Abstract
The present paper examines scholarly work in the field of early intervention (EI) for deaf and hard of hearing (d/hh) children and their families regarding the modality debate and the important components of EI services, and then presents the findings of a qualitative study on parent experiences within the Kentucky EI system First Steps. The researcher sought to understand what role the modality debate plays in EI services as well as factors that impact parental decision-making. The primary research question that emerged from initial research and served as the guiding question throughout subsequent investigation is as follows: is the First Steps system and it’s service providers meeting the needs of d/hh children and their families in Kentucky?
Semester/Year of Award
Spring 5-12-2015
Mentor
Kimberly J. Hale
Mentor Department Affiliation
American Sign Language and Interpreter Education
Access Options
Restricted Access Thesis
Document Type
Bachelor Thesis
Degree Name
Honors Scholars
Degree Level
Bachelor's
Department
American Sign Language and Interpreter Education
IRB Approval Number (if applicable)
IRB00002836
Recommended Citation
Beck, Kathryn L., "An Exploration of Early Intervention for Deaf and Hard of Hearing Children and their Families in Kentucky" (2015). Honors Theses. 221.
https://encompass.eku.edu/honors_theses/221
