Early Listening at Home Curriculum

Curriculum for early intervention providers working with parents of children from birth to age 3 who are deaf and hard of hearing and beginning to learn listening and spoken language.

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 …

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 …

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 …

Listening Comprehension Test – Adolescent LCT-A:NU

The LCT-A: NU evaluates a student’s abilities in listening comprehension skills, resulting in a Listening Comprehension Index. Teachers can use the results to help students improve their skills and behaviors in both the classroom and in everyday listening situations. New 2018 version! Ages 12-18 years. The Listening Comprehension Test – Adolescent requires students to (a) …

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, …

Look Who’s Listening Game

Look Who’s Listening Game $60.00 + S/H  The Auditory Discrimination, Memory and Integration Board Game Really ten auditory games in one! To start, you choose one (or more) of the following ten auditory skill card decks: Auditory Discrimination: Minimal Pairs, Word Parts, Sounds in Words Auditory Memory:  Numbers, Words, Sentences, Facts/Details in a Paragraph Auditory Integration: Interpretation …

Classroom Acoustics – Impact on Listening and Learning

Classroom Acoustics – Impact on Listening and Learning Click here for information on understanding classroom acoustic principles and the ANSI Standard S12.60 for Classroom Acoustics  NOISY CLASSROOMS A 10 minute Classroom Noise  file (mpeg) is provided for your use when administering the Functional Listening Evaluation, working with students on listening in noise or when demonstrating …

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 …

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 …

Creating the Least Restrictive Online Learning Environment

Creating the Least Restrictive Online Learning Environment for Students who are Deaf*/Hard of Hearing The Impact of Learning with a Hearing Loss in the Online Classroom: While speech delivered through a computer or tablet may be an adequate delivery method for a student with typical hearing, it creates a barrier for students who are deaf/hard …

The Power of the Read-Aloud

The Power of the Read-Aloud The ability to read empowers success! Readers come from readers – those children whose parents themselves read and made a habit of reading daily to their child/children, have a higher interest in reading. Better reading ability leads to higher education which can be tied to longer life. The inability to …

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 …

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 …

Elephant in the Room

This 35-page full color children’s book by Audiologist Jim Bombicino provides  venues for discussion and building vocabulary by highlighting the difficulties that students may face each day, including mishearing and misunderstanding information, the effect of background noise, and consequential frustration and confusion that can happen when the ease of daily communication is taken for granted by typically hearing persons.

Teaching Auditory Skills via Remote Learning

Teaching Auditory Skills via Remote Learning The COVID-19 pandemic has forced educators worldwide to adjust their methods of teaching, moving from direct classroom instruction to virtual teaching. While these adjustments have proved challenging, teachers everywhere are providing instruction in reading, math, writing and more, through remote learning techniques. They are being creative so that various …

Teaching Auditory Skills via Remote Learning

Teaching Auditory Skills via Remote Learning The COVID-19 pandemic has forced educators worldwide to adjust their methods of teaching, moving from direct classroom instruction to virtual teaching. While these adjustments have proved challenging, teachers everywhere are providing instruction in reading, math, writing and more, through remote learning techniques. They are being creative so that various …

Access and Advocacy in an e-Learning World

Access and Advocacy in an e-Learning World With remote learning, the teacher, student and the parents need to understand how to use accessibility accommodations and why. This article includes: ground rules for communication in online learning recent research on the impact of face coverings on speech understanding remote learning listening technology and connectivity options for …

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 …

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 …

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: 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 …

E-Learning & Coronavirus (COVID-19)

E-Learning & Coronavirus (COVID-19) Due to concerns with the rapid spread of Coronavirus, also known as COVID-19, schools and universities across the country are shutting down their campuses and moving to e-learning or virtual learning.  In light of this, the following resource information  could be helpful as you consider how to provide instruction to your …

Advocacy Notes: What parents should ask when looking for a program for their child

Questions parents should ask when looking for an educational program to meet the needs of their child with hearing loss Only 1 in every 100 students with IEPs has qualified to receive specialized support due to hearing loss or deafness. As a low incidence program, the unique access and educational needs of these students requires …

Advocacy Notes: Captioning in the Classroom

Captioning in the Classroom     My child can’t keep up with what is said, but the school said that they wouldn’t provide captioning… Why would captioning be needed? Hearing loss decreases the amount of speech that is perceived, especially in large group listening environments like classrooms. Even with the most up to date hearing …

Advocacy Notes: Captioning in the Classroom

Captioning in the Classroom     My child can’t keep up with what is said, but the school said that they wouldn’t provide captioning… Why would captioning be needed? Hearing loss decreases the amount of speech that is perceived, especially in large group listening environments like classrooms. Even with the most up to date hearing …

Get Free Tools to Work with Children with Hearing Loss

Get Free Tools to Work with Children with Hearing Loss The Ida Institute, a nonprofit working to advance person-centered hearing care, offers free pediatric tools and resources to support educators and hearing care professionals in understanding the perspectives of children with hearing loss and give the them stronger voices as they advocate for their own …

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, …

Auditory Skill Practice – a MUST for Hard of Hearing Students

Despite the technological leaps made in Hearing Assistive Technology Systems (HATS), devices like hearing aids and cochlear implants do not “fix’ the listening challenges of students with hearing loss. Incomplete auditory access usually interferes with auditory skill development therefore, children who are hard of hearing benefit from practice with listening skills1. It is up to …

Advocacy Notes: Appropriate Programs for Preschool CI Users

  What program is most appropriate for a preschooler with cochlear implants?   While this question needs to be answered on an individual basis, a 2004 court case provides important insights into what an appropriate program is – and is not. The many factors that influence a child’s success with a cochlear implant include1: Age …

Auditory Skill Practice – a MUST for Hard of Hearing Students

Despite the technological leaps made in Hearing Assistive Technology Systems (HATS), devices like hearing aids and cochlear implants do not “fix’ the listening challenges of students with hearing loss. Incomplete auditory access usually interferes with auditory skill development therefore, children who are hard of hearing benefit from practice with listening skills1. It is up to …

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, …

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 Discrimination

AUDITORY SKILLS FOR SCHOOL SUCCESS Auditory Discrimination: 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 …

Typical Auditory Development

Typical Auditory Development Playing Mozart for your unborn child may or may not help her score better on her SATs. Scientists have observed, however, that typically developing babies have access to sounds and voices while in the womb. (Werner) This knowledge underscores the urgent need for early identification of children with hearing loss. Learning how …

Race to the Brain Game

Race to the Brain Game A fun and organized way to teach students about their own hearing loss and its impact. The game also provides a means to discuss hearing devices, challenging listening situations and use of self-advocacy skills. The Race to the Brain Game includes: Two heavy lamintated game boards – 1 with and …

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. …

We Want Him to be “Normal”…

“We don’t want to call attention to his hearing loss. We want him to be “normal.” Students with hearing devices are typically educated in their neighborhood schools and are the only ones in their grade or the school to have a hearing loss. Everyone wants students to have a good experience in school. Often part …

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?”   …

Inclusive Education For Children With Hearing Loss

A PRACTICAL GUIDE FOR PARENTS AND TEACHERS

Whether as a great review or a solid introduction, the information contained in this book is the necessary ‘starter set’ for all who work to support the success of students with hearing loss.

It is an easy ‘go to’ reference about education and hearing loss for the teacher’s shelf or as a resource to parents throughout their child’s early childhood and school years.

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 …

Only One Ear CAN be a Big Deal

About 25-30% of children identified by universal newborn hearing screening have hearing loss in only one ear. This prevalence increases with age to about 1 ½ -2% of the school-age population. Students with unilateral hearing loss are at 10 times the risk for educational challenges as compared to their peers with typical hearing in both …

Only One Ear CAN be a Big Deal

About 25-30% of children identified by universal newborn hearing screening have hearing loss in only one ear. This prevalence increases with age to about 1 ½ -2% of the school-age population. Students with unilateral hearing loss are at 10 times the risk for educational challenges as compared to their peers with typical hearing in both …

“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 …

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

December 2018 Students do not know what they didn’t hear because they didn’t hear it – yet they are held accountable for receiving and fully understanding this information. Full participation in the classroom requires that a student recognize when a communication breakdown occurs, and self-advocate for their listening and learning needs. If a student who was …

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. …

Reducing the Impact of Stigma and Teasing

Peer Victimization and Hearing Loss More than ¼ of school-aged children experience bullying or peer-victimization. The risk of this negative treatment increases for children who have lower social competence, presence of special needs, or overall seem “different” from their peer group. In general, adolescents who do not “fit in” experience twice the rate of peer …

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.

More Tips For Itinerant Teachers

Itinerant teachers must be ready for anything. Many itinerant teachers have evolved into their role, rather than trained for it.  Just as “deaf children are not hearing children who cannot hear,” itinerant teachers are not simply classroom teachers with cars.  Itinerants are also consultants, technology experts, cultural attaches, collaborators, and communicators. Itinerants know that planning and preparation are essential; we also know that all the best planning and preparation can be thwarted. Supporting our low incidence students so that their needs can be met in the inclusive classroom takes knowledge, heart, and stamina.

More Tips For Itinerant Teachers

Itinerant teachers must be ready for anything. Many itinerant teachers have evolved into their role, rather than trained for it.  The transition from classroom teacher to traveling teacher meant altering my expectations and constantly redefining my role in my students’ education. Frustrating as it may seem at times, I find the role of itinerant teacher …

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 …

Dear Classroom Teacher: You Have A Student With Hearing Loss

August 2018 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 …

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 …

What’s the Problem Game

The game What’s the Problem? consists of a game board, 48 situation cards and 48 strategy cards. There are 24 school challenges and 24 social/community challenges. Students identify if the listening challenge is due to the person listening (hearing loss), the person talking, or the listening setting. Please note: the Digital version of this game provides files to print your own game; it is not an app

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 …

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’

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

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 …

Self-Advocacy Instruction – Necessary for Full Participation

Early April 2018 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 …

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 …

Is the Inclusion Model Good for Students with Hearing Loss?

Is the Inclusion Model Good for Students with Hearing Loss? Special education students are first and foremost general education students. Many, if not most, school districts in the US are actively embracing the inclusion model of education, in which all students are educated in the mainstream classroom, regardless of the diversity of their needs. Students …

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 …

Listen and Learn

All children need to learn the basic rules of good listening in the classroom. Young students with hearing loss often need an ‘extra boost’ of direct teaching to ensure that they recognize the expectations of the classroom. Reading about these ‘rules’ is a great jumping off point to also begin conversations with young students about …

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 …

Friends, Like You

Friends, Like You Book    $14.00 + S/H  Clarke Schools has been a wonderful resource for many years, from their great newsletter, annual conference, onsite services and practical educational resources. This book provides a powerful message of “I’m okay” to children with hearing loss and their class peers. It is a great book for parents to share with …

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 …

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.

Classroom Acoustics – Design Requirements for Schools

Classroom Acoustics – Design Requirements for Schools Click here for information on perceiving speech under classroom listening conditions. Classroom Acoustics Standard adopted into the International Building Code. The 2016 edition of these building codes will include specific requirements for appropriate levels to allow for background noise and reverberation. Once state and local building code agencies adopt …

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 …

Self-Identity and Hearing Loss

Self-Identity and Hearing Loss Children with hearing loss, especially those who have significant residual hearing, often struggle with identity. In quiet they may be able to converse like a person who is hearing. They may consider themselves to be a person with hearing loss or hard of hearing. In increasingly noisy situations they may believe …

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: Provision of Appropriate Assistive Technology/Accommodations

Issues: Provision of Appropriate Assistive Technology/ Accommodations 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 …

Math & Language Development

Math & Language Development Math is much more than knowing your numbers – it’s LANGUAGE Articles and teaching tips: How Arithmetic Word Problems Help Language Development Addition: Using Math to Help with Language Subtraction: Using Math to Help with Language Multiplication: Using Math to Help with Language Division: Using Math to Help with Language Free …

ANSD – Auditory Neuropathy/Dyssynchrony Spectrum Disorder

ANSD – Auditory Neuropathy/Dyssynchrony Spectrum Disorder Auditory Neuropathy/Auditory Dyssynchrony Spectrum Disorder  – In Brief What is ANSD? Up to 15% of children with permanent hearing loss (HL) have auditory neuropathy spectrum disorder. ANSD is present when children have normal outer hair cell function in the cochlea, but the VIIIth nerve that carries electrical signals to …

What is “normal” hearing for children?

What is “Normal” Hearing for Children? Although we focus on educationally significant hearing loss, it is important to consider the criterion for “normal.” Where did the 25 dB cut off come from that separates “normal” from “hearing loss”? The American Academy of Ophthalmology and Otolaryngology (AAOO, 1965) established 26 dB as an allowable limit of hearing damage with …

Inservicing the Classroom Teacher

Inservicing the Classroom Teacher Each fall parents and professionals who specialize in supporting students with hearing loss wonder if there is a better way to get across the unique learning needs of these children. View this one-hour YouTube video produced by high-school junior, Zina Jawadi, who has a moderate-severe hearing loss. The video is narrated …

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. …

Early Childhood: Infants, Toddlers, Preschool

Early Childhood: Infants, Toddlers, Preschool In the Early Childhood section: Early Intervention Resources Brain Development and Hearing Loss Communication Choices Smiling, Eye Contact  and Early Development Strategies for Keeping Hearing Aids on Young Children Hearing Aid Retention for Young Children Getting Ready to Read Emailable Tips for Preschool and Kindergarten Teachers Children’s brains are developing …

Phonak Roger — Bridging the Understanding Gap for Children with Hearing Loss

Phonak Roger — Bridging the Understanding Gap for Children with Hearing Loss FM/School Help Desk   1-888-777-7316Press 1 for school customer service | Press 2 for school technical support | Press 3 for FM | Press 5 to dial by extensionFax: 630-393-9816 schoolhelpdesk@phonak.com *Example Brief FM Use Directions Easy Pen Roger InspiroInspiro for CIZoom Link Using Roger …

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, …

Accommodations: Sports and Extra-Curricular Activities

Accommodations: Sports and Extra-Curricular Activities Summary: If it is known that a student with a HA/CI/FM system or sign language interpreter is going to participate in a school sanctioned sport, it is the school’s responsibility (whether it’s the athletic department, teacher of the deaf/hard of hearing, educational audiologist or some school official) to contact the …

Noise-Related Hearing Loss

Hearing Loss Caused by Noise My child has a personal music player and I can hear it when she has it in his ears. Could this hurt her hearing? e-brochure from the World Health Organization: Make Listening Safe NOISE – Lifelong Harm to Children’s Hearing  provides information on what LOUD really is, how loud sounds …

fm-systems

FM Systems – Improved perception of speech over background noise and distance

connecting-hearing-devices

Connecting Hearing Devices to Computers or iPads Increasingly students are expected to be able to listen to iPads or computers in the classroom and to also respond verbally. For children with typical hearing this is accomplished with standard headphones or with earpieces with integrated microphones (like headphones used with a smart phone). Unfortunately, these standard …

self-concept-school-age

Self-Concept: School-Age Children with Hearing Loss SCHOOL-AGE CHILDREN: A time of uncertainty As the child enters school, his self-concept is influenced not only by his parents, but also by a growing circle of other people, including teachers and friends. The child gets feedback from many people on his physical appearance and his school, athletic, and …

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 …

hearing-aids-on

Strategies for Keeping Hearing Aids on Young Children Thank you parents! In 2012, Jane Madell, PhD and I sent out a survey to a variety of groups of parents of children who are hard of hearing or deaf, asking them what strategies they used to keep hearing aids on their children when they were very …

unilateral-hearing-loss

Unilateral Hearing Loss Hearing Loss in Only One Ear We just found out that our child has a permanent hearing loss, but it’s only in one ear. This doesn’t seem like a big deal What should we know? Why it’s a big deal: One ear cannot listen the same as two ears in all situations. …

ear-infections-and-learning

Ear Infections and Learning My son has had ear infections since he was a tiny infant. Now he doesn’t say his words clearly. Can this be because of the many ear infections he has had? Information on ear infections: Hearing Loss Related to Childhood Ear Infections Download a handout with basic information: Ear Infections and …

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 …