Relația dintre dezvoltarea limbajului și psihomotricitate în contextul dizabilității intelectuale

Early intervention (EI) services for hearing-impaired (HI)/ Deaf children are provided through a process of collaboration, understanding and respect between the professionals and the families. They work together to build an intervention plan which will allow the hearing-impaired/ Deaf child to access functional communication and optimal auditory, verbal, cognitive, social and emotional development. The paper presents in the first part specific aspects concerning early intervention for hearing-impaired/ Deaf children, illustrating the variety of situations regarding hearing loss, health, associated disabilities, types of families, and communication options and needs. The second part focuses on specific objectives in EI programs highlighting good practices in promoting their quality: access to specialists working in interdisciplinary teams, access to specialists who have knowledge and competencies to work with HI/ Deaf children, optimizing child development and the well-being of the family, supporting and promoting best results in all developmental areas, supporting families in their choice of communication for their HI/Deaf child, monitoring and assessment activities, active family involvement and support systems options for the families