Posts
- “Special Considerations” and LRE for Students who are DHH
- 10 Low-Tech Ideas for Virtual Instruction
- 10 Things I Wish You Knew
- 12 Speech and Language Considerations
- 504 Plans
- 7 Ways to Gather Great Information for Early Intervention to Preschool
- Access and Advocacy in an e-Learning World
- ACCESS Check
- Access via the Americans with Disabilities Act
- Access via the Americans with Disabilities Act
- Accommodations – Lifeline to Equal Access
- Accommodations for Students with Hearing Loss
- Accommodations for the Child with Unilateral Hearing Loss
- Accommodations via 504 Plans and the Americans with Disabilities Act (ADA)
- Accommodations: Sports and Extra-Curricular Activities
- ADA Frequently Asked Questions on Effective Communication for Students with Hearing Disabilities in Public Schools
- Addressing Self-Esteem and Issues of Fitting In
- Advanced Bionics – Cochlear Implant Info for Schools
- Advocacy Notes
- Advocacy Notes
- Advocacy Notes
- Advocacy Notes – August 2018
- Advocacy Notes – Early October 2018
- Advocacy Notes: Addressing Reading and Literacy in the IEP
- Advocacy Notes: Appropriate Programs for Preschool CI Users
- Advocacy Notes: Appropriate Programs for Preschool CI Users
- Advocacy Notes: Captioning in the Classroom
- Advocacy Notes: Captioning in the Classroom
- Advocacy Notes: Children with Disabilities in Virtual Schools
- Advocacy Notes: Children with Disabilities in Virtual Schools
- Advocacy Notes: Coronavirus and Legal Responsibilities
- Advocacy Notes: Coronavirus and Legal Responsibilities
- Advocacy Notes: Distance Learning
- Advocacy Notes: Documenting Daily Amplification Use is Legally REQUIRED in the U.S.
- Advocacy Notes: Documenting Daily Amplification Use is Legally REQUIRED in the U.S.
- Advocacy Notes: Due Process
- Advocacy Notes: Due Process
- Advocacy Notes: Early Intervention
- Advocacy Notes: Early Intervention
- Advocacy Notes: Eligibility for Fully Mainstreamed, High Functioning Students with Hearing Loss
- Advocacy Notes: Family Wants ASL Interpreters
- Advocacy Notes: Family Wants ASL Interpreters
- Advocacy Notes: How do I start the process of getting services for my child?
- Advocacy Notes: Interpreting Service Options
- Advocacy Notes: Interpreting Service Options
- Advocacy Notes: Key Things for Classroom Teachers to Know
- Advocacy Notes: Key Things for Classroom Teachers to Know
- Advocacy Notes: My Supervisor Says I Can’t Advocate for My Students!
- Advocacy Notes: My Supervisor Says I Can’t Advocate for My Students!
- Advocacy Notes: No FM Provided
- Advocacy Notes: No FM Provided
- Advocacy Notes: Reading Progress for DHH Plus
- Advocacy Notes: Reading Progress for DHH Plus
- Advocacy Notes: Responding to Bullying
- Advocacy Notes: Responding to Bullying
- Advocacy Notes: Special Education Meetings for Necessary Communication
- Advocacy Notes: Special Education Meetings for Necessary Communication
- Advocacy Notes: The Right to an Appropriate Program of Special Education Support
- Advocacy Notes: The Right to an Appropriate Program of Special Education Support
- Advocacy Notes: Transition Myths
- Advocacy Notes: Transition Myths
- Advocacy Notes: What parents should ask when looking for a program for their child
- Advocacy Notes: What parents should ask when looking for a program for their child
- Advocacy Notes: Who should be the “DHH expert” on the student’s team?
- Advocacy Notes: Why do the Ling Sound Test
- Advocacy Notes: Why do the Ling Sound Test
- Amplification
- An Often Unknown Cause of Hearing Loss in Children
- ANSD – Auditory Neuropathy/Dyssynchrony Spectrum Disorder
- ASL Development
- Assessment Must Go On! Tailored Identification of Access & Educational Needs
- Assessment of Online ACCESS
- Assessment of Student Skills, Challenges, Needs
- Atresia, Microtia: Permanent Conductive Hearing Loss
- Auditory / Sign Language Skill Development
- Auditory Brainstem Implants – Now for Children who are Deaf
- Auditory Comprehension
- Auditory Discrimination
- Auditory Identification
- Auditory Skill Practice – a MUST for Hard of Hearing Students
- Auditory Skills – Awareness
- Bluetooth and Streaming Options
- Bone-Anchored Hearing Solutions
- Brain Development & Hearing Loss
- Brain On? Hearing Device Monitoring is Necessary for Access to Education
- Building your Child’s Self-Confidence
- Bullying / Teasing Happens!
- Bullying and Students with Hearing Loss
- Can Kids with Hearing Loss in Private or Charter Schools Receive DHH Support Services?
- Can You Guess the Big 5?
- Captioned Instructional Videos
- Captioned Media to the Rescue!
- Characteristics of Children as Communicators
- Cholesteatoma – What is it? How can it affect learning?
- Classroom Acoustics – Impact on Listening and Learning
- Classroom Acoustics – Design Requirements for Schools
- Classroom Acoustics – Impact on Listening and Learning
- CMV (Cytomegalovirus) and Hearing Loss
- Cochlear Implants
- Cochlear: Helping Children “Hear now. And always.”
- Communication – Whatever Fits Your Child and Family
- Communication Choices
- Communication Development Monitoring – Infants and Toddlers
- Communication Planning Guide for Students who are Deaf or Hard of Hearing
- Connecting Hearing Devices to Computers or iPads
- Creating the Least Restrictive Online Learning Environment for Students who are Deaf*/Hard of Hearing
- Cued Speech Information
- Dear Classroom Teacher: You Have A Student With Hearing Loss
- Demonstrations: Simulated Listening with Hearing Loss & Devices
- Describing the Impact of Hearing Loss to Parents/Teachers
- Determining Annual Yearly Progress
- Determining Appropriate Service Delivery to Improve Outcomes
- Determining Listening Challenges
- Developing Your Child’s Reading Skills
- Developmental Milestones
- Does he have to wear his hearing aids? Really? He seems to hear okay!
- E-Learning
- E-Learning & Coronavirus
- E-Learning & Coronavirus (COVID-19)
- E-Learning Survey Results
- Ear Infections and Learning
- Early Childhood: Infants, Toddlers, Preschool
- Early Consistent Hearing: Building Trust & Confidence
- Early Intervention – What’s That?
- Early Intervention Materials on Tap
- Early Intervention Resources
- Effective Practices in Early Intervention
- Eligibility – Even with Good Grades
- Emailable Tips for Preschool and Kindergarten Teachers
- Emailable Tips for Teachers
- Equal Access Includes Appropriate Accommodations During Testing
- Evaluation Considerations
- Evaluation Considerations – Low Average ≠ ‘Okay’
- Evolution of the Hearing Aid
- Expectations for Caring for Hearing Devices
- Fall 2019 Catalog
- Fatigue from Listening with Hearing Loss in School
- First Impressions – Inservicing Busy Classroom Teachers
- FM Systems
- Focusing on Vocabulary Building
- Four Back-to-School Tips for Teachers of Deaf/Hard of Hearing Students
- Get Free Tools to Work with Children with Hearing Loss
- Getting Ready to Read
- Growing Up with Hearing Loss: Challenges & Resistance
- He Failed Hearing Screening What’s Next?
- He Failed Hearing Screening! What’s Next?
- Hearing Aid Retention for Young Children
- Hearing Aids
- Hearing Aids and Your Child
- Hearing Aids, Cochlear Implants – Ways to Help Daily Hearing
- Hearing Loss – Identification and Next Steps
- Hearing Loss – Identification, Impact and Next Steps
- Hearing Loss – Information on Specific Types
- Hearing Loss and Sarcasm: The Problem is Conceptual NOT Perceptual
- Hearing Loss Identification and Diagnosis
- Hearing Loss PLUS Additional Disability(ies)
- Hearing Loss Related to Childhood Ear Infections
- Hearing Screening Resources
- Helmets & Hearing Aids / Processors
- How to Start to Help your Child
- Hyperacusis: Over-Sensitivity to Sound
- IDEA Law Summary Information
- Identifying Student’s Functional Issues in the Classroom
- Impact of Hearing Loss on Child Development and School Performance
- Improved Family Connections via Tele-Intervention
- Inclusion – Factors that Make it or Break it
- Individual Education Plans (IEP) and 504 Plans
- Infants and Toddlers with Hearing Loss
- Information Exchange Form Supporting Child with Cochlear Implant
- Information to Discuss with your Child’s Teacher
- Inservicing the Classroom Teacher
- Is the Inclusion Model Good for Students with Hearing Loss?
- Is the Inclusion Model Good for Students with Hearing Loss?
- Issues: Determining Service Delivery
- Issues: Eligibility Determination
- Issues: Provision of Appropriate Assistive Technology/Accommodations
- Key Terms to Know in Early Intervention
- Keys To Improving Reading Skills
- Language and Communication-Focused IEPs for Learners who are Deaf or Hard of Hearing
- Language and Speech Development Issues
- Language Attributes: Size and Words
- Learning Progress Equal to Peers?
- Legal Issues in Serving Children with Hearing Loss
- Listening (Auditory Skills) Development
- Listening Inventory For Education – Revised (LIFE-R)
- Listening Training Resources
- Math & Language Development
- Math & Language Development
- MED-EL Cochlear Implants – Your Partner in Education
- Mild Hearing Loss and Learning
- Missing Bits Results in Syntax Deficits
- Models of Service Delivery
- Monitoring Progress of Skill-Building
- More Tips For Itinerant Teachers
- Noise-Related Hearing Loss
- One Cost of Being the Lone ‘DHH Kid’ & the Need to Assess Social/Emotional Issues
- Only One Ear CAN be a Big Deal
- Optimizing Outcomes for Students who are Deaf or Hard of Hearing: 2018 Educational Service Guidelines
- Optimizing Outcomes for Students who are Deaf or Hard of Hearing: 2018 Educational Service Guidelines
- Oticon Amigo FM
- Oticon Medical Ponto System
- Oticon Streaming Options
- Overview of Early Intervention
- Pace of Learning & Keeping Up in the Classroom
- Parent Participation in Early Intervention
- Personal FM vs Sound Field FM (Classroom Audio Distribution System)
- Phonak Roger — Bridging the Understanding Gap for Children with Hearing Loss
- Planning to Meet Student Needs
- Possible Educational Effects of Hearing Loss
- Pre-teaching Vocabulary and Vocabulary Instruction
- Preparing for Success: What Classroom Teachers Need to Know About Students with Hearing Loss
- Preparing for your Child to Start School
- Progress Monitoring – Gains Equal to Peers?
- Providing Early Intervention Services in Natural Environments
- Push-In Services for Students in the Mainstream
- Questions Families Often Ask about their Child with Hearing Loss
- Reading Comprehension Delays – An Expectation for Most Students with Hearing Loss
- Ready or Not – Your Child has a Hearing Loss! Explaining the Urgency
- Reducing the Impact of Stigma and Teasing
- Relationship of Hearing Loss to Listening and Learning
- School Preparedness for Students with Hearing Loss
- School Supports, Modifications and Accommodations for Students
- School Supports, Modifications and Accommodations for Students
- School-Aged Children with Hearing Loss
- Schools Paying for Hearing Evaluation
- Schools Purchasing Hearing Aids for Students
- Self-Advocacy Apps!
- Self-Advocacy as a Stand-Alone Service?
- Self-Advocacy Instruction – Necessary for Full Participation
- Self-Advocacy Skill Development is Required for Full Participation in the Classroom
- Self-Advocacy Skills for Students with Hearing Loss
- Self-Concept: Assessment & Strategies for Adolescents
- Self-Concept: How the Child with Hearing Loss Sees Himself
- Self-Concept: Infants, Toddlers, Preschoolers
- Self-Concept: School-Age Children with Hearing Loss
- Self-Identity and Hearing Loss
- Sept is Deaf Awareness Month
- Signia – Hearing Solutions for Kids and Teens
- Social Communication – PRAGMATICS
- Social Communication – PRAGMATICS
- Social Issues and Your Child
- Social Needs & “I hate my hearing aids!”
- Social Skills
- Speech & Language Development at Home
- Speech Perception & Learning
- Speech Perception, the listening bubble, and impact on learning
- Speechreading
- Strategies for Keeping Hearing Aids on Young Children
- Strength in Numbers
- Student Materials for Learning About Hearing Loss & Hearing Aids
- Study Skills for Children who are DHH
- Summer Camps for Children who are Deaf or Hard of Hearing
- Supporting Students Who Are Deaf Plus
- Surface Learning is Not Enough – the Need for Deeper Understanding
- Tailored Assessment for Students with Hearing Loss: Identifying Needs to Support Eligibility for Specialized Instruction
- Teacher Guidance: Using FM in the Classroom
- Teacher Tools Takeout
- Teacher Tools Takeout: Cascading Impact of Hearing Loss
- Teacher Tools Takeout: Does this student have a poor self-concept
- Teacher Tools Takeout: LIFE-R 5-point listening response scale
- Teacher Tools Takeout: Observational Record of Behavior of Deaf or Hard of Hearing
- Teacher Tools Takeout: Resources – Identifying DHH Student Needs
- Teacher Tools Takeout: Social Conversation
- Teacher Tools Takeout: Vocabulary Development: 4 Multiple Meaning Words
- Teachers of Students who are Deaf or Hard of Hearing: A Critical Resource Needed for Legal Compliance
- Teaching Auditory Skills via Remote Learning
- Technology Monitoring Is Necessary For Hearing Device Users
- Teen Transition – A Necessary Part of Future Success
- Tests – Informal Assessments for Parents, Students, Teachers
- The Necessity of Classroom Observation
- The Power of an Appropriate Program of Special Education Support
- The Power of the Read-Aloud
- The ULTIMATE Goal – Self-Determination
- Theory of Mind – Implications for Social Success
- Tips For Itinerants
- Too Many Students to Serve?
- Transition Planning for Adulthood
- Transition to Preschool
- Typical Auditory Development
- Understanding your Baby’s Hearing Loss
- Understanding Your Student’s Aided Hearing using the Desired Sensation Level (DSL) Approach
- Unilateral Hearing Loss
- Unilateral Hearing Loss and Learning
- Ways to Help Teachers Get Up to Speed on the Needs of Their Students with Hearing Loss
- We Want Him to be “Normal”…
- What is “Normal” Hearing for Children?
- What is Appropriate School Progress?
- White Paper: Estimating the Level of Communication Effectiveness / Access
- White Paper: Estimating the Level of Communication Effectiveness / Access
- Writing the IFSP for Your Child
