Coordinator's Column Welcome to the fall issue of Perspectives! Continuing education is one of the greatest gifts we give ourselves, our patients, clients, students, and our profession. Recognizing that many U.S. children arrive at kindergarten with a congenital or acquired hearing loss, the work we do is as important as ever. ... Coordinator's Column
Coordinator's Column  |   September 01, 2009
Coordinator's Column
Author Notes
Article Information
Coordinator's Column
Coordinator's Column   |   September 01, 2009
Coordinator's Column
SIG 9 Perspectives on Hearing and Hearing Disorders in Childhood, September 2009, Vol. 19, 52-53. doi:10.1044/hhdc19.2.52
SIG 9 Perspectives on Hearing and Hearing Disorders in Childhood, September 2009, Vol. 19, 52-53. doi:10.1044/hhdc19.2.52
Welcome to the fall issue of Perspectives!
Continuing education is one of the greatest gifts we give ourselves, our patients, clients, students, and our profession. Recognizing that many U.S. children arrive at kindergarten with a congenital or acquired hearing loss, the work we do is as important as ever. As the Early Hearing Detection and Intervention Coordinator for my state, I conduct many in services and trainings for professionals who are not in the field of audiology or speech-language pathology. I've made a habit to take an informal poll during presentation opportunities, and most members of any given audience (i.e., educators, early intervention specialists, Part C service and intake coordinators, physicians, hospital screening personnel) work or have worked with one or more children with hearing loss. Questions remain, however, about the most effective forms of management for children with hearing loss. This is particularly true regarding children with cochlear implants or those who may be candidates for implantation. These experiences always remind us of how important it is to share the most current information in our field.
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