Bi-Monthly Update: Determining Appropriate Service Delivery to Improve Outcomes

Early January 2018

Regardless of the move to full inclusion and the shortage of teachers of the deaf/hard of hearing, school teams remain obligated to student identify areas of educational need, appropriate IEP goals, amount of service time needed, by whom, and in what setting.

In the March 22, 2017 US Supreme Court decision, Chief Justice Roberts wrote, “…IDEA demands more. It requires an educational program reasonably calculated to enable a child to make progress appropriate in light of the child’s circumstances.”  If a child is not fully included, school officials must look at the child’s unique needs and required level of specialized instruction before developing an IEP that is “pursuing academic and functional advancement.” If a child is 6 months behind expected achievement levels, an itinerant DHH teacher cannot maintain a year’s growth and also make up the level of delay with only twice per week 30-minute sessions of service. Providing an inappropriate amount of educational support will not result in the needed level of student outcomes nor will it make teachers of the DHH appear effectual.

One result of the Supporting Success survey last April to identify the roles and responsibilities of itinerant teachers of the deaf/hard of hearing indicated that 25% of respondents used matrices to guide to their discussions in the determination of the level of service delivery.

Continue reading the Early January 2018 Update

A Few of the New Features for Interact-AS™

Register for the Next Free Webinar to Learn About Technology Advancements for Interact-AS

Increasingly, students who are hard of hearing are requesting captioning as an accommodation in secondary school. Interact-AS is a computer program that provides realtime captioning on a media device on the student’s desk. Only the speech that is picked up from a microphone is captioned. Interact-AS now has microphone options to assist in providing access during discussion group situations.

Register for the next Free Interact-AS webinar on January 17 at 2:30pm CST.    

Download a PDF of the following information HERE.


A Few of the New Features for Interact-AS™

Supporting Success is proud to be the sole source to offer Interact-AS captioning technology to schools!  The new products described below will soon be added to those offered by Supporting Success.

Welcome to the new school year. We’ve got some good news for you. Two of the requests that we received from teachers during the 2016-2017 school year was a way to better support team teaching situations and also student discussion groups. Plus, there were several other suggestions we received. Thanks for forwarding those ideas to us. By partnering together we can help ensure every student has equal access to classroom discussions. Here is a quick summary of how over the summer we took your suggestions and came up with solutions.

Voice Training is No Longer Needed: With Interact-AS™ Version 6 you no longer need to train voice profiles. You still can train a voice profile, and it is recommended that each teacher do this, but training is no longer required. Having the ability to recognize speech without having pre-trained voice profiles means students can now pass a microphone around their group and whatever they are saying will be captioned. Also, a substitute teacher no longer needs to train a voice profile. Instead you can just create a User Account called “Substitute Teacher” and use the default “English Speech” option. Also, training a voice profile is now much faster. Instead of taking about 8 minutes to do this, with Version 6 it only takes about a minute. That was step one in our summer efforts. Next, we worked on microphones…

Team Teaching: To support team teaching situations Auditory Sciences is now offering a new dual-channel wireless receiver. This new Dual Receiver includes a second audio channel, so now two wireless microphones can be simultaneously connected to the student’s computer. You still need to take turns speaking, but two teachers can now easily be part of the same captioned conversation. There’s no longer a need to switch user profiles, or hand over a microphone, or to turn off and on a transmitter. Just turn on your microphone and it automatically connects to the student’s computer. The new Dual Receiver includes a built-in audio output jack. This makes it easier to connect an earbud, headset, hearing aid or CI to the wireless microphone. All you do is plug the device into the receiver, that’s it. Plus, this new receiver includes a built-in digitizer, meaning you no longer need a USB adapter to connect the receiver to the computer. Fewer parts, not as many connections, and more functionality, all built in to a receiver that can still fit in a student’s pocket.

New Handheld Wireless Microphone: The previous handheld wireless microphone was designed for use in adult conference rooms — the setup time was way too long for classroom use. That issue is now solved. The new handheld wireless microphone automatically connects to the new Dual Receiver.

Mix and Match Components: With the new Dual Receiver and handheld and wireless transmitters you can mix and match components to meet your needs. You can use two wireless headsets (e.g., for two teachers); or one wireless headset and one wireless handheld (e.g., for a teacher and a group of students); or two wireless handhelds (e.g., for a large auditorium assembly). Plus, there are more options…

1:1 Teaching or Meetings: In addition to the new wireless components, we also developed a new Y-Cable (part Z.DUAL.CAB) that allows multiple microphones to be connected via cables to a student’s computer. This is an extremely low-cost team-teaching solution ($14.95). It’s a cabled versus wireless option, so this is not a solution designed for use in a classroom, but it works great for 1:1 meetings with the student, or during an IEP where multiple people may be speaking.

More Captioning Options with Multiple Speakers: So, what about situations where you have dozens of people speaking? We’ve got an answer for that as well. We’ve added a new feature to Interact-AS that is called Streamer™. With Streamer™ you can connect as many people as you want to a student’s computer. Literally, you can have hundreds of people speaking, even speaking at the exact same time, and whatever they say is labeled with the speaker’s name, captioned, and displayed on the student’s computer. The way this works is that each person that is speaking needs to have a copy of Interact-AS running on their computer (such as the teacher’s computer). Whatever they say is captioned on that computer and then “streamed” to the student’s desk. The student can view the captioning on any device that can connect to the internet, including iPad, Chromebooks, Android Phones and iPhones. Note that student does not need to install any app on their device, all they’ll do is go to www.streamer.center and enter the name of your Streamer™ account (usually the name of your school) and that’s it.

You can have as many students as you want connect to the Streamer account. So, for example, if you have 20 students in an all-school assembly that want to see a captioning and/or translation of what is being said, with Streamer™ you’re all set. The same for enabling those students to view a captioning of the morning announcements, or an announcer at the football game. The Streamer™ module costs just $99, and like Interact-AS, this is for a permanent unlimited use license.

More Comfortable Teacher Microphone: This past year many teachers requested that we offer a behind-the-head microphone versus the over-the-top version. So, we’ve done that as well. You now can choose the style of microphone that you would like to use with your Interact-AS Captioning and Translation System. You can now select the traditional over-the-head option or the behind-the-head option.

A More Cosmetically Acceptable Student Receiver: For students where “fitting in” is a priority, we’ve developed a receiver that looks like a USB thumb drive. This USB model receiver was designed to be as small as possible. It does not have dual channels (just a single channel), nor an audio output jack for a hearing aid or CI, but it is incredibly small. For some students, this may be the key to having them be excited about using a captioning system. Keep it in mind as an option when configuring a captioning system for your students.

Easier Phrase Building: Interact-AS™ includes at no extra charge the complete set of PhraseBuilder™ features. These are used by students that are non-verbal. This past year many teachers requested an improved way to create and maintain Favorites Lists. These are lists of phrases and/or sentence constructs that students can use to easily ask questions in the class or hold conversations with others. So, we did it. You can now use basically any text editor (such as Microsoft Word or Google Docs) and with a single click convert that document into a Favorites List. Likewise, you can export a Favorites List into your preferred text editor. This new module is free, just ask, and we’ll be glad to send you a download link.

Thanks Again for your Suggestions. Together, Interact-AS, Supporting Success and YOU are making the classroom more accessible for everyone, including students that are Deaf, Hard of Hearing and/or non-verbal. You, the teachers, are the most important members of our team. Thanks for all you do to help so many students !!!

Sincerely,

 

 

Robert Palmquist
President & CEO, SpeechGear, Inc and Auditory Sciences, LLC.

205 South Water Street, Northfield, MN . 55057 | 507.645-8924

Download This Article

Bi-Monthly Update: One Cost of Being the Lone ‘DHH Kid’ & the Need to Assess Social/Emotional Issues

Early December 2017

Increasingly, students with hearing loss are educated in their neighborhood schools and often the only student in their grade or school to use hearing devices or sign language. They are at higher risk than peers for teasing, and often have difficulty developing a healthy identity as a person who has a hearing loss. A thorough evaluation of educational performance includes considering social/emotional issues. Only looking at grades and receptive/expressive language is NOT an in-depth assessment! Why are children with hearing loss prone to these issues? What ARE the concerns we should be trying to identify? What are some means to identify social/emotional issues occurring in students with hearing loss?

Continue reading the Early December 2017 Update

Bi-Monthly Update: Pace of Learning & Keeping Up in the Classroom

Late November 2017

As you are probably aware, education has changed with teacher lecture becoming less prominent as an educational practice. Typically, 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 students are able to participate in the classroom setting truly impacts their move toward deeper understanding.

This article focuses on the ‘unseen’ challenges that children with hearing loss often experience when trying to keep up in the regular education setting.

Continue reading the Late November 2017 Update

Bi-Monthly Update: Brain On? Hearing Device Monitoring is Necessary for Access to Education

Early November 2017

At the October Clarke Mainstream Conference Dr. Carol Flexer emphasized how hearing loss is about the brain, not the ears. Hearing devices are needed to activate the brain and to access spoken communication for learning. While the audience laughed as she said, “Your brain is in your pocket! Oh no!” it is a cruel reality that about 25% of students do not (consistently) use their hearing aids1 and that 50% of children’s hearing aids malfunction on any given day2.

In the US, IDEA specifies3 that for children with IEPs the schools must ensure that the hearing devices worn by students with hearing loss are functioning. Indeed, malfunction rates can drop to less than 1% if an effective hearing aid monitoring program is in place.

Continue reading the Early November 2017 Update

Bi-Monthly Update: Tailoring Assessment for Eligibility for Specialized Instruction

Late October 2017

Tailoring Assessment for Eligibility for Specialized Instruction

Description: C:\Users\Karen L Anderson\AppData\Local\Microsoft\Windows\INetCache\Content.Word\Depositphotos_127559380_m-2015.jpgThe great news is that early identification of hearing loss, improvements in hearing technology, and parent involvement in high quality early intervention services REALLY WORK to improve developmental outcomes by age three. Even so at least 40% of children have the cognitive capacity for higher language levels. All too often transition teams who are evaluating students for eligibility upon school age to deem that they are ‘fine’ and need no extra services or supports.

Can he qualify? Yes! This is possible IF there is someone on the multidisciplinary team who truly understands the impact of hearing loss on development AND knows appropriate assessments to use to tailor the evaluation process to the risk areas of students with hearing loss.

Read more about appropriate assessment for students with hearing loss


Steps to Assessment

Guide to Identifying Educational Needs for Students with Hearing Loss

Description: C:\Users\Karen L Anderson\AppData\Local\Microsoft\Windows\INetCache\Content.Word\Steps to Assess 4.jpgTeachers who use this guide will have a much better understanding of the vulnerable areas of development due to hearing loss, how the areas interconnect, and ultimately how they are the experts in using the ‘deaf lens’ to contribute to their evaluation teams and service planning. The focus of this 290-page guide is appropriate assessment practices for children from transition to school at age 3 through high school. Categories of assessment are presented, as are ways to tease out information from assessment results to illustrate how to identify needs to support eligibility.

Download this Informational handout describing
Steps to Assessment to share with your Team!

Read more about Steps to Assessment


What’s New? National Microtia Awareness Day is November 9th!

Last year’s first national awareness day was amazing! Families and deaf educators raised awareness with their children at school and helped educate about hearing loss, hearing devices, and Microtia and Atresia.  Supporting Success was one of a number of websites that spread the word about National Microtia Awareness Day. If you would like to purchase an official National Microtia Awareness Day t-shirt or any awareness accessories, you can do so by going to the front page on Ear Community’s website at:  www.EarCommunity.org  Order deadline is October 20th, 2017. 

Read more about Microtia/Atresia on the SSCHL website


Tons of functional performance checklists ready to use or email

If you know and love the Building Skills for Success in the Fast-Paced Classroom book you know that there are many functional assessments throughout the book. Documenting Skills for Success: Data-Gathering Resources was developed following many requests that e-versions of the tools be provided so that they could easily be shared with and completed by classroom teachers and/or the teacher of the deaf/hard of hearing during assessment or progress monitoring. It is intended as an electronic supplement for individuals who have already purchased Building Skills for Success in the Fast-Paced Classroom. Unless someone is purposely monitoring classroom performance over time, emerging gaps can and will be missed!

Documenting Skills for Success has more than 57 tools from Building Skills for Success. There are 10 additional data-gathering tools that included in this e-publication. Of the 67 files, 42 are computer-fillable pdfs.

Read more about Documenting Skills for Success: Data-Gathering Resources


Haven’t seen the new Teacher Tools flippable e-Magazine format yet?    See the FREE Promotional Issue!

Description: C:\Users\Karen L Anderson\AppData\Local\Microsoft\Windows\INetCache\Content.Word\KKV logo with STRONG.JPGDescription: C:\Users\Karen L Anderson\AppData\Local\Microsoft\Windows\INetCache\Content.Word\Teacher Tools box logo.jpgThe new format allows members to quickly page through ALL of the materials. A good fit for busy, on the go teachers! The October e-Magazine was packed with over 50 pages of information and teaching tools to have at your fingertips! The November issue will be posted in one more week!
JOIN NOW!     We already have almost 1000 members!     LOGIN NOW

We need more Kool Kidz Vidz! You will receive a $50 coupon for Supporting Success products as our Thank You to you. If you have a student grade K-12 that you would think would be great at stating who they are, challenges, and what they do to help themselves, then consider submitting a Kool Kidz Vid!  A terrific culmination activity for self-advocacy, self-determination, and transition skill goals.


More about Evaluation and Eligibility:

Description: C:\Users\Karen L Anderson\AppData\Local\Microsoft\Windows\INetCache\Content.Word\Depositphotos_28179053_s-2015.jpgFind more information on the Supporting Success website:

 

Download an eye-catching evaluation results summary form you can customize HERE.


The big 5 – Can you guess???

Description: C:\Users\Karen L Anderson\AppData\Local\Microsoft\Windows\INetCache\Content.Word\Depositphotos_13884242_m-2015.jpgI 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 eligibility and 3-year evaluations.

  • We need to consider the vulnerabilities specific to our students with hearing loss.
  • We need to gather information that will reflect educational performance issues common to our students who may be doing ‘okay’ academically.
  • We need to have assessments appropriate for students using all communication modalities.
  • We also need to be able to speak strongly about the need for teachers of the deaf/hard of hearing and educational audiologists to be important members of the evaluation team who perform assessments specifically tailored to the vulnerable areas of our students.

See if you guessed right!!!


Steps to Assessment Workshop – Experience this 9-hour workshop with your DHH team!  

Description: C:\Users\Karen L Anderson\AppData\Local\Microsoft\Windows\INetCache\Content.Word\TNL-2.jpgNever before has it been as important for teachers of the deaf/hard of hearing to be directly involved in assessing student skills and needs. With increasing numbers of students entering school with low average language skills and ‘pretty good speech’ school teams are more resistant to finding them eligible for services. And yet the access issues related to hearing loss cause many subtle areas of need in our students that the standard assessment practices often do not address. This Workshop will inform you of which areas are most critical to assess, why this is so, how to assess, and provide some recommendations on appropriate assessments that can be used. You have 300 days to view the 9.25 hour webcast and can view the 7 modules of 60-90 minutes each in whatever order you prefer. Purchase it for individual view or discounted group rates for your whole DHH team.

Read more about the webcasts


Advocacy Notes – Children with Disabilities in Virtual Schools

Description: C:\Users\Karen L Anderson\AppData\Local\Microsoft\Windows\INetCache\Content.Word\Depositphotos_129509528_m-2015.jpgSuccess in mainstream classrooms when you have a hearing loss is often a substantial challenge for our students. Increasingly, parents are exploring the option of enrolling their student in virtual school learning programs.  In August, 2016, the US Department of Education Office of Special Education and Rehabilitative Services issued a ‘Dear Colleague’ letter defining school’s responsibilities to students with disabilities enrolled in virtual learning settings. The letter affirmed that virtual schools must carry out the requirements of IDEA as must physical schools.

Read more for specifics for virtual schools


Do any of your students need captioning for equal access? Consider Interact-AS!

Description: C:\Users\Karen L Anderson\AppData\Local\Microsoft\Windows\INetCache\Content.Word\screenshot of InteractAS.JPGDo any of your students need captioning for equal access? Consider Interact-AS!

Interact-AS has been used successfully across the US and Canada, especially for secondary students who are hard of hearing. Do you have a student with good reading skills who just can’t quite keep up with the instructional content presented in the classroom? Interact-AS also now has options for captioning of small group discussions.
Read more for the new developments in this speech-to-text captioning software.

The next FREE webinar demonstrating and describing the use of Interact-AS captioning will be on October 24th at 1:30 PM CT. One clock-hour CEU is offered for any interested participants.

Register for the free October webinar HERE


Upcoming Presentations

Description: C:\Users\Karen L Anderson\AppData\Local\Microsoft\Windows\INetCache\Content.Word\Depositphotos_4757785_s-2015.jpgby Karen Anderson, PhD, Director of Supporting Success
October 19-20 – MA (Marlborough)
November 2 – MB (Winnipeg)
March 29 – TX (Houston)
April 10 – IL (Tinley Park)

Now booking for Summer 2018 Presentations!

Read here for more detail

Bi-Monthly Update: Is Inclusion Good for Students with Hearing Loss?

Early October 2017

Is the Inclusion Model Good for Students with Hearing Loss?

Description: C:\Users\Karen L Anderson\AppData\Local\Microsoft\Windows\INetCache\Content.Word\Depositphotos_5826642_XL.JPGSpecial 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 virtually all students are educated in the mainstream classroom, regardless of the diversity of their needs.

Students with hearing loss have special needs but not they are not due to learning disorders like most other special education populations. The primary difference between students with hearing loss and their classmates is that they do not access speech as fully. Students with hearing loss who are DHH-only have learning gaps and special needs secondary to access to communication issues, not learning disorders.

Read more about the detriments and benefits of inclusion for students who are DHH.


6 YEAR ANNIVERSARY – Building Skills for Success in the Fast-Paced Classroom

Description: C:\Users\Karen L Anderson\AppData\Local\Microsoft\Windows\INetCache\Content.Word\Building Skills 1.jpgThe book that defines expanded core DHH services!
The Building Skills for Success book has been lauded by hundreds of DHH professionals as the ‘itinerant bible.’  Many DHH teachers across the US and Canada refer to ‘The Book’ most teaching days. The introduction to each chapter provides you with language you can use when you are challenged by administrators about why your student needs these services. With the book comes 50 downloadable files for you to use with your caseload. The Building Skills book now comes in a 3-ring binder with plenty of room to add your own teaching materials or to integrate those that come with Building Skills for Independence, Steps to Success, Advocacy in Action, and other resources you can readily find on the Supporting Success website.                  

Don’t have Building Skills for Success yet? Read more here


What’s New? Authoritative Resource to Support the Need for DHH Teachers

Description: C:\Users\Karen L Anderson\AppData\Local\Microsoft\Windows\INetCache\Content.Word\Depositphotos_58808099_s-2015.jpgLast May, representatives of the Council for Exceptional Children – Division of Communication Disorders and Deafness released Teachers of Students who are Deaf or Hard of Hearing:  A Critical Resource Needed for Legal Compliance. This document reviews the foundations for why credentialed teachers of students who are deaf/hard of hearing are critical to providing appropriate evaluation, programming, planning, and student-centered instruction.

Download it from the Important Resources at the bottom of the SSCHL Home Page


NEW to SSCHL – Evidence-Based Practice in Educating Deaf and Hard-of-Hearing Students 

Description: C:\Users\Karen L Anderson\AppData\Local\Microsoft\Windows\INetCache\Content.Word\Evidence-Based Practice in Educating DHH Students.jpgThe new buzz phrase in education seems to be evidence-based practices. Yet what ARE the EBP for deaf education? Two famous researchers in our field, Mark Marshark and Pat Spencer, teamed together to critically review the literature and summarize the findings. The research base has been boiled down into very understandable nuggets that teachers can share with administrators and use to guide their practice.  Included is a 5-page Key Findings Index that is in the front of the book that provides ‘sound bite’ summaries of the research findings.

This book is a MUST for every DHH program and should be on the shelf of every administrator who oversees programmatic and individual decisions for students with hearing loss.

With so many questions about appropriate programs and necessary services (such as: is it REALLY necessary to have the DHH teacher on the IEP???) it makes sense for all professionals involved in education of students with hearing loss to own, or have ready access to this book!

Read more about Evidence-Based Practice in Educating DHH Students


Teacher Tools Fippable e-Magazine – the OCTOBER Issue is Now Posted!

Description: C:\Users\Karen L Anderson\AppData\Local\Microsoft\Windows\INetCache\Content.Word\Teacher Tools box logo.jpgView the Table of Contents

The new format allows members to quickly page through ALL of the materials. A good fit for busy, on the go teachers! We now have over 800 members!

Join NOW!  | LOGIN NOW

Thanks to those of you who have struggled to get into your Teacher Tools account. Our beautiful new website came with some issues we have slowly been working through. Please let us know if you need help!  Contact teachertools.successforkidswithhearingloss.com


Description: C:\Users\Karen L Anderson\AppData\Local\Microsoft\Windows\INetCache\Content.Word\Conference Logo.jpgWhat Should be the Format of the Supporting Success Conference?

 

Description: C:\Users\Karen L Anderson\Dropbox (SSCHL)\Constant Contact\Photos - High Quality\Depositphotos_42286955_m-2015.jpgPlease answer this survey to help determine the format of the February 2019 Supporting Success Conference. Onsite, face-to-face conferences are expense and fewer districts are allowing release time for teachers. Please weigh-in on what you think about a face-to-face versus an online, virtual conference. Your input is very important!!!!  GO TO THE 1-QUESTION SURVEY NOW.


Resources from SSCHL – More About Appropriate Services for Students with Hearing Loss
Description: C:\Users\Karen L Anderson\AppData\Local\Microsoft\Windows\INetCache\Content.Word\Depositphotos_28179053_s-2015.jpgFind more information on the Supporting Success website:


Promoting Language & Literacy in Children who are Deaf or Hard of Hearing – evidence-based practices for assessment and intervention with children, birth through school-age

Description: C:\Users\Karen L Anderson\AppData\Local\Microsoft\Windows\INetCache\Content.Word\Promoting Language and Literacy in Children Who Are Deaf or Hard of Hearing 2.jpgResearch results have been used as the basis for practice recommendations throughout the book. It is cutting edge! About half of the book is devoted to birth-3. There is a chapter on visual communication modalities followed by a chapter on auditory verbal therapy so there isn’t a single-sided viewpoint presented on communication. The chapters on phonological development, supportive early childhood practices, theory of mind, literacy development and teaching writing would be rich reading for any teacher of school-aged children. The chapters include wonderful case studies and what is especially beneficial is the CD that is filled with video clips of assessment and teaching strategies. There are tons of inspiring clips, each associated with specific information from a chapter. This book is valuable for any professional who works with children or students with hearing loss and their families.

Read more about Promoting Language & Literacy in Children who are DHH


WEBCASTS to Support Appropriate Student Services  

Description: C:\Users\Karen L Anderson\AppData\Local\Microsoft\Windows\INetCache\Content.Word\TNL-2.jpgThe more you know about the law and its requirements, the better you can advocate for your student and the need for YOU to provide services to address their unique needs due to hearing loss. We have just pulled together a new Trio Combo, providing reduced pricing when all three of the following webcasts are purchased together. Only $40 for all 3!

Making the Case: Legal Interpretations to Remember (45 min)
Match It! Sell It! Guarantee It! Getting Your Students the Support They Need to Achieve (60 min)
We are Zebra Experts: Recognizing the Needs of Zebras in a World of Horses (45 min)

Go to the WEBCAST CATALOG or directly to the Trio Combo page

Read more about the webcasts


Advocacy Notes – In a Nutshell

Description: C:\Users\Karen L Anderson\AppData\Local\Microsoft\Windows\INetCache\Content.Word\Depositphotos_100383942_m-2015.jpgWe know about IDEA, ADA, FAPE and other acronyms for terms related to providing Description: C:\Users\Karen L Anderson\AppData\Local\Microsoft\Windows\INetCache\Content.Word\Depositphotos_82128142_m-2015.jpgservices and supports to our students with hearing loss. Below are some of the basics that underlie who, why, and how we are required to provide support for students who are deaf or hard of hearing within the US. At YOUR fingertips!

Read More for the Legal Framework in a Nutshell


Upcoming Presentations

Description: C:\Users\Karen L Anderson\AppData\Local\Microsoft\Windows\INetCache\Content.Word\Depositphotos_4757785_s-2015.jpgby Karen Anderson, PhD, Director of Supporting Success
October 12-13 – LA (Lafayette)
October 19-20 – MA (Marlborough)
November 2 – MB (Winnipeg)
November 10-11 – WI (Appleton)

It was fun as part of my keynote in Minot ND to conduct an onsite, app-enabled Roles and Responsibilities survey with the participants! Cool!   
Now booking for 2018 Presentations!

Read here for more information

 

Bi-Monthly Update: Speech Perception Impact on Educational Performance

 Late September 2017
 “I know he hears me!” – Speech Perception Impact on Educational Performance

Description: https://mlsvc01-prod.s3.amazonaws.com/206927fe501/251c7e98-30d6-4ff6-b26e-bc2f5e5f9e33.jpgThe primary difference between students with hearing loss and their typically hearing peers is that they do not access speech as fully. This is well known to the readers of the SSCHL Bimonthly Updates but is often unrecognized by school staff who ‘know’ that the child can hear them just fine.

Classrooms are often noisy and the person the child needs to hear is often more than 3 feet from the hearing aid microphones. While individuals can detect sound occurring beyond 3 feet, to truly perceive sounds like s, f, t, p (as in cat, cap, cast, calf) speech must be within the student’s listening bubble. 

Read more about speech perception, the listening bubble, and impact on learning.

 


 

Students with Hearing Loss Typically have SYNTAX Deficits

Description: C:\Users\Karen L Anderson\AppData\Local\Microsoft\Windows\INetCache\Content.Word\keyboard not needed.pngYOU NEED Cracking the Grammar Code!
Students often do not perceive high frequency speech sounds and many of the brief, barely audible portions of speech, which results in delayed grammar (syntax) skills. NOW AVAILABLE FROM Cracking the Grammar Code – FREE SYNTAX ASSESSMENT CHECKLISTS!   CGC has four books that can be purchased together or separately: (1) Nouns, Articles & Conjunctions + Vocabulary Enhancement Glossary (2) Verbs, (3) Pronouns, Adjectives, Adverbs & Prepositional Phrases.  After administering the functional assessment, it will specify what activity number in which of the books to start working on to address the student’s syntax deficits. CGC has many activities for each syntax deficit area.

Read more about Cracking the Grammar Code

 


 

What’s New? Technology Advancements for Interact-AS

Description: C:\Users\Karen L Anderson\Desktop\SS4CHL\Game Development\Cracking the Grammar Code\New version develolpment, spring 2017\Cracking the Code_Sample Book_cover.jpgIncreasingly, students who are hard of hearing are requesting captioning as an accommodation in secondary school. Interact-AS is a computer program that provides realtime captioning on a media device on the student’s desk. Only the speech that is picked up from a microphone is captioned.

Interact-AS now has microphone options to assist in providing access during small group situations. Register for our first Interact-AS webinar on Sept 20th at 1:30 CT.     

Read more about the new microphone options

 


 

On SALE through September! The NEW Teacher Inservice Combo 

Description: C:\Users\Karen L Anderson\AppData\Local\Microsoft\Windows\INetCache\Content.Word\Depositphotos_159982816_s-2015.jpgThe new Impact of Hearing Loss on Listening, Learning, and Social Interactionsincluded in the Teacher Inservice Combo provides a visual example of how various levels of hearing loss fragments speech and describes the impact of a smaller listening bubble. The Impact of Hearing Loss handouts are part of the 12 downloadable handouts and checklists (including fillable SIFTERs!). A great deal of information at a great price – especially through September!  30 pages of resources not found on the website!

Read more about the NEW Teacher Inservice Combo

 

 


 

Members are LOVING the new Teacher Tools flippable e-Magazine format!
Description: C:\Users\Karen L Anderson\AppData\Local\Microsoft\Windows\INetCache\Content.Word\KKV logo with STRONG.JPGDescription: C:\Users\Karen L Anderson\AppData\Local\Microsoft\Windows\INetCache\Content.Word\Teacher Tools box logo.jpg

The new format allows members to quickly page through ALL of the materials. A good fit for busy, on the go teachers! Join NOW!

We need more Kool Kidz Vidz! If you have a student grade K-12 that you would think would be great at stating who they are, challenges, and what they do to help themselves, then consider submitting a Kool Kidz Vid!  A terrific goal for the student who can ‘inservice’ their own teacher(s). You will receive a $50 coupon for Supporting Success products as our Thank You to you.

 


 

More about Speech Perception and the Impact on Educational Performance:
Description: C:\Users\Karen L Anderson\AppData\Local\Microsoft\Windows\INetCache\Content.Word\Depositphotos_28179053_s-2015.jpg
Find more information on the Supporting Success website:
The Impact of Hearing Loss on Child Development and School Performance
Speech Perception and Learning
Access via the ADA
 


 

Test of Narrative Language

Description: C:\Users\Karen L Anderson\AppData\Local\Microsoft\Windows\INetCache\Content.Word\TNL-2.jpgSo often our students test out ‘normal’ on receptive/expressive vocabulary or other language tests but you KNOW that he cannot carry on a typical conversation or relate a story of an event like age peers. The Test of Narrative Language is a fast, easy to use test that provides insights to a student’s ability to interact, that are not identified by standard language tests.

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Using the Recorded Functional Listening Evaluation Using Sentences  

Description: C:\Users\Karen L Anderson\AppData\Local\Microsoft\Windows\INetCache\Content.Word\TNL-2.jpgDescription: C:\Users\Karen L Anderson\AppData\Local\Microsoft\Windows\INetCache\Content.Word\FLE.JPGThere is no more effective way to estimate a student’s level of auditory access in the classroom! This functional assessment is easy to perform and can take only 15 minutes. Find the size of your student’s listening bubble and compare speech perception accuracy at 3 feet in quiet/noise to 10-15 feet in quiet/noise.  Examine the results to identify phonemes that are commonly missed or misunderstood.

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Advocacy Notes  NEW White Paper on Estimating the Level of Communication Effectiveness/Access

Description: C:\Users\Karen L Anderson\AppData\Local\Microsoft\Windows\INetCache\Content.Word\Depositphotos_129509528_m-2015.jpgIn a November 2014 policy guidance, it was clarified that under Title II of the ADA, schools are required to ensure that communication for students who are deaf and hard of hearing are as effective as communication for others through the provision of appropriate aids and services, thereby affording an equal opportunity to obtain the same result to gain the same benefit as that provided to others and to participate in and enjoy the benefits of the district’s services, programs, and activities. In July, Supporting Success for Children with Hearing Loss released the White Paper: Estimating the Level of Communication Effectiveness/Access, which is the result of almost a year-long iterative process with contributions by a variety of deaf education practitioners. 

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Upcoming Presentations

Description: C:\Users\Karen L Anderson\AppData\Local\Microsoft\Windows\INetCache\Content.Word\Depositphotos_4757785_s-2015.jpgby Karen Anderson, PhD, Director of Supporting Success
September 22 – ND (Minot)
October 12-13 – LA (Lafayette)
October 19-20 – MA (Marlborough)
November 2 – MB (Winnipeg)

Now booking for 2018 Presentations!

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Building Skills for Success

Building Skills for Success in the Fast-Paced Classroom is our best seller, owned by about 1/4 of the DHH teachers in the US.

Teacher Tools


We now have 11 Kool Kidz Vidz posted. Members only! Join more than 1,250 2016 -2017 Members today! April Teacher Tools materials now posted!