Washington State Department of Children, Youth and Families (DCYF) - Prior to taking this training, please take all the required trainings on the DCYF Training Site.

DCYF Student Portal

Late Services: Provision and Documentation – ESIT Practice Guide (PDF)

Transition Resources For Part C & Part B

Early Childhood Transition from Part C to Part B Timeline Requirements (PDF)

Interagency Early Childhood Transition Agreement between DCYF and OSPI (PDF)

Other Recommended Trainings

Early Hearing Detection, Diagnosis, and Intervention (EHDDI) Program – Supporting Children Who are Deaf or Hard of Hearing and Their Families Training Modules .

Early Hearing Detection, Diagnosis and Intervention (EHDDI) Program | Healthier Washington Collaboration Portal

Specialized Providers and Services Training Module

Knowledge Building Training Module

Bias Awareness Training Module

Resources

ESIT Statewide Directory

Evaluations for Children Who are Deaf Or Hard of Hearing (DHH)

OSPI Special Education & Institutional Education Directory

Relationship-Building Tips for Successful Transitions

Transition - The Next Step - What Happens when My Child Turns Three

Evaluating Children Who are Deaf or Hard of Hearing

Evaluations for Children Who are Deaf Or Hard of Hearing (DHH) (PDF)

American Speech-Language-Hearing Association - https://www.asha.org/

Language and Communication of Deaf and Hard of Hearing Children

National Association of State Directors of Special Education - https://www.nasdse.org/

Optimizing Outcomes for Students who are Deaf or Hard of Hearing – Educational Service Guidelines (PDF)

Deaf and Hard of Hearing Preschools

*Please note that this list may not include all deaf and hard of hearing preschools in Washington. This list is provided for convenience only. The Washington State Department of Health does not endorse the professionals on this list and cannot make any guarantees regarding quality of care.

Hearing Speech and Deaf Center – Rosen Family Preschool - Rosen Family Preschool is a program for children birth to five and they use both American Sign Language (ASL) and English.

Artz Communication Center
1625 19th Avenue, Seattle, WA 98122

Phone: 206-323-5770

Email: rosenpreschool@hsdc.org

Website: Rosen Family Preschool & ASL Infant Toddler Room – Hearing, Speech & Deaf Center

Listen and Talk – Blended Classroom Program - Listen and Talk’s Blended Classroom Program i preschool program where children who are deaf or hard of hearing learn side-by-side with children who have typical hearing. Listen and Talk uses Listening and Spoken Language (LSL).

8244 122nd Ave NE, Kirkland, WA 98033

And

Inside of Stevens Elementary School

1242 18th Ave E, Seattle, WA 98122

Phone: 206-985-6646

Email: info@listenandtalk.org

Website: Blended Classroom Program - Listen and Talk

Northwest School for the Deaf and Hard-of-Hearing Children (NWSDHH) - NWSDHH provides preschool to 8th grade services for children who are deaf and hard of hearing and use Total Communication (Listening and Spoken Language and Signing Exact English (S.E.E.).

Location

15303 Westminster Way N, Shoreline, WA 98133

Contact Information

Phone: 206-364-4605

Email: information@northwestschool.com

Website: Preschool to 8th Grade - Northwest School for Deaf and Hard-of-Hearing Children

Spokane Hearing Oral Program of Excellence (HOPE)

Spokane HOPE provides preschool services to child who use Listening and Spoken Language (LSL).

Location

1821 E. Sprague Ave., Spokane, WA 99202

Contact Information

Phone: 509-868-0044

Email: info@spokanehope.org

Website: Preschool for Deaf and Hard of Hearing - Spokane HOPE | Hearing Oral Program of Excellence

Washington School for the Deaf (WSD) – Early Childhood Program - The WSD Early Childhood Program provides preschool services to children who use American Sign Language (ASL) and English.

Location

3107 E. Evergreen Blvd, Vancouver, WA 98661

Contact Information

Phone: 360-334-5618

Email: contact.wsd@cdhy.wa.gov

Website: Preschool – Washington School for the Deaf

Statewide Resources

Center for Deaf and Hard of Hearing Youth (CDHY) - A bout CDHY
A statewide resource committed to ensuring all deaf and hard of hearing students in Washington reach their full potential regardless of where they live or attend school.
Phone: 855-342-1670
Request for Support

Coordinated Recruitment and Enrollment (CRE) - About CRE

The Washington State Legislature has tasked the Department of Children Youth and Families (DCYF) to partner with the Office of Superintendent of Public Instruction (OSPI) to expand equitable access to early learning programs for families seeking early care and education.

Early Hearing Detection, Diagnosis, and Intervention (EHDDI) Program - A bout EHDDI
ehddi2@doh.wa.gov Or call 1-888-WAEHDDI (1-888-923-4334)

Audiology Clinics for Infants (PDF)

Hearing Tests for Children – What to expect before, during, and after your child’s hearing test (PDF)

Relationship-Building Tips for Successful Transitions (PDF)

Resource Notebook for Families of Children Who are Deaf or Hard of Hearing (PDF) (Spanish) (Russian) (Mandarin Chinese) (Somali) (Vietnamese)

Early Support for Infants and Toddlers (ESIT) - About ESIT
Connects families of children who are hard of hearing ages birth to 3 with early support services in Washington State.

ESIT Statewide Directory (PDF)

Pathways to Services for Infants and Toddlers Who Are Deaf or Hard of Hearing (DHH) (PDF)

Pathways to Sevices for Infants and Toddlers Who with DeafBlindness (PDF)

Transition - The Next Step - What Happens when My Child Turns Three

Office of Superintendent of Public Instruction (OSPI) - About OSPI

OSPI Special Education & Institutional Education Directory (PDF)

Transition from Part C to Part B (Indicator 12 (PDF)

Washington DeafBlind Project - About WA DB Project
Serves early development and educational needs for children and youth from birth through age 22 who have combined hearing and vision challenges, including those with complex health needs.
Katie.Humes@wssb.wa.gov

Request for Support

Washington State EHDDI Learning Community (WSELC) - About WSELC
Supports professionals across disciplines and across the state to connect, share ideas and results, and learn from each other through both in-person and virtual interactions.

Washington State Hands & Voices - About WA H&V
We are a parent driven organization dedicated to supporting families with children who are Deaf or Hard of Hearing (DHH) regardless of language or communication mode.
Phone:425-268-7087 or Email:gbys@wahandsandvoices.org

Advocacy Support & Training (ASTra) Program - We help parents learn the laws and strategies specific to students who are deaf, deafblind, deaf plus, or hard of hearing.

Guide By Your Side™ (GBYS) Program - Provides free support and resources by trained Parent Guides.

WithinReach Help Me Grow Washington - About WithinReach
Committed to making the connections that all Washington families need to be healthy. We believe that we can only do our jobs well by learning about the people we serve, and by seeking to reduce the barriers that create inequalities..
Toll-Free: 1-800-322-2588
Email: childdevelopment@withinreachwa.org
Fax: 206-299-9146

National Resources

Center for Disease Control and Prevention (CDC) - About CDC: Infant Hearing Loss

A Parent's Guide to Hearing Loss | Parent Guides to Hearing Loss | CDC

Communicate with Your Child (PDF)
(Spanish) (Chinese) (Tagalog) (Korean) (Vietnamese)

Decision Guide to Communication Choices for Parents of Children Who Are Deaf or Hard of Hearing (PDF)

Early Hearing Detection and Interventions – Pediatric Audiology Links to Services (EHDI-PALS) - About EHDI PALS
Searchable national directory to help families, healthcare professionals, and state public health organizations to find pediatric audiology expertise for children ages birth to five.

Hands & Voices: Family Leadership in Language & Learning (FL3) Resource Toolbox - H&V Resource Toolbox
Library of Hands & Voices resources to support families, parents, and caregivers of deaf or hard-of-hearing babies, toddlers, and young children identified through a newborn hearing screening.

IEP/504 Checklist

Supporting Families in Transition between Early Intervention and School Age Programs

Transition to Preschool

Hear to Learn - About Hear to Learn
Interactive resources in English and Spanish for parents and professionals who wish to learn more about listening and spoken language development.

Joint Committee On Infant Hearing (JCIH) - JCIH
The mission of JCIH is to address issues that are important to the early identification, intervention, and follow-up care of infants and young children with hearing loss/differences.

Joint Committee on Infant Hearing (JCIH): Principles and Guidelines for Early Hearing Detection and Intervention Programs (2019) (PDF)

National Center on Deaf-Blindness - About NCAB
Improving services, results, and quality of life for children and youth who are deafblind.

Sign It - About Sign It
Online curriculum for learning American Sign Language (ASL) for children under 36 months of age.

Glossary

Academic development: How a child develops skills and goals to engage in academic learning.

Active listening: A way of listening and responding to another person to improve mutual understanding.

American Sign Language (ASL): ASL is a full, visual language with its own unique rules. Children learn ASL as their first language. Then they learn to read and write English or their family’s primary language. Families may also choose to teach their child spoken language, as well. The use of ASL is part of the Deaf community but is not limited to the Deaf community.

ASL-English Bilingual: ASL-English bilingualism supports the acquisition, learning, and use of ASL and English to meet the needs of diverse learners who are deaf and hard of hearing. It involves incorporating sign language and written/spoken language into the child's education and daily life, enabling them to navigate both the deaf and hearing worlds.

Audio loops systems: Assistive listening systems that use electromagnetic fields to transmit sound directly to hearing aids or cochlear implants equipped with a telecoil, improving sound clarity in specific environments.

Auditory Brainstem Response (ABR): During this test, the baby wears small earphones and has electrodes painlessly placed on his or her head. The electrodes adhere and come off like stickers and should not cause discomfort.

Availability bias: Tendency to rely on readily available information or examples that come to mind easily when making judgments or decisions.

Barriers: An obstacle that prevents access.

Biases: Systematic and unfair preferences or prejudices towards or against certain individuals or groups based on personal beliefs, attitudes, or stereotypes.

Captioning: Displaying written text of spoken words in real-time allows individuals who are DHH to read captions and follow conversations or media content.

Child Outcome Summary (COS): A process used to measure a child’s progress in three key areas: positive social-emotional skills, acquiring and using knowledge and skills, and taking appropriate action to meet their needs. The COS is typically completed during transitions, such as from Part C to Part B, to help guide service planning and track developmental progress.

Cochlear implants: Surgically implanted devices that bypass damaged parts of the ear to stimulate the auditory nerve directly, providing sound perception for individuals who have severe to profound decreased hearing levels.

Cognitive development: The growth of a child’s ability to think and reason.

Communicative-linguistic: Interpersonal communication processes with a focus on a living natural language that incorporates different communicating components, including physical, psychological, physiological, social, and contextual.

Confirmation bias: Seeking or interpreting information to confirm preexisting beliefs or expectations.

Continuous education: Education after professional education; also known as lifelong learning.

Cued Speech: Cued speech helps children hear and see speech sounds. It uses special hand shapes as “cues” around the face when speaking. This can help children distinguish between words that can sound or look the same.

Cultural bias: Prejudices or preferences based on cultural differences. This bias can manifest in various forms, such as exclusion, providing limited access to resources, or assumptions about their capabilities.

Cultural sensitivity: Being aware and accepting of cultural differences.

DHH: Stands for Deaf and Hard of Hearing

Deaf: Profoundly hard of hearing; may have little or no hearing.

Deaf or hard of hearing (DHH): A term describing people with varying degrees of hearing differences that may affect communication, learning, and development. This includes people with mild to profound hearing difference, whether it is permanent or fluctuating.

Emotional bias: Emotions that can influence parents’ decision-making process and perception of support needs. When faced with their child’s hearing levels, parents may experience a range of emotions such as shock, denial, guilt, or fear.

Early Support for Infants and Toddlers (ESIT): The Early Support for Infants and Toddlers (ESIT) program supports families with information and skills to ensure they are supported as the most critical influence on their child’s early learning and development.

Early Support for Infants and Toddlers (ESIT) provider agency: An organization authorized to deliver early support services under IDEA Part C. These agencies work with families to implement the Individualized Family Service Plan (IFSP) and coordinate services like speech therapy, physical therapy, and support the transition to school-based services at age three.

Emotional development: Learning what feelings and emotions are and understanding how they occur. Recognizing one’s own feelings and those of others.

Evoked Otoacoustic Emissions (EOAE): Tiny, flexible plug put into the baby's ear. Sounds are sent through the plug. A microphone in the plug records the typical ear's otoacoustic responses (emissions) in reaction to the sounds. There are no emissions in a baby who shows as hard of hearing or deaf. This test is painless and often takes just a few minutes. It is done while the baby sleeps.

Free and appropriate public education (FAPE): A legal requirement under the Individuals with Disabilities Education Act (IDEA) ensuring that all children with disabilities, ages 3–21, receive an education at no cost to families. Education must meet the child’s individual needs and prepare them for further education, employment, and independent living.

Flashing and vibrating alarms: Alarm systems that use visual cues, such as flashing lights or vibrations, to alert individuals who are DHH to various signals, including fire alarms, doorbells, or phone calls.

FM or DM systems: Assistive listening devices that use radio waves to transmit sound directly from a speaker's microphone to a receiver worn by the listener, reducing background noise and improving speech understanding.

Hard of Hearing: A person who is hard of hearing may have mild to severe hearing levels.

Hearing aids: Small electronic devices worn in or behind the ear that amplify sound and improve hearing for individuals who are hard of hearing.

Implicit bias: Unconscious biases that influence our attitudes, beliefs, and behaviors without our awareness. These biases are often deeply ingrained and can affect interactions and decision-making.

Individualized Family Service Plan (IFSP): A personalized plan for infants and toddlers (birth to age 3) and their families under IDEA Part C that outlines early support services. The IFSP focuses on supporting the child’s development within their daily routines and includes family goals. It is reviewed every six months and updated annually.

Individuals with Disabilities Education Act (IDEA): A federal law that ensures all children with disabilities, from birth through age 22, have access to free and appropriate education. IDEA Part C addresses early support services for children under age three, while Part B covers special education for children aged three and older.

Part C of the act addresses early support services for eligible infants and toddlers, ages birth to three.
Part B of the act addresses special education and related services for eligible students, ages three to 22.

Least Restrictive Environment (LRE): An IDEA requirement that children with disabilities are educated with their non-disabled peers to the greatest extent appropriate. For children transitioning to preschool, this often means participating in regular classroom settings with supplementary aids and services provided as needed. Special considerations for LRE for children who are DHH is an educational setting that provides opportunities for direct communication with peers and school personnel, as well as opportunities for direct instruction in the child’s language and communication mode.

Listening and Spoken Language (LSL): Listening and spoken language teach children to understand and speak the language their family and peers speak. Children use their hearing abilities and hearing technology such as hearing aids and cochlear implants, as they learn spoken language.

Linguistic bias: Prejudices based on language differences. This bias can lead to limited communication access, exclusion, or a lack of understanding and appreciation for different communication modalities.

Local Education Agency (LEA): The public school district or education authority responsible for providing special education and related services to eligible children aged three–22. The LEA becomes involved during the transition from Part C (early support services) to Part B (school-based services).

Infrared listening devices: Wireless devices that use infrared signals to transmit sound to individuals who are hard of hearing, often used in large venues like theaters or conference halls.

Multiple disabilities: Two or more disabilities that may occur at once.

Natural environment: Everyday settings where a child typically lives, learns, and plays, such as the home, childcare, or community spaces. For children in the Part C early support program, services are delivered in natural environments to support development within the child’s daily routines.

Otoacoustic Emissions (OAE): A soft earphone is inserted into your baby’s ear canal during this test. It plays sounds and measures an "echo" response that occurs in ears with typical hearing. If there is no echo, your baby might be hard of hearing.

Personal belief system: A set of propositions held to be true based on our own experiences, education, and assumptions.

Play Audiometry: A test using an electrical machine sends sounds at different volumes and pitches into your child's ears. The child often wears some type of earphones. This test is changed slightly in the toddler age group and made into a game. The toddler is asked to do something with a toy (such as touch or move a toy) every time the sound is heard. This test relies on the child's cooperation, which may not always be possible.

Portable sound amplifiers: Compact amplification devices that increase the volume of sound for individuals who are mild to moderately hard of hearing in various situations, such as conversations or watching TV.

Self-reflection: Meditation or serious thought about one's character, actions, and motives.

Sensory development: The maturing of the five senses: hearing, smell, taste, touch, and vision.

Signing Exact English (S.E.E.): S.E.E. is a sign language system that follows exact English vocabulary and grammar. Children are encouraged to communicate with their eyes, ears, hands, and voices.

Stereotyping bias: Forming generalizations or assumptions about individuals or groups based on limited information or common characteristics. This bias can lead to inaccurate perceptions, unfair treatment, and limited opportunities for those who do not conform to stereotypes.

Telephone amplifiers: Devices that amplify sound from telephones making it easier for individuals who are hard of hearing to hear and understand phone conversations.

Total Communication: Total communication combines a sign language system, such as Signing Exact English (S.E.E.) and spoken language.

Transition plan: A component of the IFSP for children nearing their third birthday. The transition plan outlines steps to move from early support services (Part C) to preschool services (Part B) or other appropriate programs. It must be developed at least 90 days before the child turns three.

Typical: Similar or the same as others of its type.

Visual Reinforcement Audiometry (VRA): A test where the child is trained to look toward a sound source. When the child responds correctly, the child is rewarded through visual reinforcement. This may be a toy that moves or a flashing light. The test is most often used for children between 6 months to 2 years old.

References

DesGeorges, J. (2016). Avoiding assumptions: Communication decisions made by hearing parents of deaf children. AMA J Ethics. 2016;18(4):442-446. doi: 10.1001/journalofethics.2016.18.4.sect1-1604. https://journalofethics.ama-assn.org/article/avoiding-assumptions-communication-decisions-made-hearing-parents-deaf-children/2016-04

Harlan Lane, Ethnicity, Ethics, and the Deaf-World, The Journal of Deaf Studies and Deaf Education, Volume 10, Issue 3, Summer 2005, Pages 291–310, https://doi.org/10.1093/deafed/eni030

Harris, C., Hemer, S. R., & Chur-Hansen, A. (2021). Informed choice and unbiased support: Parents’ experiences of decision-making in paediatric deafness. SSM - Qualitative Research in Health, 1, 100022. https://doi.org/10.1016/j.ssmqr.2021.100022

Gallaudet Research Institute (December 2005). Regional and National Summary Report of Data from the 2004 – 2005 Annual Survey of Deaf and Hard of Hearing Children and Youth. Washington, D.C.: Gallaudet Research Institute, Gallaudet University.

Naarden Braun, K. V., Christensen, D., Doernberg, N., Schieve, L., Rice, C., Wiggins, L., Schendel, D., & Yeargin-Allsopp, M. (2015). Trends in the Prevalence of Autism Spectrum Disorder, Cerebral Palsy, Hearing Loss, Intellectual Disability, and Vision Impairment, Metropolitan Atlanta, 1991–2010. PLOS ONE, 10(4), e0124120.https://doi.org/10.1371/journal.pone.0124120 Copy

Salmon MK, Brant J, Hohman MH, et al. Audiogram Interpretation. [Updated 2023 Mar 1]. In: StatPearls [Internet]. Treasure Island (FL): StatPearls Publishing; 2023 Jan-. Available from: https://www.ncbi.nlm.nih.gov/books/NBK578179/#

Scott, Jessica A., and Hannah M. Dostal. “Language Development and Deaf/Hard of Hearing Children.” Education Sciences, vol. 9, no. 2, 2019, p. 135., https://doi.org/10.3390/educsci9020135.

Shojaei E, Jafari Z, Gholami M. Effect of Early Intervention on Language Development in Hearing-Impaired Children. Iran J Otorhinolaryngol. 2016 Jan;28(84):13-21. PMID: 26877999; PMCID: PMC4735612.

U.S. Department of Health and Human Services. (2021). Your baby’s hearing screening and next steps. NIH Publication No. 21-4968. https://www.nidcd.nih.gov/sites/default/files/your-babys-hearing-screening-and-next-steps.pdf

United States Government Accountability Office. https://www.gao.gov/assets/gao-11-357.pdf

EHDDI Resource Library

Free Trainings

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Recommended Trainings - Part B Providers

Washington Office of Superintendent of Public Instruction (OSPI)

Recommended Trainings - Part C

Transition Resources For Part C & Part B

Other Recommended Trainings

Resources