A PROGRAM FOR FAMILIES OF CHILDREN WHO ARE DEAF OR HARD OF HEARING PATH Parent to Parent/Family Voices of CT (PATH/FVCT) Deaf and Hard of Hearing Support Center provides, information, resources and emotional support from a parent of a child who is deaf or hard of hearing that is there to “Listen” to you.

When parents first learn that their child is deaf or hard of hearing many emotions arise. Parents have many questions not only about their child’s hearing but about their own feelings. The PATH/FVCT Deaf and Hard of Hearing Support Center wants you to know that you are not alone.


Knowing other parents who understand first-hand what you are feeling is both comforting and empowering. All Parent “Listeners” have completed a training program and can provide one to one support from one parent of a child who is deaf or hard of hearing to another.


If you would like to be contacted by a Parent “Listener” please call the Parent to Parent Coordinator, Sheri Romblad at 203.506.5710 or email: sromblad@pathct.org. A Parent “Listener” can contact you by phone or email. All information is kept confidential.

Parent Guide to Hearing Loss http://www.cdc.gov/ncbddd/hearingloss/parentsguide/hearingloss/index.html



Hearing loss can affect a child’s ability to develop speech, language, and social skills. The earlier a child who is deaf or hard-of-hearing starts getting services, the more likely the child’s speech, language, and social skills will reach their full potential.

Early intervention program services help young children with hearing loss learn language skills and other important skills. Research shows that early intervention services can greatly improve a child’s development.

Babies that are diagnosed with hearing loss should begin to get intervention services as soon as possible, but no later than 6 months of age.

There are many services available through the Individuals with Disabilities Education Improvement Act 2004 (IDEA 2004). Services for children from birth through 36 months of age are called Early Intervention or Part C services. Even if your child has not been diagnosed with a hearing loss, he or she may be eligible for early intervention treatment services. The IDEA

2004 says that children under the age of 3 years (36 months) who are at risk of having developmental delays may be eligible for services.


CT Birth to Three


Planning For Your Child   http://www.cdc.gov/ncbddd/hearingloss/freematerials/planforyourchild.pdf

Contact information for each of the Birth to Three programs specializing in serving children who are Deaf or Hard of Hearing:

American School for the Deaf


CREC Soundbridge


New England Center for Hearing Rehabilitation




The Connecticut EHDI program strives to ensure that all Connecticut-born babies receive the appropriate hearing screenings at birth; receive diagnostic hearing evaluations, as warranted; and babies who have hearing loss are enrolled into an Early Intervention program. 



The following link contains three videotapes/DVDs that were made possible through the cooperative efforts of Connecticut’s EHDI Task Force Members.  The videotapes can be viewed on NCHAM’s website.  www.infanthearing.org/videos



path School agedSCHOOL AGED

Special education is instruction specifically designed to address the educational and related developmental needs of older children with disabilities, or those who are experiencing developmental delays. Services for these children are provided through the public school system. These services are available through the Individuals with Disabilities Education Improvement Act 2004 (IDEA 2004), Part B.



Effective July 1, 2012, Section 11 of Public Act (P.A.) 12-173, entitled An Act Concerning Individualized Education Programs and Other Issues Relating to Special Education, requires that the individualized education program (IEP) for any child identified as deaf or hard of hearing shall include a language and communication plan (LCP) developed by the child ‘ s planning and placement team (PPT). Any student with an identified hearing loss, regardless of the primary disability indicated on the IEP for the purposes of special education eligibility, should have an LCP, which documents the considerations and/or actions discussed by the PPT.


Language and Communication Plan http://www.sde.ct.gov/sde/lib/sde/pdf/deps/special/annotated_language_and_communication_plan.pdf


IEP – Step by Step Family Guide http://www.ct.gov/dds/lib/dds/family/iep_guide_page_by_page.pdf


Parent Guide to Special Education


http://www.sde.ct.gov/sde/lib/sde/pdf/DEPS/Special/Parents_Guide_SE_Span.pdf (Spanish)



Your child is entering a point in time, filled with change, growth, excitement, and sometimes fear and confusion, called TRANSITION. Transition is defined as movement, passage, or change from one position, state, stage, subject, concept, to another. For you and your child, transition means that he/she is moving from childhood to young adulthood, and from school to adult life. There are many things to think about and do to prepare for this change.

The guide provided below is to help you think about some of the questions to ask, options to consider, and things to talk about with your transitioning youth. Choices and decisions you and your son/daughter make during this time can help to positively shape the future and the life they will live as an adult.


Guide to Charting the LifeCourse


For more information on LifeCourse or to request a free consultation, please contact the Parent to Parent Coordinator, Sheri Romblad at 203.506.5710 or email at sromblad@pathct.org.

American School for the Deaf Adult Vocational Services (AVS)

ASD’s Adult Vocational Services (AVS) provides assistance to deaf and hard of hearing adults with diverse backgrounds and a wide range of needs, some of whom may have additional disabilities, in preparing for, finding and maintaining employment. The program also offers services assisting individuals in developing and maintaining appropriate supports for living and working independently.




When is a good time to talk to BRS? As early as age 14, you can meet with and invite a    BRS counselor to come to your school Individual Education Plan (IEP) team meeting.  Parents or other adult involved in your education may also call. Meeting with a BRS counselor early will make sure that you and your family understand the differences between what your school provides and what assistance BRS can provide. It is best if you meet with a BRS counselor before the end of your junior year to learn if you are eligible. This meeting will also help you plan for your career and give you a path to follow when you leave high school.


http://www.ct.gov/brs/lib/brs/pdfs/doyouwanttoworkspanish.pdf (SPANISH)




American Society for Deaf Children

The American Society for Deaf Children (ASDC) is committed to empowering diverse families with deaf* children and youth by embracing full access to language-rich environments through mentoring, advocacy, resources, and collaborative networks.



CT Department of Deaf and Hard of Hearing

The Commission on the Deaf and Hearing Impaired (CDHI) was created by the Connecticut State Legislature in 1974 to advocate, strengthen and implement state policies affecting Deaf and Hard of Hearing individuals and their relationship to the public, industry, health care, and educational opportunities



CT Hands & Voices

Dedicated to supporting families with children who are Deaf and Hard of Hearing without bias around communication modes or methodology.



Hear Here Hartford

To empower teens and young adults to overcome their everyday life challenges associated with hearing loss.  We aim to do this using a mentor model.  Mentors participating in our chapter are all successful, hard of hearing adults who freely share their experience to provide hope, inspiration, and support to our young members.



National Association of the Deaf

The National Association of the Deaf (NAD) is the nation’s premier civil rights organization of, by and for deaf and hard of hearing individuals in the United States of America.



National Community of Practice

The overall goal of supporting families, with all of their complexity, strengths and unique abilities is so they can best support, nurture, love and facilitate opportunities for the achievement of self-determination, interdependence, productivity, integration, and inclusion in all facets of community life for their family members.




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