group to envision and implement systems that were more family-centred, user-friendly, and end-user informed. Today, that parent-led group is the Global Coalition of Parents of Deaf and Hard of Hearing Children (GPODHH) whose 2012 position paper on parent recommendations for family-centred early intervention practice helped inspire the FCEI Principles that guide the field today.

Featuring some of the original parent leaders who were “under the tree” along with special guests who bring the wisdom of lived experience and leadership expertise, this roundtable discussion will cover the parent-driven strategies and deliverables that influenced and helped define family-centredness for the field. Lessons learned and challenges still unmet will be explored in this audience-interactive session.

Nikki Jamieson; National Deaf Children’s Society (UK):

The Parent Leadership Revolution. How lived experience and a community led approach Is re-shaping early intervention for deaf children in the UK

Abstract:

This presentation aims to explore the impact of empowering parent leaders - known as Community Connectors – to deliver family-centred support for deaf children and their families. This new initiative supports parents to lead change in their local communities by providing emotional and practical support to families of deaf children that reflects lived experience and community insight.

The Community Connector model has been piloted across eight localities in the South-East and South-West of England, UK. By exclusively recruiting parents of deaf children from the local area, it seeks to ensure the support provided to deaf children and their families is relatable and grounded in lived experience. As part of their induction into the Community Connector roles, participants completed a structured programme grounded in Family-Centred Early Intervention (FCEI) principles. The programme brought in external experts and promoted shared learning and skill building to help parents offer ongoing support to families of deaf children.

We will present cases studies illustrating how Community Connectors are influencing their local communities of families and support services through peer-to-peer support and developing partnerships with health professionals, local authorities and charities, co-producing solutions that meet the needs of deaf children and their families. These changes have enabled us to reach a greater number of families, facilitating more tailored, holistic support. Additionally, we will critically reflect on the challenges encountered, the wider lessons learned to date, and the impact of shifting from top-down interventions to a model rooted in organic, community led solutions that respond directly to local needs.

Jermy Pang, Emily Shepard, Kayla Elliott, Libby Smith, Valerie Sung; The University of Queensland, Murdoch Children’s Institute (Australia):

Embedding families’ voices in designing and conducting child deafness research: the AusChildDeafness-Community Advisory Group

Abstract:

Family engagement in health research is essential to ensure research is designed with the needs and perspectives of those with lived experience at the forefront. As the inaugural members of the Australian Childhood Deafness Community Advisory Group (AusChildDeafness-CAG) - a cohort of parents and carers, formed under the Australian National Childhood Hearing Health Outcomes Registry (ANCHOR) project, we shaped, attended, and contributed to a national scientific conference centred on childhood hearing health. This oral presentation will reflect on this parent-led initiative to embed lived and living experience into the design and delivery of the 2025 Australasian Newborn Hearing Screening (ANHS) Conference. Our approach drew upon the Four Stages of Psychological Safety framework to scaffold a safe and inclusive experience: from pre-conference orientation and accessibility supports, to facilitated peer connection and post-conference debriefing.

Beyond describing what was implemented, we reflect on what worked well, what could be improved, and what practices are worth sustaining, drawing directly from feedback shared by family delegates. These reflections highlight both the enabling conditions that allowed families to participate as contributors- not merely attendees, and the emotional labour involved in bringing lived experience into research conference settings. We also explore why achieving the final stage of “challenge safety” where families can question and critique dominant research narratives- remains aspirational but essential.

Our experience affirms that when families are supported as co-leaders, not just invited guests, the outcomes are richer, more grounded, and more relevant. By centering family voices in both the design and evaluation of this conference, we offer a case study in moving beyond tokenism toward genuine co-production. We hope this inspires others to build, challenge and evolve how families are engaged in health research - not just in principle, but in structure, culture, and action.

Julia Carneiro, Joyce Sserunjogi Nalugya (International):

Parents researching parent involvement and influence on early intervention, policy and practice

Abstract:

This presentation contributes to knowledge and understanding of family-EI provider relationships and family support by focussing on the perspectives of parents of DHH children on being asked to contribute in different ways to policy, practice and research. Commissioned by GPODHH and co-produced by a group of international parent leaders working in collaboration with chosen research partners, this presentation will outline the participatory research process and key findings from the parent workshop held at the last FCEI conference. That workshop explored (i) parents’ experiences of different levels of involvement in policy, practice and research including whether they felt valued and adequately represented; (ii) the scope and type of knowledge that parents contribute based on their lived experience, and how these are perceived and, in some cases, limited by those who consult with them.

Presented by workshop co-leads who are also co-authors of the accompanying research publication, the presentation will explain how the process of participatory research in the workshop mirrored key principles of meaningful parent involvement; how GPODHH chose to work with the researchers they brought on as partners; the conditions that support meaningful and influential parent contributions at local, community and systems levels; the role of reflexive agency in how parents move from individual advocacy for their child to broader leadership roles; and how the range of parents’ lived experience challenges traditional ideas about the types of knowledge they can offer. Finally, the presentation will connect the research findings to the emerging good practice principles being developed by GPODHH to guide effective parent involvement in collaborations with professionals, policy makers and researchers.

Sebastian Holler, Johanna Reheis, Sandra Eisner; MED-EL Medical Electronics (Austria):

Empowering Families and Professionals in Hearing Care: Building Support Systems In Resource-Limited Settings

Abstract:

In many parts of the world, families / carers of children who are Deaf / or Hard of Hearing face the challenge of raising and supporting their children without access to early intervention services, trained professionals, or even basic hearing care infrastructure. This presentation explores how the Hearing Healthcare Alliance (HHA)—a partnership between the Austrian Development Agency and MED-EL—has worked across 11 countries in Sub-Saharan Africa and South Asia to address this gap by building locally anchored, family-focused support systems from the ground up.

The focus of the HHA rehabilitation activities was on identifying ways to support families and professionals in environments where hearing care services are limited or not yet established. Key components of the program included:

• Training local audiologists, speech-language therapists, and rehabilitationists to work directly with families.
• Delivering caregiver-focused workshops - the MED-EL Family Curriculum - along with practical tools, to help parents and carers of children who are Deaf or Hard of Hearing to support their child’s communication and development.
• Establishing collaborative networks with local institutions and professionals to ensure long-term sustainability.

These efforts have brought together a wide range of contributors—including rehabilitation specialists, and local health professionals—each playing a role in shaping and delivering support. As the programs have grown, the voices and experiences of families have become increasingly central, helping to guide meaningful adaptations and ensure the initiatives respond to real-life needs.

This session offers practical insights, showing that even in the most resource-limited settings, families can be empowered and professionals supported to make a meaningful difference in the lives of children who are Deaf or Hard of Hearing.

Facilitator: Anja Burghardt, Presenters: Jonas Winter, Anna-Lena Feichter, Sabine Windisch (Austria):
Young DHH Panel Rethinking communication and the realities of life

Abstract:

The discussion explores how young adults who are deaf or hard of hearing cope with the communication challenges and joys of everyday life.

Karoline Schäfer, University of Duisburg-Essen (Germany):
In Case of a Multilingual Background and Cochlear Implants (CI) - Listen to Parents!

Abstract:

Children with CIs and a multilingual background can acquire two or more languages just like children with typical hearing, but they are at greater risk of developing delays in speech and language development (Keilmann et al., 2019). To date, there have been few studies on the experiences and needs of parents with children with CIs. It is assumed that language barriers and cultural issues pose a challenge for parents, as do experiences of racism, lack of information, and traumatic experiences (Teschendorff et al., 2011).

For professionals, it is important to understand how children with CI from multilingual backgrounds learn different languages and what potential and challenges this entails (Thyson et al. 2024). The study raises the question of the specific needs as well as the opportunities and wishes, that parents who raise their children with CI multilingually experience in everyday life.

As part of our project, we are conducting a total of twenty guided, problem-centered interviews with multilingual parents of children with cochlear implants of preschool or primary school age and recording their experiences, opinions and needs with regard to multilingualism with CI. Our initial results will be presented at the conference.

Helen Chilton, University of Manchester (UK):

Supporting Pragmatic Language Development in Deaf Children: Embedding FCEI Principles in Professional and Family Practice

Abstract:

Pragmatic language development remains a challenge for some deaf children, even with early identification and advanced hearing technologies (Paul et al., 2020). Skills such as turn-taking, inference, and conversational repair are often learned incidentally, but reduced access to such opportunities places deaf children at risk. A recent “call to action” proposed to create opportunities for deaf children to learn to use pragmatic language is to use an integrated approach where professionals and caregivers work collaboratively to target specific pragmatic skills for development from infancy (Szarkowski et al., 2020). Shared responsibility is essential because caregivers provide the everyday interaction context in which pragmatic growth occurs, directly promoting FCEI principles of child well-being, language and communication.

In response to this the National Deaf Children’s Society (NDCS) developed the Supporting the Social and Pragmatic Skills of Deaf Children resource (Chilton et al., 2023). The resource combines theoretical grounding with practical activities to strengthen professional understanding and enhance collaboration between families and professionals in fostering pragmatic language.

This study reports findings from a national survey (n = 93) of UK-based professionals on awareness of the children’s challenges and the availability of the resource, as well as the feasibility, acceptability, and implementation of the resource in its current format. Two-thirds of participants were aware of the tool, with almost half actively using it. Users valued both the theoretical framework and practical activities, frequently adapting them to meet family needs. They reported enhanced knowledge of pragmatic development (FCEI principle of trained providers), increased confidence in supporting families, and greater opportunities for collaboration. Barriers included workload pressures, limited time for integration, and the need for clearer conduits for shared professional/parental developmental assessment. Future work will aim to improve accessibility and usability of the resource for a wide range of professionals and parents.

Trudy Smith, Jermy Pang; NextSense Institute (Australia):

Powerful Parents: Promoting informed decision making processes

Abstract:

“I want my child to be successful, have friends and be proud of who they are” This familiar sentiment reflects the hopes and concerns of families as they learn of their child’s diagnosis and begin to reimagine their futures. Principle 6 of the Family Centred Early Intervention Principles for Deaf and hard of hearing children (FCEI:DHH) focuses on supporting family decision making authority, and outlines a series of EI provider and parent actions that can be undertaken to support family decision making, and the family activities and outcomes that may be experienced when EI Providers are responsive to family needs and concerns. Parent- EI professional partnerships ensure that the advice provided about communication and early intervention choices is evidence based, accessible to families, and free from bias.

By weaving together parent and EI professional voices, this session will highlight how collaboration can ensure families feel empowered, supported and respected in their role as decision-makers for their child. each of the EI Provider actions from Principle 6 and consider the ideas provided in video/ audio recorded and in-person advice from parents about fostering positive family activities and outcomes. Participants will be provided with opportunities to consider the challenges that are described and consider innovations that may promote informed decision making for families.

Janet DesGeorges; Hands&Voices (USA):

The Genesis of Resource Development and Partnerships: Genetic Educational Resources for Families

Abstract:

The goal of ensuring informed decision making by families is at the heart of the creation, development, and dissemination of information for families. As organizations and agencies seek to develop resources, partnerships are essential to create balanced information. This session will particularly explore the complex interplay between genetic testing for deaf and hard of hearing children and the family support systems that are integral to their development. As we integrate healthcare and family support considerations, this session will discuss the ethical, emotional, and practical considerations surrounding genetic testing for Deaf and Hard of Hearing children from a Family-Based Organizational lens. Understanding the impact of early genetic identification on family dynamics, decision-making, and long-term support strategies will be shared.

Additionally, as the dynamics of the role of Pharmaceutical Companies in Early Hearing Detection and Intervention (EHDI) emerges, practical resources will be shared for Patient/Parent Advocacy Organizations and others on the role they play in emerging conversations in Deafness. This includes information from Principles for interactions with biopharmaceutical companies: the development of guidelines for patient advocacy organization in the field of rare diseases. (Stein, et al. Orphanet Journal of Rare Diseases (2018) 13:18 DOI 10.1186/s13023-018-0761-02) These Guidelines recommend best practices and standards for interactions between patient advocacy organizations and industry that address topics such as the role of parent advocacy organizations; identification and engagement with companies in a transparent manner; patient engagement and patient privacy; financial contributions; clinical trial communication and support.

Lindsey Jones, Nicola Lester, Helen Chilton, University of Manchester (UK):

From babble to biology: Supporting caregiver/child interactions and early science learning through home-based early intervention

Abstract:

Problem: Deaf/hard of hearing (DHH) children at aged 5 years have a delayed understanding of the world (early science) compared to their hearing peers. Data also show an attainment gap between DHH/hearing young people in GCSE science at aged 16 years. Given the relationship between intervention in the early years and later academic outcomes, early intervention for DHH children needs to support early science learning.

Method: We created a science focused home-based intervention to encourage caregivers of DHH and hearing pre-school children (2;06-4;06) (N=25) to use features of language that we identified as important for science learning. Over ~13 months, caregivers video-recorded interactions with their child during specific daily routines and completed five caregiver report assessments (each at two different time points); four on their child’s understanding of science concepts and one on their scientific enquiry skills. Half the caregivers received a talking heads style video intervention showing opportunities for science talk during daily routines.

Results: The intervention positively affected mean length utterance (MLU), and the number of science and causal words produced by all caregivers. We found differences in linguistic input between caregivers of hearing children and caregivers of DHH. Caregivers of hearing children used more utterances, a significantly greater proportion of complex sentences and made more links to previous experiences than caregivers of DHH children. Caregiver report assessments showed gains in all children’s conceptual understanding. Caregivers of deaf children reported greater gains in scientific enquiry skills than those of hearing children.

Conclusions: These results provide evidence that a home-based science intervention can have a positive effect on caregiver linguistic input, but we reveal differences in input to DHH and hearing children. The study offers findings to suggest that a home-based science intervention provides an opportunity to narrow the attainment gap between DHH and hearing children in their science learning.

Joke Hoek-Vos, Evelien Dirks; The Dutch Foundation of the Deaf and Hard of Hearing Child (The Netherlands):

Watch it Together

Abstract:

Early parent–child interaction is fundamental for the socio-emotional and communicative development of children, particularly for infants who are deaf or hard of hearing. Watch It Together is an intervention project that applies Video Interaction Guidance (VIG) to enhance these interactions during the critical first months of life. In this study, video recordings were made of everyday interactions between parents and their 1–6 month old deaf or hard-of-hearing infants. Parents were later guided to review short sequences of successful moments of interaction, with attention to attunement, reciprocity, and multimodal (visual and tactile) communication.

The intervention group (n = 20) received three home visits with VIG-based feedback, while the control group (n = 20) received standard care. Preliminary findings indicate that parents who participated in Watch It Together reported strengthened self-efficacy, demonstrated increased sensitivity, and showed reduced intrusiveness in their interactions. Professionals highlighted the importance of making small but meaningful moments of reciprocity visible, while parents emphasized the empowering experience of seeing themselves succeed with their child.

This presentation will share the design and experiences from the home visits, illustrate how VIG supports early attunement, and present the first outcomes of the study. Bothe professionals and parents share their experiences. The findings underline the potential of early, video-based guidance to support families with deaf or hard-of-hearing infants.

Andrea Grames, Stefanie Muck, Teresa Schneider, Paula Eder, Sabine Eder; MED-EL Vienna, LZHS Vorarlberg (Austria):

Exploring Innovation in Hearing Support – Technology and Therapy in Dialogue with Families and Lived Experience

Abstract:

Supporting children with hearing loss involves navigating different approaches, values, and expectations. While family-centered early intervention remains a cornerstone, emerging technologies in cochlear implant care raise new possibilities for auditory access, communication, and autonomy. This symposium invites a reflective dialogue on how innovation—technical and therapeutic—can complement existing models and respond to individual needs.

We examine latest developments in hearing care through a multi-perspective lens:

• Technological tools such as the Totally Implanted Cochlear Implant (TICI), streaming solutions, bimodal hearing strategies, and advanced audio processors are presented not as universal answers, but as evolving options that may support individual needs.
• Therapeutic materials and digital resources are introduced with a focus on accessibility and adaptability—designed to support professionals and families in everyday language stimulation and auditory development.
• Lived experience plays a central role: CI user and professional deaf athlete Paula Eder shares how she consciously removes her processors during competition, embracing silence as part of her identity. Her story invites reflection on autonomy, choice, and the diverse ways individuals engage with hearing technology.

This symposium is shaped by:

• Interdisciplinary professionals working in audiology, education, and rehabilitation
• CI users and families, whose lived experiences contribute to shaping and assessing support approaches
• Paula Eder, whose personal narrative offers insight into the complex relationship between hearing technology and deaf identity

Participants will:

• Gain a balanced understanding of current innovations in CI technology and their potential applications
• Reflect on how tools and materials can be integrated into family routines without displacing core values
• Explore the role of identity, autonomy, and user choice in hearing journeys

Consider how innovation can expand the possibilities for children with hearing loss and the people who support them

Christopher Kurz, Patrick Graham; National Technical Institute for the Deaf/Rochester Institute of Technology (USA):

Raising the Bar: Storybook Development Standards and AI Innovations for Family-Centered Early Intervention

Abstract:

Early childhood educators and families need accessibile, culturally relevant storybooks to foster language and literacy for Deaf and Hard of Hearing (DHH) children. Building on the benchmarks set by the first edition of the Story Development Standards (Kurz & Nguyen, 2023), this session introduces the second edition, revised to integrate AI technologies.

The presentation describes the collaborative revision of these standards for the second edition, involving teacher trainers, educators, DHH leaders, researchers, and parents. We highlight guidelines co-developed with stakeholder feedback, focusing on using AI for sign language/text alignment, image and video generation, and metadata and accessibility tagging. Preliminary data shows that these tools boost stakeholders' confidence in creating materials. We will present the revised standards and a practical roadmap for implementation. Participants will leave with handouts and digital resources to support equitable and effective early intervention practices.

Rosanne van der Zee, Susan van den Boogaard, Jet Doeswijk, Noëlle Uilenburg, Evelien Dirks; The Dutch Foundation of the Deaf and Hard of Hearing Child, Tilburg University (The Netherlands):

UNICORN – Unilateral Cohort The Netherlands

Abstract:

Each year, approximately 100 children in the Netherlands are identified with unilateral hearing loss through newborn hearing screening (Van der Zee et al., 2022). Existing research indicates that children with unilateral hearing loss are at increased risk for challenges across various developmental domains (Bell et al., 2022). Despite a growing body of literature on unilateral hearing loss, many studies are limited by small sample sizes and often concentrate on a single aspect of development (Huttunen, Erixon, Löfkvist, & Mäki-Torkko, 2019).

In our UNICORN study the development of children with unilateral hearing loss is followed longitudinally from 6 months to 4 years of age across several domains. Data are collected every six months using parental questionnaires and child assessments, focusing on auditory, language, and psychosocial skills at various time points. The study also analyses parent-child interactions by recording videos during home visits. Currently, 19 children with unilateral hearing loss and 33 peers without hearing loss are enrolled in the study. In addition to the longitudinal assessment, the UNICORN-study explores the perspectives and experiences of professionals and parents regarding unilateral hearing loss.

This presentation will provide an overview of the design of the UNICORN study, discuss perspectives from parents and professionals, and present initial findings on early language development in children with unilateral hearing loss.

Hiltje Muller, Evelien Dirks; NSDSK, Pento, Tilburg University (The Netherlands):

From play to mealtime: understanding daily language environments in children who are hard of hearing

Abstract: 

Background: The 2024 FCEI-DHH Principles emphasize the importance of integrating communication into daily family routines to support language and social-emotional development in deaf and hard-of-hearing children. By embedding learning opportunities within natural, everyday activities, families can create a rich language environment that promotes consistent communication and overall child development. While the value of everyday routines is widely acknowledged, little is known about the types of activities in which children participate throughout the day, the proportion of time spent in these activities, and the nature of language exchanges that occur within them.

Method: We investigated the language environment of fifteen Dutch children (18–47 months) with bilateral moderate-to-profound hearing loss, all of whom used hearing aids and were enrolled in FCEI. Each child wore a LENA digital language processor that collected all-day naturalistic audio recordings in the home environment. These recordings were segmented into five-minute intervals and coded for specific everyday activities, such as play, shared book reading, mealtime, and caregiving routines, to provide a detailed picture of children’s language environments across daily contexts. In addition, the LENA software generated estimates of Adult Word Count, Child Vocalizations, and Conversational Turns for each five-minute segment.

Results: Children spent much of their day engaged in activities such as free play, outdoor activities, media use, and mealtimes and less in storybook reading and organized play. Media use prompted few conversational turns, whereas organized play and general conversations generated a high number of turns but occurred infrequently. These findings suggest that daily routines have untapped potential for supporting language development. To better understand current strategies for incorporating intervention into these routines, two additional interviews were conducted—one with a parent and one with a FCEI professional. Their insights, combined with the study’s results, offer practical guidance for helping parents integrate language stimulation into everyday family life.

Valerie Sung; Murdoch Children's Research Institute, University of Melbourne (Australia):

Beyond Single Communication Approaches: The complex reality for deaf and hard of hearing (DHH) children

Abstract:

Background: Deaf and hard of hearing (DHH) children use various communication approaches, including spoken language, sign languages, and augmentative and alternative communication. Despite advancements in hearing devices, many DHH children still face language deprivation. Past research has often oversimplified the outcomes of communication approaches into binary categories, potentially misrepresenting the complex reality of communication for DHH children.

Aim: This study explored the communication approaches used by DHH children in Victoria, Australia. We aimed to identify the prevalence of different communication approaches, changes in their use over time, and reasons behind these changes. An online survey was completed by 180 parents of DHH children recruited through the Victorian Childhood Hearing Longitudinal Databank (VicCHILD).

Results: Results showed that while spoken language was the most prevalent approach (93.9%), nearly half (46.7%) of DHH children used two or more communication approaches. Nineteen different combinations of approaches were identified. Additionally, 21.7% of parents reported changes in their child's communication approach over time, with the mean age of change being 4.8 years. The primary reasons for the changes were the development of spoken language, child-led preferences, and access to educational settings.

Conclusion: These findings highlight the diverse and dynamic nature of communication in DHH children, suggesting that a one-size-fits-all approach is inadequate. The study highlights the importance of comprehensive assessments that accurately capture the full complexity of DHH children's language and communication profiles. It also emphasises the importance of flexible, child-centred approaches in both clinical practice and research methodologies.

Elaine Gale, Shane Blau, Eileen Lograno, Hunter College (USA):

Eyes on Tomorrow: Visual Strategies for Deaf Children

Abstract:

Deaf children risk language deprivation in environments that lack visual access. Deaf adults naturally use visual strategies that support young children’s language development but studies show that hearing parents and teachers do not effectively use these visual strategies

with deaf children. To address this, a team of deaf and hearing professionals developed an innovative approach to parent instruction with a series of self-guided mini-lessons. The lessons are based on evidence-based visual strategies used by deaf adults. This study asked (1) Do mini-lessons on visual strategies increase time in shared attention between the parent and child? (2) Do they increase the child’s visual engagement with the parent and task at hand?

Two hearing parents recorded themselves reading a children’s book with their deaf toddler before and after the mini-lessons. Analyses of post-instruction assessment showed clear increases in shared attention and visual engagement (See Table 1). Parents’ reflections reinforced this growth: one shared “It’s really amazing to me how visual she is now that I have started paying attention to where her eyes are.” Another noted, “As a hearing parent, it’s still a very conscious decision to practice joint attention. It requires patience to wait while he explores, and then to actually gain his attention.”

Findings suggest that even brief instruction in visual strategies deaf adults use naturally can strengthen interaction between hearing parents and their deaf children. Mini-lessons provide practical, easy-to-use tools for early intervention programs. By equipping families with concrete, applicable techniques early, practitioners can promote stronger parent-child communication, reduce risks of language deprivation, and build a foundation for literacy and social-emotional development. These findings point to a practical intervention that can be used by EI professionals and parents to help deaf children enter school with stronger language readiness.

Deborah Chen Pichler, Elaine Gale, Diane Lillo-Martin, Gallaudet University, Hunter College, University of Connecticut (USA):

Understanding hearing parents’ frustration with sign language word order

Abstract:

“I know [ASL] has a grammar, there’s just not clear information on how [it] actually works. So I feel very incompetent in that area. I feel like I know a lot of words that I can string together but I know that’s not how [to do it].” (Hearing mother of deaf toddler)

Hearing parents who sign often rate word order as one of the hardest aspects of sign language to learn (Figure 1). Even parents who have acquired impressive signed vocabularies report uncertainty about how to combine those signs into well-formed sentences. Their struggle is made worse by the bewildering variety of grammatical structures in their sign language and conflicting messages about the acceptability of voicing and using “spoken language word order” when they sign.

Careful examination of hearing parents’ signing is a crucial first step towards understanding how to better support their word order development. In this presentation, we report themes that emerged in interviews with over 50 hearing parents specifically about their learning of sign language word order. We also report test results from 30 of those parents on their use of American Sign Language (ASL) grammar. Together, these data offer an unprecedented level of detail on the beliefs (and confusion) that hearing parents have about sign language grammar, as well as the word orders that they use in their signing.

Results show that parents lean heavily on word orders that also occur in English (e.g. subject-verb-object and adjective-noun orders), especially when signing while speaking. However, we will demonstrate that they also regularly use certain ASL word orders that diverge from English, often quite effectively when engaged in ASL storytelling or creative play. These findings offer an encouraging starting point for early intervention programs who support parent learners on their journey towards signing proficiency with their DHH children.

Uma Soman, Janet DesGeorges, Listening Together, Hands&Voices (USA):

Learning Together, Leading Together: Findings from a Joint Educational Program for Parents and Professionals

Abstract:

Background: We can all agree that optimal outcomes for deaf and hard of hearing (DHH) children (ages 0-6) depend on strong, knowledge-based partnerships between parents and professionals within a Family-Centered Early Intervention (FCEI) framework. However, traditional educational opportunities typically segregate these groups, limiting opportunities for shared learning and mutual perspective-taking. This presentation shares initial findings from the Preparing Professionals and Parents in Rehabilitation and Education of DHH Children (Project PrePPaRE-DHH), a joint educational model designed to bridge this divide.

Methods: Project PrePPaRE-DHH by Listening Together is a 6-month intensive online learning program (July – Dec 2025) focusing on FCEI-aligned key topics: audiological management, speech & language, academic & literacy development. We intentionally recruited a diverse cohort of 19 participants from five countries: 6 parents who want to support other parents, 2 parent-professionals, 2 students, and 9 professionals. The cohort also includes a deaf adult and a child of deaf adults. The program is designed by a professional who has a deaf sibling, assisted by two professionals and one parent-professional. The program’s curriculum integrates instructional differentiation to ensure relevance and accessibility for both professional and parent learners.

Results (Preliminary): Preliminary qualitative data from the first 12 weeks clearly indicate that both parents and professionals are actively learning with and from each other and are reporting high satisfaction. Perspectives shared during collaborative discussions have deepened participants’ understanding of FCEI service delivery from both sides of the partnership.

Conclusion and Implications: This presentation will discuss the innovative structure of this joint educational opportunity, the methods of instructional differentiation utilized, and share parent and professional perspectives. Project PrePPaRE-DHH serves as a proof of concept, demonstrating that joint training fosters a collaborative foundation, and we hope our findings encourage conference attendees to explore similar learning models in their respective communities.