Late October 2017
The 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.
Teachers 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!
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.
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.
The 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:
Find more information on 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
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 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.
Never 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.
Success 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.
Do 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.
by 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!