by Karen | Nov 22, 2019 | For Professionals, Language and Speech Development Issues
Many students who are hard of hearing or deaf enter school with limited vocabularies and language experience, whether their communication modality is spoken or signed. Given these constraints, vocabulary instruction is an essential and ongoing component of our work...
by Karen | Nov 12, 2019 | Advocacy Notes
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. Click here...
by Karen | Nov 8, 2019 | Goodies
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...
by Karen | Nov 8, 2019 | For Professionals, Listening (Auditory Skills) Development
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...
by Karen | Oct 20, 2019 | Assessment of Student Skills, Challenges, Needs, For Professionals
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...