Our mission is to help YOU to improve the futures of children who are hard of hearing or deaf.
How? 1) Information Resources for Parents and Professionals, 2) Bi-Monthly Updates on Relevant Topics, 3) Professional Development, 4) Teacher Tools Membership Networking, 5) Products selected to improve student outcomes, 6) Information on Advocating for Appropriate Services
This is a ‘go-to’ site for professionals and family members seeking more information about the learning and social issues of children with hearing loss* and what you can do to better support the future success of these children. SSCHL Summary
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Self-Advocacy Workshop and Individual Conference Session webcasts are ready to view. See webcasts
Next Interact-AS Captioning Webinar (free) will be in September. New information and ‘how to’ videos are coming!
2017 Supporting Success Conference – Feb 16-18, Great Info for YOU!
Teachers of the Deaf: Auditory/Oral Learners and/or All DHH Teachers
- Have Car Can Teach: Itinerant Services for Students with Hearing Loss
- Using Great Instructional Materials for Great Outcomes
- Using Children’s Literature as the Basis for Listening and Language Development
- Practical COACHing Strategies for Secondary Students
- PRECONFERENCE: Bridging Assessment to Instruction
Teachers of the Deaf: Visual Learners
- Visualizing Literacy: Strategies to Teach Reading Basics to Children who are Visual Learners
- Language Assessment & Intervention for the ASL User
- We’re Not Just Growing Language – We’re Growing Brains!
Educational Audiologists and/or Auditory/Oral Learners
- Access is the Name of the Game: Obtaining Data to Get the Point Across
- Connectivity in the Classroom
- Why do Teens Reject Hearing Devices? What Can We Do?
- Apps and Tools Outside of School
All DHH Professionals
- Keynote: We are Zebra Experts! Recognizing the Needs of Zebras in a World of Horses
- Keynote: Changing Services from the Top Down: Navigating Conversations with Your Administration
- Building the Foundation: Families & Hearing Loss
See the Conference Schedule to view the topics
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.