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 via Resources, Products, Continuing Education and 1:1 Consultation 

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. Resources are at no cost, designed to be easy to understand quickly, and practical to use. Products and webcasts are of high value at a minimum price.     Supporting Success summary sheet         Current Product Price List

Join our list to receive monthly updates of new resources.      Apr 2014 Update   NEW!                                           Now 2660 subscribers!         

Need Practical Information? RESOURCES

Parent Resources

Professional Resources

Tests    All Resources are Free

Learn to Meet Needs Better! PRODUCTS/PRESENTATIONS

Books/intervention materialsBuilding Skills for Success in the Fast-Paced Classroom



Need 1:1 Advice? CONSULTATION

One-on-one (family/school)

Variety of experts

Karen’s Korner: 

Strategies for Keeping Hearing Aids onA big thank you for providing so much knowledge and a wide range of materials so I can enhance by best practices and work toward closing the achievement gap for my students. I find myself so excited and reflective as I witness highly productive student learning. Incorporating the ideas/materials/thoughts from your book, Teacher Tools, your website and the recent workshop with you that I attended is so much fun!.  Jill Zimmerman, DHHT, New York  

Plan to attend the first Supporting Success for Children with Hearing Loss Conference  in St. Paul, MN on Nov. 7, 2014. It is an inexpensive, jam-packed day of information!

Teacher Tools - A membership site   March information is now posted!

235 members!!!   I have teamed up with veteran DHH teacher, Lynne Price, to offer this valuable teaching information applicable to newbies and longtime pros! There are  8 issues (Sept – April). Material from each month will be included on the Teacher Tools membership site. The cache of materials will be retired on June 1.  This way anyone who becomes a member during the school year will have access to all of the materials released during that year.  Postings will include: (1) detailed information on specific teaching strategies, (2) activities to demonstrate use of the specific strategies in the areas of audition, language, social skills and advocacy, (3) a photo journal on a specific topic to expand word knowledge; (4) New, Know and Now information from Karen’s Desk; and (5) questions/answers and successes from the membership about a specific topic area.  Individual memberships are only $32 and discounts for purchase of multiple logins (in groups of 5 and 8) by districts are available. More details can be found at

April NOW POSTEDTeacher Tools continues to look at Predict, Plan and Prepare with a look at Word Prediction and how important it is to language. The activities will focus on using word prediction in the areas of listening and language.  For listening, we will look at developing rhyming fluency.  For language, we will look at using quantity adjectives to predict plural noun forms. Words, words, words will expand on vehicles with a look at ‘working vehicles’ and their special equipment.  The word list for the whole year will also be included.

Only out one month and VERY popular!

SEAM guide coverBuilding Skills for Independence in the Mainstream has highly practical and engaging materials to develop student skills in self-advocacy and independence with hearing devices. It includes a section on information to share with classroom teachers or administrators to make the case for development of these important Expanded Core Curriculum skills as well as many colored pages and 50 downloadable handouts to use when working with students.  This 125-page guide comes with extensive IEP goals written to Common Core Standards and a specific hierarchy of skill expectations for students preschool through grade 4, whereupon these skills should be part of the student’s compensatory repertoire.  Printed version plus the 50 downloads ($46) or fully digital versions for individuals ($40) or for groups of 4-8 professionals ($124) will be available soon!  

INDEPENDENCE COMBO: Building Skills for Independence in the Mainstream + I’m the Boss of My Hearing Loss children’s book + Hearing Aid Tic Tac Toe Bingo – all for a reduced price!


Steps to Success – scope and sequence of not only what skills to teach but HOW to teach expanded core curriculum skills. Includes extensive teacher/student materials on CD. An excellent companion to the information in Building Skills for Success in the Fast-Paced Classroom.

  • Good as a focus for your Professional Learning Collaborative!     $42 + S/H.
  • Combo with Building Skills for Success only $129 (the least expensive way to purchase the Building Skills book!)

Interact-AS Speech-to-Text Translation

The Interact-AS speech-to-text translation software is about 90% accurate. Best candidates: middle and high school students who are good listeners and speechreaders who have the ability/maturity to ‘glance and get’ text when a word or concept has been missed.  Interact-AS will work with your student’s FM transmitter as long as the teacher uses the boom microphone within 1-2 inches of her mouth. It will also work with one of the high quality and inexpensive microphones available for purchase with the Interact-AS software. The speech-to-text captions will appear on a laptop computer or a media tablet (Microsoft Surface Pro or Asus Taichi) on his or her desk. The text files of each class can be saved. Graphics to assist understanding different configurations of setting up Interact-AS in a classroom can be viewed here.  The new 5.1 Interact-AS software upgrade and the new high performance microphone now make it possible for the voices of up to three teachers team-teaching in a single classroom to have their speech captioned for the student’s view. Contact Mike, the Interact-AS Implementation Support person for more information. (

Comments by Supporting Success Fans

“I adore your site!!!  It is exactly what we “Lone Rangers” out here working in isolation, and needing to be all things to all people, need to guide and support us.  It gives us a more objective and uniform way to document and support the wide ranging needs of our birth to 21 students. THANK YOU!!” Teacher of the deaf/hard of hearing, Florida
“As the landscape of deafness has changed with such remarkable speed — our assessment and intervention tools seldom reflect what we truly need to understand about our students.  Thank you for the age-expectations on social-pragmatics and theory of mind — this is the type of information we need to be attending to in order to be an effective ‘coach’ and guide students to reach their true potentials.” Oregon SLP 
“I want to thank you for providing these phenomenal webcasts and for all the resources and materials compiled in your book, Success for Kids with Hearing Loss. You have helped inspire and motivate me, and have made a positive impact on my professional growth as a hearing itinerant. Looking forward to some of your other webcasts.”    Hearing Itinerant
“Your book, The Deaf Bible as I refer to it, has changed the way our DHH program supports our students and advocates for their learning. Our DHH teachers have been using your checklists to gather detailed information from the students and teachers. The information has improved the quality of our present level information and goals in the IEP as they are now very specific to how the hearing loss impacts a child’s access to language in the classroom.”     DHH Teacher

Watch us grow! Your suggestions for additions or improvements are very welcome! Tell us what resources you need to better support the future success of children with hearing loss (  

Resources developed and presented by Karen L. Anderson, PhD.  All material on this website is copyrighted. Permission is required to use this information in other websites or publications. Please feel free to share or use this information with individual families and classroom teachers to improve the futures of the children with hearing loss that you serve and love!

*Why use the term “children with hearing loss” and not Deaf/hard of hearing on this website? 

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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