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
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Learn to Meet Needs Better! PRODUCTS/PRESENTATIONS
Karen’s Korner: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
December update includes holiday gift ideas!
Teacher Tools! to Improve Instruction – A membership site
170 members already!!! I am very excited to announce that Supporting Success has added a membership site, just for teachers of students who are deaf or hard of hearing (K-12). Monthly Updates will STILL CONTINUE. I have teamed up with veteran DHH teacher, Lynne Price, to offer this valuable teaching information applicable to newbies and longtime pros! There will be 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 teachertools.successforkidswithhearingloss.com.
In December, Teacher Tools will continue to look at using rating scales to teach intensity. The activities will focus on Advocacy Skills by looking at how to rate listening situations to determine what makes one setting better than another for listening. Social Skills will expand word choice for emotions. Words, words, words will look at collective nouns.
Stand Tall, Molly Lou Melon is a favorite child’s book with a strong message of being proud of who you are and good advice for teasing/bullying. It comes with a sample lesson plan and an example of IEP goals written to Common Core Standards when working with students with hearing loss on these issues $16.00 + S/H
Wizard’s Challenge Self-Concept & Self-Advocacy Game will look familiar to those of you who have Building Skills for Success in the Fast-Paced Classroom. Many students are familiar with the Harry Potter books and movies. This game correlates Harry’s feeling ‘different’ at Hogwarts with how a student with hearing loss may feel and draws on Harry Potter’s example for how to make it through challenging situations. The laminated game board and playing pieces come with a die, game cards, sample IEP goals written to Common Core Standards and a discussion version of the content more suitable to tweens and teens. $12.00 + S/H
TJ’s Story: Hearing Challenges & Self-Advocacy is a booklet that I am very excited to make available. Written by TJ and his educational audiologist, this touching story describes hearing challenges, what helps, and how it feels to work so hard to listen. The booklet would be perfect to give to a classroom teacher as an introduction to having a child who is hard of hearing in her classroom. It would provide a great basis for a parent to talk to a child about challenges, feelings and what he/she can do to feel better about being a ‘one and only’ with hearing devices at school. Finally, TJ’s Story can serve as the basis for a teacher of the deaf/hard of hearing to work on self-concept and self-advocacy skills. When purchased, the booklet comes with sample IEP goals written to Common Core Standards.
TJ’s Story is available at cost of production plus S/H. Everyone should have TJ! $6.00
All 3 are available as the Self-Concept Combo, at only $29.50 + S/H
Treat yourself this holiday season! 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 + $3.50 S/H = $45.50.
- Combo with Building Skills for Success only $129 (the least expensive way to purchase the Building Skills book!)
Next Informational webinar on Interact-AS will be held in mid-January!
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. It may also be a good solution for the student who is the only one using sign language in the classroom/school to be able to utilize the speech generation function to support communication in the classroom. The Summary of Key Points for a Successful Trial Period and Interact-AS Success Stories and Interact-AS Success Stories may be a good place to start if you haven’t heard much about this accommodation technology. I would be happy to speak with you about your student and your situation (email or phone 850-363-9909) Karen L. Anderson, PhD, Director
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 “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 (email@example.com).
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 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.
This site was formerly www.kandersonaudconsulting.com