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 Membership Networking

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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Resources for Professionals


Describing the Impact of
Hearing Loss
to Parents / Teachers

Early Childhood,
Infants, Toddlers, Preschool

Hearing Loss Identification and
Next Steps

Hearing Loss
Information on
Specific Types

Language and

Legal Issues in
Serving Children
with Hearing Loss

(Auditory Skills)

Planning to Meet Student Needs

Self-Advocacy Skills Needed by
Students with
Hearing Loss

Social Skills &
“I hate my
hearing aids!”

Speech Perception Impact on Learning


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.

This site was formerly


  • Teacher Tools
    Activities, Strategies and Great Resources to Work with Students

  • Skill Building
    for Young Children

    Steps to Assessment

    Speech Perception

    Listening Comprehension

    Social Development


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