Maintaining the functionality of the family system is the highest priority of parent-infant programming. It is incumbent upon educators to constantly be aware of their impact on the family system in their routine educational interactions with families. In an effective parent-educator team relationship at the infant level, parents retain decision-making authority and responsibility for the family. Once children start school on a full-time basis, educators have the responsibility for making decisions regarding educational strategies.

The Early Identification Program serves families of deaf and hard of hearing children from birth to three years of age. When toddlers are three years old they may enter the preschool program. At the preschool level, an Individualized Education Plan (IEP) is developed for each child based on present levels of performance.

Early Identification teachers follow these guidelines to maintain best educational practices:

• Understand, recognize, and unconditionally respect the grieving process.

• Respect that an infant's needs often cannot be separated from the needs of the family. Contributing to a healthy family unit is the best long-term strategy to support the infant's development.

• Recommend intervention strategies that respect cultural and social priorities.

• Set healthy and appropriate boundaries which protect the well-being of both families and professionals.

• Exhibit ethical constraints toward privacy, and respecting confidentiality of sensitive information.

Referrals may be made to:
Mrs. Marcia Orvets
Supervisor, Hearing Impaired Program
A. G Bell School
1455 Huy Road
Columbus, Ohio  43224
(614) 365-5977 v/tty