Supporting Success For Children With Hearing Loss | blog_page

Only One Ear CAN be a Big Deal

About 25-30% of children identified by universal newborn hearing screening have hearing loss in only one ear. This prevalence increases with age to about 1 ½ -2% of the school-age population. Students with unilateral hearing loss are at 10 times the risk for...

Inclusion – Factors that Make it or Break it

Late November 2018 Every parent and teacher want children with hearing loss to be successful in the classroom, both academically and socially. There are benefits to including students with disabilities in their neighborhood schools and having them be fully included in...

Reducing the Impact of Stigma and Teasing

Early November 2018 About 30% of all school-aged children experience bullying or peer-victimization. The risk of this negative treatment increases for children who have lower social competence, presence of special needs, or overall seem “different” from their peer...

Identifying Student’s Functional Issues in the Classroom

The evaluation process requires1 that a variety of assessment tools and strategies are used to gather relevant functional, developmental, and academic information about the student to determine if there is a disability that is adversely affecting educational performance. We also must develop a statement about the student’s present level of academic achievement and functional performance. Classroom observation provides the opportunity to collect data on how the student with hearing loss functions in the classroom in comparison to typical peers. Using the ‘deaf lens’ during observations, systematically considering performance, and obtaining teacher checklist information all help to paint the picture of functional performance and identify issues.

More Tips For Itinerant Teachers

Itinerant teachers must be ready for anything. Many itinerant teachers have evolved into their role, rather than trained for it.  Just as “deaf children are not hearing children who cannot hear,” itinerant teachers are not simply classroom teachers with cars.  Itinerants are also consultants, technology experts, cultural attaches, collaborators, and communicators. Itinerants know that planning and preparation are essential; we also know that all the best planning and preparation can be thwarted. Supporting our low incidence students so that their needs can be met in the inclusive classroom takes knowledge, heart, and stamina.

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