Improving the Outcomes of Children with Hearing Loss

Our mission is to help YOU to improve the futures of children who are hard of hearing or deaf.

How we help improve children’s futures:
1) Accessible Information & Resources
2) Relevant Bi-Monthly Updates (FREE)
3) Professional Development Webcasts
4) Teacher Tools Membership Networking
5) Biennial SSCHL Conference
6) Products to improve student outcomes
7) Advocacy Info for Appropriate Services
Supporting Success is a ‘go-to’ site for professionals and family members seeking more information about hearing loss and what can be done to better support the future learning and social success of children with hearing loss*.
Only 1 in 100 students with IEPs are receiving services primarily for hearing loss! Hearing loss causes learning issues due to access barriers, not learning disorders.


Professional Resource Topics  Check out the February 2017 Conference in Orlando! Join us on Facebook!

Amplification Assessment Early Childhood Sign up for Free
Bi-Monthly Updates
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Hearing Loss Language Legal Issues
Listening Planning to Meet Needs Self-Advocacy CATALOG On Sale?
Self-Concept Social Issues Speech Perception SEE video about Interact-AS Speech-to-Text Captioning 
Take our survey: CHILDREN REJECTING HEARING DEVICES: WHO, WHY, WHEN ! Help identify the key issues!
Teacher Tools now has 9 Kool Kidz Vidz posted. Members only! 2016-2017 member access started Aug 1st. September Teacher Tools materials now posted! LOGIN NOW!
Next Interact-AS Captioning Webinar (free) will be September 30th. New ‘how to’ videos now posted!
Upcoming Bimonthly Update Topics: Inservicing Teachers, Effects of Hearing Loss on Speech Perception, Accommodations for Students with Hearing Loss, Assessment for Eligibility  Sign up to receive these free Updates!

13 Webcast Waiting for YOU! Professional Development NOW!

Supporting Success for Children with Hearing Loss is now offering 13 webcasts with 3 brand new offerings! Each is typically one hour and you have 300 days to view. Go to webcasts for more info.

Five Keys to Learning: Specific Instructional Strategies to Improve Student Outcomes NEW!
 Literacy Support: Improving Decoding, Comprehension & Fluency Skills
 Visualizing Vocabulary – Improving Word Association & Retrieval Skills
 The Accessible General Education Classroom: Strategies to Support Student Success
 Estimating Access to Verbal Instruction & Data Gathering in the Classroom
 Using the Recorded Functional Listening Evaluation Using Sentences NEW!
 Making the Case: Legal Interpretations to Remember (45 min – no CEU credit)
 Match It! Sell It! Guarantee It! Getting Your Students the Support They Need to Achieve
Steps to Assessment: Identifying Educational Needs for Students with Hearing Loss  COMING THIS FALL!
 Communication Repair: Strategies for Assessment & Skill Building
 Building Skills for Independence in the Mainstream: Self-Advocacy & Independence with  Hearing Devices
 Identifying Self-Advocacy Needs & Steps to Build Self-Advocacy Skills  – 7 hour Workshop!
 Social Communication & Belonging in the Classroom
 “Mind the Gap”: Counseling Strategies for Tweens and Teens with Hearing Loss  NEW!


Why do we use ‘children with hearing loss’ rather than ‘deaf and hard of hearing’? There are differing opinions that have changed over time regarding how to refer to the population of persons with hearing loss. The term “children with hearing loss” was purposely selected. The terms “Deaf” and “hard of hearing” do not necessarily coincide with audiometric hearing thresholds. As children enter adolescence who have functioned as hard of hearing there are a significant number who choose to identify with the Deaf community. The terms “Deaf” and “hard of hearing” relate to ‘personal identity’ and reflect cultural preferences. It is up to the individual to define their own identity. Research from 2003 indicated that 56% of hard of hearing teens (11, 13, 15 years) identify themselves as having a “hearing problem” and not as having a disability (hard of hearing or hearing impaired). For these children, the preference is to be identified as neither Deaf nor hard of hearing. Also, families of children who are early identified and receive early amplification and intervention are increasingly choosing listening and speaking as the preferred communication modality they use with their child (over 90% in some places). With this in mind, it is reasonable to assume that the numbers of children who do not identify themselves as either deaf or hard of hearing will increase. The choice of “children with hearing loss” for this website is not meant as a slight to the Deaf community who feel that they have experienced no ‘loss’ nor is it meant to reinforce a medical approach to ‘fixing’ persons with hearing loss. In view of the phenomenon of increasing numbers of children identifying themselves only as persons with a ‘hearing problem’ and in recognition that the terms Deaf and hard of hearing are personal identity and cultural choices, it is a sign of respect for this personal choice that the term “children with hearing loss” is used throughout this website.

Kent, B. (2003). Identity issues for hard of hearing adolescents aged 11, 13 and 15 in mainstream setting. Journal of Deaf Studies and Deaf Education 8(3), 315-324.

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