by Karen | Jun 5, 2017 | For Professionals, Self-Concept: How the Child with Hearing Loss Sees Themselves, Social Skills
Self-esteem plays a critical role in the academic success, social development, and emotional well-being of deaf and hard-of-hearing students. Children with hearing loss may struggle with feelings of being different, find it hard to feel like they are fitting in with...
by Karen | Jun 5, 2017 | For Professionals, Self-Advocacy Skills for Students with Hearing Loss
Self-advocacy apps help students with hearing loss learn to speak up, explain their needs, and get the support they need in school and everyday life. These apps teach vocabulary, social language, and ways to ask for captions, FM systems, and other accommodations. What...
by Karen | Jun 5, 2017 | For Professionals, Planning to Meet Student Needs
“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...
by Karen | Jun 5, 2017 | For Professionals, Planning to Meet Student Needs
Infants and Toddlers An integral part of early intervention services includes monitoring the growth in skill development for young children with hearing loss. If a child was identified at birth and received amplification/intervention within a couple of months, then...
by Karen | Jun 5, 2017 | For Professionals, Models of Service Delivery
Push-in services bring special education support, accommodations, and communication access directly into the mainstream classroom for students with hearing loss. These services help students access instruction, stay connected with peers, and succeed without leaving...
