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Early intervention is defined as “a set of services for children six years of age or younger who are at risk of or who currently have developmental delays or social emotional problems” (Guralnick, 2005, as cited in Mahoney & Wiggers, 2007). The underlying premise for early intervention is that children's developmental or social-emotional problems can be either prevented or remediated through specialized services and activities designed to maximize their developmental learning (Bailey, et. al., 1998; Baguley, et al., 2000; Bluebanning , et. al., 2004). Early intervention is grounded in the conviction that the first five years of life are a span during which there is unique opportunity to prevent or reverse children's developmental problems. The rapid brain growth that occurs at this time of children's lives is believed to be associated with critical periods during which children are uniquely prepared to benefit from developmental stimulation that is matched to their individualized needs and abilities (Mahoney & Wiggers, 2007; Ryugo, Limb & Redd, 2000). In other words there are clearly defined times when the physiological readiness of the organism must coincide with the occurrence of specific externally derived experiences (Ryugo, Limb & Redd, 2000).

Early Intervention with Children Who Have a Hearing Loss: Role of the Professional and Parent Participation