All About Tests and Assessments

All About Assessments. The Frequently Asked Questions about Tests and Assessments, is an invaluable resource for parents, educators, advocates, and attorneys.

Assessment Must Go On! Tailored Identification of Access & Educational Needs

Tailored Identification of Access & Educational Needs   Despite the challenges of the COVID pandemic, schools remain responsible for offering an equal educational opportunity to students with hearing loss. To do so we must identify and address access issues in online learning situations, along with tailoring assessment to identify a student’s full range of needs. …

Assessment Must Go On! Tailored Identification of Access & Educational Needs

Assessment Must Go On! Tailored Identification of Access & Educational Needs   Despite the challenges of the COVID pandemic, schools remain responsible for offering an equal educational opportunity to students with hearing loss. To do so we must identify and address access issues in online learning situations, along with tailoring assessment to identify a student’s …

Assessment of Online ACCESS

Assessment of Online ACCESS The world of education has shifted sharply once we began our societal response to the COVID-19 pandemic. Yet, we remain responsible for offering an equal educational opportunity to students with hearing loss. To do so we must identify and address access issues in online learning situations. Some current issues for our …

Assessment of Online ACCESS

Assessment of Online ACCESS The world of education has shifted sharply once we began our societal response to the COVID-19 pandemic. Yet, we remain responsible for offering an equal educational opportunity to students with hearing loss. To do so we must identify and address access issues in online learning situations. Some current issues for our …

Tailored Assessment for Students with Hearing Loss: Identifying Needs to Support Eligibility for Specialized Instruction

A recent US court case1 made it clear that students with hearing loss must receive an eligibility assessment that identifies areas of suspected need secondary to hearing loss must be evaluated with sufficient intensity to satisfy in depth evaluation. The special factors considerations2 also needs to be applied throughout the evaluation process. Furthermore, the LEAD-K3 …

Tailored Assessment for Students with Hearing Loss: Identifying Needs to Support Eligibility for Specialized Instruction

A recent US court case1 made it clear that students with hearing loss must receive an eligibility assessment that identifies areas of suspected need secondary to hearing loss must be evaluated with sufficient intensity to satisfy in depth evaluation. The special factors considerations2 also needs to be applied throughout the evaluation process. Furthermore, the LEAD-K3 …

Steps to Assessment-Individual

Steps to Assessment: Guide to Identifying Educational Needs for Students with Hearing Loss $50.00 + S/H Guide to Identifying Educational Needs for Students with Hearing Loss Teachers have been asking “Help me pull all of this data together into better assessments so my kids can qualify for services and more appropriate programs!” Karen Anderson, author/co-author …

TAPS-4: Language Processing Skills Assessment

TAPS – 4 Language Processing Skills Assessment The TAPS-4 provides information about language processing and comprehension skills across three intersecting areas: phonological processing, auditory memory and listening comprehension. These areas underpin the development of effective listening and communication skills and are critical to the development of higher order language skills, including literacy skills. AGES 5-21 …

Assessment of Student Skills, Challenges, Needs

Assessment of Student Skills, Challenges, Needs Appropriate evaluation of children with hearing loss means assessing the performance areas most vulnerable to challenges due to the access issues resulting from hearing loss or deafness. Tests – Informal Assessments for Parents, Students and Teachers Tests/Checklists Available from Supporting Success for Children with Hearing Loss The eligibility considerations …

Self-Concept: Assessment & Strategies for Adolescents

Self-Concept: Assessment & Strategies for Adolescents Adolescence – A Challenging Time for Self-Concept Self-concept reflects how an adolescent evaluates himself or herself in domains (or areas) in which he or she considers success important. Problems and difficulties can lower self-concept; but low self-concept can also cause problems. An adolescent can have a positive self-concept in …

Fatigue from Listening with Hearing Loss in School

Fatigue from Listening with Hearing Loss in School Individuals with hearing loss must put forth more “listening effort” and cognitive resources to attend to auditory information, which can be exhausting. The repeated need for extra listening effort in challenging situations can lead to listening-related fatigue. For children, severe fatigue is associated with increased stress, poorer …

Special Education Law, 2nd Edition

Wrightslaw: Special Education Law, 2nd Edition is designed to meet the needs of parents, teachers, advocates, attorneys, related services providers, school psychologists, administrators, college professors, hearing officers, and employees of district and state departments of education.

Teddy Talk Test

A simple, easy to use language assessment for Early Childhood Interventionists and Specialists. For children 18 months to 5 years. Originally developed by Jo Darters, Pediatric Speech and Language Therapist in  Peterborough, England, the Teddy Talk Test© has been revised for the U.S. based on the CDC Developmental Milestones. The Teddy Talk Test© has been …

Educational Audiology Handbook

Educational Audiology Handbook, Third Edition offers a roadmap for audiologists who work in schools or other providers who support school-based audiology services. This updated 2021 version provides guidelines and blueprints for creating and maintaining high-quality educational audiology programs.

ACCESS Check

ACCESS….Check!   Online education has been a struggle for many students. Those with hearing loss have additional issues when accessing virtual education. The CAVE Checklist or Communication Access in Virtual Education has been increasingly in use by DHH professionals since last fall. To learn about the CAVE and see some results in report form, Read …

Improved Family Connections via Tele-Intervention

Improved Family Connections via Tele-Intervention Can face-to-face intervention services for young children be replaced with tele-intervention? YES. Can remote services result in language development outcomes as good or BETTER than face to face services. YES! There are resources available to assist any interventionist in providing high quality services via tele-intervention. These techniques can help us …

Accommodations – Lifeline to Equal Access

Accommodations – Lifeline to Equal Access Classroom hearing assistance technology, interpreting services and captioning are often viewed as expensive within tight school district budgets and special accommodations are often seen as a hassle. Yet without these necessary provisions students who are deaf or hard of hearing are discriminated against due to a lack of equal …

Carolina Curriculum

Written by Nancy M. Johnson-Martin, Ph.D., a consultant for assessment and early intervention, Susan M. Attermeier, Ph.D., PT, a pediatric physical therapist, and Bonnie J. Hacker, M.H.D., OTR/L, and occupational therapist with more than 25 years experience working with children.

Literacy Instruction for Students who are Deaf and Hard of Hearing

Literacy Instruction for Students who are Deaf and Hard of Hearing describes current, evidence-based practices in teaching literacy for Dhh students and provides practitioners and parents with a process for determining whether a practice is or is not “evidence-based.”

Teacher Tools Takeout

Introducing Teacher Tools Takeout from Supporting Success for Children with Hearing Loss Teacher Tools Takeout is similar to Teachers Pay Teachers but focused on the unique needs of children who are deaf or hard of hearing. À la carte instructional materials ready when you need them! Takeout accounts will be free for users and submitting …

Teacher Tools Takeout: Cascading Impact of Hearing Loss

Introducing Teacher Tools Takeout from Supporting Success for Children with Hearing Loss Free Download: Cascading Impact of Hearing Loss To celebrate the launch of Teacher Tools Takeout, here’s a FREE article for you to download: Click the thumbnail to start the download or you can also click here Teacher Tools Takeout is similar to Teachers …

Teacher Tools Takeout: Vocabulary Development: 4 Multiple Meaning Words

Introducing Teacher Tools Takeout from Supporting Success for Children with Hearing Loss Free Download: Vocabulary Development – 4 Multiple Meaning Words To celebrate the launch of Teacher Tools Takeout, here’s a FREE article for you to download: Click the thumbnail to start the download or you can also click here Teacher Tools Takeout is similar …

Accommodations for the Child with Unilateral Hearing Loss

Introducing Teacher Tools Takeout from Supporting Success for Children with Hearing Loss To celebrate the launch of Teacher Tools Takeout, here’s a FREE article for you to download: Click the thumbnail to start the download or you can also click here Teacher Tools Takeout is similar to Teachers Pay Teachers but focused on the unique …

Information Exchange Form Supporting Child with Cochlear Implant

Introducing Teacher Tools Takeout from Supporting Success for Children with Hearing Loss To celebrate the launch of Teacher Tools Takeout, here’s a FREE article for you to download: Click the thumbnail to start the download or you can also click here Teacher Tools Takeout is similar to Teachers Pay Teachers but focused on the unique …

Teacher Tools Takeout: Does this student have a poor self-concept

Introducing Teacher Tools Takeout from Supporting Success for Children with Hearing Loss To celebrate the launch of Teacher Tools Takeout, here’s a FREE article for you to download: Click the thumbnail to start the download or you can also click here Teacher Tools Takeout is similar to Teachers Pay Teachers but focused on the unique …

Teacher Tools Takeout: Observational Record of Behavior of Deaf or Hard of Hearing

Introducing Teacher Tools Takeout from Supporting Success for Children with Hearing Loss To celebrate the launch of Teacher Tools Takeout, here’s a FREE article for you to download: Click the thumbnail to start the download or you can also click here Teacher Tools Takeout is similar to Teachers Pay Teachers but focused on the unique …

Teacher Tools Takeout: LIFE-R 5-point listening response scale

Introducing Teacher Tools Takeout from Supporting Success for Children with Hearing Loss To celebrate the launch of Teacher Tools Takeout, here’s a FREE article for you to download: Click the thumbnail to start the download or you can also click here Teacher Tools Takeout is similar to Teachers Pay Teachers but focused on the unique …

Teacher Tools Takeout: Resources – Identifying DHH Student Needs

Introducing Teacher Tools Takeout from Supporting Success for Children with Hearing Loss To celebrate the launch of Teacher Tools Takeout, here’s a FREE article for you to download: Click the thumbnail to start the download or you can also click here Teacher Tools Takeout is similar to Teachers Pay Teachers but focused on the unique …

Advocacy Notes: Children with Disabilities in Virtual Schools

Success in mainstream classrooms when you have a hearing loss is often a substantial challenge for our students. Even in 2016 the option of meeting the needs of students with disabilities in virtual school learning programs was considered.  A letter from the US Department of Education defined a school’s responsibilities to students with disabilities enrolled …

The ULTIMATE Goal – Self-Determination

The ULTIMATE Goal –  Self-Determination What is self-determination? Self-determination is a person’s ability to take actions toward self-chosen goals. It is about making things happen in your life. The components of self-determination 1 include: – choice making – decision making – problem solving – goal setting – goal attainment – self-monitoring – self-advocacy – internal …

Self-Advocacy as a Stand-Alone Service?

Too often we hear, “He has good grades, so he won’t qualify for special education.” It is true that there must be a relationship between a child’s disability and school performance to qualify for services, however, IDEA specifies educational performance, not grades. There are characteristics associated with having a hearing loss that impact school performance, …

Eligibility – Even with Good Grades

Tailored Assessment for Students with Hearing Loss: Identifying Needs to Support Eligibility for Specialized Instruction A recent US court case1 made it clear that students with hearing loss must receive an eligibility assessment that identifies areas of suspected need secondary to hearing loss must be evaluated with sufficient intensity to satisfy in depth evaluation. The …

Advocacy Notes: The Right to an Appropriate Program of Special Education Support

The special education pendulum has swung away from segregated settings where students with special needs minimally mixed with ‘regular’ students in the 1980s to the current full inclusion model, where direct 1:1 instructional services are becoming rare. Students with hearing loss are already at high risk for ‘academic slippage’ due to their inability to completely …

Eligibility – Even with Good Grades

Tailored Assessment for Students with Hearing Loss: Identifying Needs to Support Eligibility for Specialized Instruction A recent US court case1 made it clear that students with hearing loss must receive an eligibility assessment that identifies areas of suspected need secondary to hearing loss must be evaluated with sufficient intensity to satisfy in depth evaluation. The …

The Necessity of Classroom Observation

Classroom observation is a critical part of assessment and performance monitoring. It provides the opportunity to collect data on how the student with hearing loss is functioning in the classroom in comparison to typical peers. Specifically, we need to observe behavior using what we know about how the hearing loss impacts speech perception, listening, learning, …

The Necessity of Classroom Observation

Classroom observation is a critical part of assessment and performance monitoring. It provides the opportunity to collect data on how the student with hearing loss is functioning in the classroom in comparison to typical peers. Specifically, we need to observe behavior using what we know about how the hearing loss impacts speech perception, listening, learning, …

Determining Listening Challenges

Speech perception and listening accuracy cannot be assumed by looking at the audiogram – it must be assessed. Teacher’s voices, room acoustics, and classroom management vary so identifying listening challenges – and specific accommodations – needs to be done for students who are hard of hearing each school year. New information about the Listening Inventory …

Surface Learning is Not Enough – the Need for Deeper Understanding

  In most classrooms, new information is presented in a lecture format supplemented by reading material, until students build surface knowledge of the topic. Interaction activities such as classroom discussion, small group work, and partner problem-solving are used to solidify surface knowledge and to move students to a deeper level of understanding1. Therefore, how well …

Auditory Comprehension

AUDITORY SKILLS FOR SCHOOL SUCCESS Auditory Comprehension: Speech perception is the set of listening skills that are essential for communicating by spoken language.  Speech perception skills can be described in four categories: awareness, discrimination, identification and comprehension. Each skill set is described on web pages in  the Listening (Auditory Skills) Development section. These listening skills …

Auditory Skills – Awareness

AUDITORY SKILLS FOR SCHOOL SUCCESS Awareness: Detection – Localization – Auditory Attention Speech perception is the set of listening skills that are essential for communicating by spoken language.  Speech perception skills can be described in four categories: awareness, discrimination, identification and comprehension. Each skill set is described on web pages in  the Listening (Auditory Skills) …

Auditory Identification

AUDITORY SKILLS FOR SCHOOL SUCCESS Auditory Identification Speech perception is the set of listening skills that are essential for communicating by spoken language.  Speech perception skills can be described in four categories: awareness, discrimination, identification and comprehension. Each skill set is described on web pages in  the Listening (Auditory Skills) Development section. These listening skills …

Preparing for Success: What Classroom Teachers Need to Know About Students with Hearing Loss

At the start of each school year, thousands of students enter classrooms with teachers who have never encountered a child with hearing loss. The following list summarizes key needs of students who are deaf or hard of hearing and the critical role of teachers to set the stage for student success in the mainstream classroom. …

Too Many Students to Serve?

Caseloads: According to the 2017 survey conducted by Supporting Success1, the majority of itinerant teachers of the deaf/hard of hearing (ITDHH) have caseloads of 10-25 students in 10 different buildings, with 85% of students being served 1:1 or in small groups, and about 30% of caseloads being students who are ‘deaf-plus’. Increasing challenges: Fewer new …

Learning Progress Equal to Peers?

Students with hearing loss have less access to communication. This will result in a slower pace of learning and fewer gains in academic knowledge unless appropriate services and supports are provided. At the end of the school year it is important to ask whether your students have learned the amount expected of their grade level. …

Advocacy Notes: Early Intervention

Question from the field: Can early intervention pay for audiology evaluations and hearing aids? Approximately 50% of young children served by early intervention programs are eligible due to communication development concerns. Are early intervention programs responsible for providing audiology evaluations to children referred to Part C and have communication delay concerns?   Audiology Services – …

Early Intervention Materials on Tap

Who are our babies with hearing loss? Fewer than 15% of the babies identified by Early Hearing Detection and Intervention (EHDI) programs have bilateral profound hearing loss (deaf) and more than 50% have mild bilateral or unilateral hearing loss. The distribution of degree of hearing loss in diagnosed infants is depicted in the following figure. …

Advocacy Notes: Addressing Reading and Literacy in the IEP

Question from the field: My child’s IEP team shared that he is “a good reader,” but I know that he is not understanding what he reads. He struggles with vocabulary and comprehension, but because he is getting good grades and reads the words, I am having trouble getting goals and services in the IEP. How …

Advocacy Notes: Eligibility for Fully Mainstreamed, High Functioning Students with Hearing Loss

Question from the field: “I have several students with hearing loss who are high functioning, fully mainstreamed, and get good grades. My administrators feel like the students can be dismissed from the IEP process, but I know there are still areas of need for me to work on. How can I support these students?”   …

Hearing Loss and Sarcasm: The Problem is Conceptual NOT Perceptual

Individuals with hearing loss often have difficulty detecting and/or interpreting sarcasm. These difficulties can be as severe as they are for persons with autism spectrum disorder and challenges often continue into adulthood 1,2. Even children with good language and social skill development are at risk for comprehension of sarcasm, or verbal irony. Even when children …

Case Studies in Deaf Education

Case Studies in Deaf Education will help teachers and allied professionals develop the knowledge and skills to use a collaborative, problem-solving process that leads to the provision of quality, effective services for students who are d/Dhh.  Case Studies in Deaf Education provides comprehensive materials that will prepare prospective teachers to work with the diverse spectrum of students …

Advocacy Notes: How do I start the process of getting services for my child?

Author: Melinda Gillinger, Advocacy Consultant   2 questions from the field – same answer: “My child was just diagnosed with hearing loss. How and where do I even start the process of getting services with our school district?” “ Our child was attending a private school when we found out about his hearing loss. We …

Advocacy Notes: Who should be the “DHH expert” on the student’s team?

Who should be the “DHH expert” on the student’s team? Melinda Gillinger, Advocacy Consultant   Our question from the field: “We recently had a student move into our district. She has bilateral cochlear implants and uses spoken language to communicate. Her previous district had completed a triennial IEP meeting which includes DHH Itinerant services as …

“Special Considerations” and LRE for Students who are DHH

While the educational prognosis for students with hearing loss has never been as promising as it is now, we continue to have students who are deaf or hard of hearing who have not been identified, or who have not received intervention, prior to school entry. We have all encountered students with two or more years …

The Power of an Appropriate Program of Special Education Support

The special education pendulum has swung away from segregated settings where students with special needs minimally mixed with ‘regular’ students in the 1980s to the current full inclusion model, where direct 1:1 instructional services are becoming rare. Students with hearing loss are already at high risk for ‘academic slippage’ due to their inability to completely …

Self-Advocacy Skill Development is Required for Full Participation in the Classroom

  The ‘bread and butter’ of itinerant support to students with hearing loss is often considered to be ensuring communication access, supporting language development, and self-advocacy skills training. While access relates to ADA requirements, and supporting language is linked to academics, training in self-advocacy is too often considered to be non-academic and therefore not necessary. …

Inclusion – Factors that Make it or Break it

Every parent and teacher want children with hearing loss to be successful in the classroom, both academically and socially. There are benefits to including students with disabilities in their neighborhood schools and having them be fully included in mainstream settings. Yet, students with hearing loss have unique needs that are often overlooked or minimized due …

Identifying Student’s Functional Issues in the Classroom

The evaluation process requires1 that a variety of assessment tools and strategies are used to gather relevant functional, developmental, and academic information about the student to determine if there is a disability that is adversely affecting educational performance. We also must develop a statement about the student’s present level of academic achievement and functional performance. Classroom observation provides the opportunity to collect data on how the student with hearing loss functions in the classroom in comparison to typical peers. Using the ‘deaf lens’ during observations, systematically considering performance, and obtaining teacher checklist information all help to paint the picture of functional performance and identify issues.

Can You Guess the Big 5?

I am often asked, if I had to choose, which would be the most important assessments for teachers of the deaf/hard of hearing to routinely use during initial or triennial assessments. Assessments that reflect unique needs of our students Assessments to tease out performance issues in students who are ‘okay’ academically Assessments that will be …

Identifying Student’s Functional Issues in the Classroom

Classroom observation provides the opportunity to collect data on how the student with hearing loss functions in the classroom in comparison to typical peers. Using the ‘deaf lens’ during observations, systematically considering performance, and obtaining teacher checklist information all help to paint the picture of functional performance and identify issues.

Advocacy Notes – Early October 2018

Can a 504 Plan be ENOUGH Support? Many more students with hearing loss are being denied eligibility for specialized instruction and provided 504 Plans to meet their accommodation needs. The US Department of Education provides extensive answers to 47 FAQs on Section 504. Because hearing loss substantially limits one or more major life activities (hearing) …

Technology Monitoring Is Necessary For Hearing Device Users

Late September 2018 The job of hearing devices is to improve the audibility of speech, allowing students to perceive much more of verbal instruction and all other spoken communication more fully. By funneling more audible speech information into the brain, the student is able to access more of the curriculum. For our hard of hearing …

Technology Monitoring Is Necessary For Hearing Device Users

The job of hearing devices is to improve the audibility of speech, allowing students to perceive much more of verbal instruction and all other spoken communication more fully. By funneling more audible speech information into the brain, the student is able to access more of the curriculum. For our hard of hearing students, hearing devices …

Preschool Language Pack

Preschool can be a real challenge for students with hearing loss and their teachers. How do we know that they are learning as well and as fast as they need to if they are to keep up with peers? The CID-Central Institute for the Deaf Preschool Language Pack provides the functional assessments YOU NEED to …

Dear Classroom Teacher: You Have A Student With Hearing Loss

Each Fall, teachers of the deaf/hard of hearing scramble to contact each of their student’s classroom teachers about the impact of hearing loss on educational performance and what the teacher needs to do to accommodate the student’s unique learning needs. Without inservicing the teachers, it is likely that they will believe: (1) hearing devices will …

Advocacy Notes – August 2018

Assessment of Students with Hearing Loss MUST Consider Their Full Range of Needs Speech Language Results and Observation Alone are Insufficient S.P. v. East Whittier City School District, Pasadena, California One June 1, 2018, the Ninth Circuit Court of Appeals reversed and remanded the district court’s decision in favor of the plaintiff (parents) on the …

Grammar Chipper Chat

Students with hearing loss often do not hear all of the phonemes of speech, which causes delays in understanding all of the grammatical structures similar to age peers. Systematically teaching specific syntactic forms helps students with hearing loss to strengthen their understanding of language structures they do not consistently hear. Grammar Chipper Chat is an …

Schools Paying for Hearing Evaluation

Schools Paying for Hearing Evaluation Schools are generally not required to pay for audiological evaluations for students with hearing loss, but there are circumstances where they need to have hearing evaluation information. In those situations, the school must either have the in-house service available to evaluate hearing ability via a hired or contracted educational audiologist …

SCRIPT 2nd Edition

Repairing Communication Breakdowns in Everyday Situations Student Communication Repair Inventory & Practical Training SCRIPT 2nd Edition What is the SCRIPT? Provides means to assess current communication repair skills and then a step-by-step training program with a complete description of what to do, videos that show how to do it and ready-made materials to use with …

Evaluation Considerations – Low Average ≠ ‘Okay’

May 2018 The abilities of children with hearing loss, whether they are exiting from early intervention or are already school-aged, are typically evaluated to identify overall delays or learning disorders.Since children with hearing loss have access issues learning language due to barriers caused by the hearing loss, they often score ‘low-average’ on norm-referenced language tests. …

Evaluation Considerations – Low Average ≠ ‘Okay’

The abilities of children with hearing loss, whether they are exiting from early intervention or are already school-aged, are typically evaluated to identify overall delays or learning disorders. Since children with hearing loss have access issues learning language due to barriers caused by the hearing loss, they often score ‘low-average’ on norm-referenced language tests. Rather …

Determining Annual Yearly Progress

Late April 2018 The U.S. Department of Education gives each State the right to determine what constitutes adequate yearly progress (AYP) based on that State’s final assessment system. Instruction must be rigorous enough to demonstrate “continuous and substantial” yearly progress. High-stakes standardized testing is one measure of school achievement and competency. At the least, the …

Determining Annual Yearly Progress

The U.S. Department of Education gives each State the right to determine what constitutes adequate yearly progress (AYP) based on that State’s final assessment system. Instruction must be rigorous enough to demonstrate “continuous and substantial” yearly progress. High-stakes standardized testing is one measure of school achievement and competency. At the least, the results of this …

Advocacy Notes

The Power of an Appropriate Program of Special Education Support The special education pendulum has swung away from segregated settings where students with special needs minimally mixed with ‘regular’ students in the 1980s to the current full inclusion model, where direct 1:1 instructional services are becoming rare. Students with hearing loss are already at high …

Self-Advocacy Instruction – Necessary for Full Participation

The ‘bread and butter’ of itinerant support to students with hearing loss is often considered to be ensuring communication access, supporting language development, and self-advocacy skills training. While access relates to ADA requirements, and supporting language is linked to academics, training in self-advocacy is too often considered to be non-academic and therefore not necessary. One …

Teen Transition – A Necessary Part of Future Success

Late March 2018 Transition services are required for students who are receiving specialized services under IEPs, starting no later than age 14. Unfortunately, Transition is often thought to be satisfied by a check off form with little true instruction. Effective and timely instruction during Transition is necessary for the future success of students who are Deaf or …

Teen Transition – A Necessary Part of Future Success

Transition services are required for students who are receiving specialized services under IEPs, starting no later than age 14. Unfortunately, Transition is often thought to be satisfied by a check off form with little true instruction. Effective and timely instruction during Transition is necessary for the future success of students who are Deaf or hard …

Itinerant Teacher’s Handbook

The Itinerant Teacher’s Handbook 2nd Edition Carolyn Bullard, PhD & John Luckner, EdD A resource for DHH Programs, new teachers, professional community study. The 22 chapters provide a wide variety of information that describes the foundations of itinerant services to support students with hearing loss. $59.00 The Itinerant Teacher’s Handbook, Second Edition provides information and …

No-Glamour® Memory–Second Edition

  • A comprehensive overview of the memory process, memory development and memory and learning
  • Beginner and advanced exercises that address verbal including visual memory
  • Helpful suggestions for adults, parents and teachers
  • A chapter on informal and formal memory assessment measures and expanded pretests and posttests
  • Teacher, parent and student surveys to gather pertinent information about the individual who has memory challenges
242 pages, 8.5 x 11, softcover, ©2018 ISBN: 978-1-4164-1090-4

Impact of Hearing Loss on Child Development and School Performance

The Impact of Hearing Loss Because hearing loss is invisible, it is difficult understand just how much it can affect a child’s day-to-day life and lifelong potential. However, it is accepted that children who have a hearing loss are at educational risk. Parents, teachers, audiologists and other professionals should work together with the child, to …

SPICE – Speech Perception Instructional Curriculum & Evaluation

When we consider the whole population of children who have hearing loss, most have residual hearing and will eventually function as hard of hearing, and not deaf/Deaf. Unlike students with typical hearing, the hierarchy of auditory skills is not learned effortlessly with early experience. Most typically hearing children have great expertise in listening by the age …

Advocacy in Action

ONE OF OUR BEST SELLERS! Self-advocacy is an incredibly important skill for students with hearing loss for lifelong success. From the confidence needed to self-disclose the hearing loss to the techniques and strategies for requesting improved communication – self-advocacy is too critical to assume that the skills will be learned without direct teaching. The Special …

Promoting Language & Literacy in Children who are Deaf or Hard of Hearing

Promoting Language & Literacy in Children who are Deaf or Hard of Hearing $62.00 + S/H There have been so many changes impacting the outcomes of children with hearing loss in the last decade plus! There has also been considerable scientific research about the access, learning, social and educational needs of our students. It is …

Social Language Development Test – Elementary: Normative Update

Social Language Development Test – Elementary $214.00 + S/H NOW NEWLY UPDATED NORMS! Students with hearing loss often have social issues, even if they may be performing well academically. These differences may appear in preschool and intensify as the children become older. It is challenging to ‘make the case’ for services for a student without …

Phonological Awareness Chipper Chat

Phonological Awareness Chipper Chat $70.00 + S/H Children with hearing loss are at high risk for delays in phonological awareness. This skill is heavily reliant upon fine auditory discrimination ability. Reading fluency requires that the individual has a clear, readily accessible mental referent of each of the phonemes. Any ‘mushy perceptions’ will cause confusion and …

Phonological Awareness Test – 2: Normative Update (PAT-2)

This test assesses a student’s awareness of the oral language segments that comprise words (i.e., syllables and phonemes).   The test is comprehensive and includes a wide variety of tasks; performance on each of these tasks has been correlated with success in early reading and spelling.  The straightforward, developmental format lets you easily tease out specific skills and plan effective interventions.

Listening Comprehension Test 2

We know that children with hearing loss will miss out on incidental language learning and will have challenges perceiving speech optimally in a typical classroom. So what CAN they do with what they hear? This assessment goes above and beyond a standard speech/language assessment to identify the relevant functional performance issues that may be present, …

Speech Perception & Learning

Speech Perception & Learning Brain Development & Hearing Loss Relationship of Hearing Loss to Listening and Learning Classroom Acoustics – Impact on Listening and Learning –  Classroom Acoustics – Design Requirements for Schools Understanding your Student’s Aided Hearing Using the Desired Sensation Level (DSL) Approach Most students are hard of hearing, mainstreamed into typical classrooms …

Social Skills

Social Skills The development of appropriate social skills has many components.           Social Skills Products Under this SOCIAL SKILLS section, refer to the website for more information on: Addressing Self-Esteem and Issues of Fitting In Building Your Child’s Self-Confidence Self-Concept: How the Child Sees Himself Self-Concept: Infants, Toddlers, Preschoolers Self-Concept: School-Age …

Self-Advocacy Skills for Students with Hearing Loss

What self-advocacy skills should be learned by what age? How can we assess these functional skills? The  Guide to Self-Advocacy Skill Development is a suggested sequence for students to attain self-advocacy skills from preschool through grade four, after which students should be able to repair communication breakdowns and advocate for their listening and learning needs …

Transition Planning for Adulthood

Transition Planning for Adulthood “The transition statement shall be the guiding force for developing each IEP for students 14 years of age and older (or younger if appropriate). A statement of transitional services needed to foster movement from school to post-school activities shall be developed. The statement shall include, when appropriate, objectives for instruction, community …

Models of Service Delivery

Models of Service Delivery Sometimes administrators or classroom teachers ask “What does the teacher of the deaf/hard of hearing do that is different from other special ed teachers?” or “Why do we really need to involve the teacher of the deaf? The LD teacher or SLP could handle this child’s needs.” It can be helpful …

Issues: Eligibility Determination

Issues: Eligibility Determination The information below has been derived from sections of the law, Office of Special Education Program comments and discussion provided at   http://idea.ed.gov/explore/home. The guidance provided in that website helps clarify the intent of IDEA and may be useful to professionals and parents alike who are trying to advocate appropriate services and …

Legal Issues in Serving Children with Hearing Loss

Legal Issues in Serving Children with Hearing Loss Webpages in the Legal Issues section of the Supporting Success website: IDEA Law Summary Information Issues: Eligibility Determination Issues: Determining Service Delivery Issues: Provision of Appropriate Assistive Technology/Accommodations Access via the Americans with Disabilities Act 504 Plans The information included in this series of webpages has been …

Early Intervention Resources

Early Intervention Resources Early detection of hearing loss has resulted in much earlier diagnosis of hearing loss and provides the time amplification fitting at a young age. As important, early identification of hearing loss allows professionals to work with families to assist them in learning their important role supporting the communication development of their child. …

Communication Development Monitoring – Infants and Toddlers

Communication Development Monitoring – Infants and Toddlers Communication Development Monitoring Process Simple Method of Reporting Communication Development OutcomesWe weigh babies and measure children’s height regularly as a check to be sure that they are growing as they should. Similarly, a young child with hearing loss is especially vulnerable to becoming delayed in language development. Unless we …

Listening Inventory For Education – Revised (LIFE-R)

Listening Inventory For Education – Revised (LIFE-R) Click HERE to access the e-version of the Student LIFE-R Log into the site and enter data with your students. We think you will enjoy generating the suggested accommodations, self-advocacy and listening challenges reports and reading the valuable information contained therein. The reports are all printable. You can use the session …

Cochlear: Helping Children “Hear now. And always.”

Cochlear: Helping Children “Hear now. And always.” Cochlear Concierge: 1-800-216-0228 Web info on different Cochlear products. Concierge@Cochlear.com Technical and Recipient Support: 1-800-483-3123 Supporting parents and caregivers of children with hearing loss. As the global leader in Cochlear Implants, Cochlear has been innovating advanced hearing technology for over 30 years. Our mission is to help people …

Advanced Bionics – Cochlear Implant Info for Schools

Advanced Bionics – Cochlear Implant Info for Schools (877) 829-0026   CustomerService@advancedbionics.com   The Tools for Schools program is designed to help children succeed in school. Within the tools found here you will find key educational and support pieces to help you better manage a child with an Advanced Bionics cochlear implant in the classroom. Additional FREE resources and services can …

Understanding Your Student’s Aided Hearing using the Desired Sensation Level (DSL) Approach

Understanding Your Student’s Aided Hearing using the Desired Sensation Level (DSL) Approach By Pam Millett, PhD Teachers and other professionals working with a student with hearing loss must be able to accurately answer the question, “How well can this child hear with hearing aids?”  Setting appropriate speech, language and learning goals, monitoring progress over time, …

asl-development

ASL Development ASL Stages of Development ASL Stages of Development is a 2-page list of skill development stages of children from 3 months through 5-6 years. Guide to the ASL Development Observation Record is a 12-page detailed observation that includes the 2-page list of stages. These materials were developed by the Early Childhood Education program …

questions-families-often-ask

Questions Families Often Ask about their child with hearing loss Frequently Asked Questions About Hearing Loss This information was derived from a meaningful article written for audiologists titled Anticipate Families’ Most Common Hearing Healthcare Questions by Joanne Smith and Jace Wolfe in  The Hearing Journal, 68 (4), 22, 23, 26, 28. Readers are encouraged to refer to …