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.

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.

Late September 2018 The job of hearing devices is to improve the audibility of speech, allowing students to perceive much more of verbal instruction and all other spoken communication more fully. By funneling more audible speech information into the brain, the student...

Early September 2018 The beginning of the school year means scheduling, organizing and inservicing – oh my! For itinerant teachers, one of the biggest tricks to starting the school year is getting to everyone in a timely manner to educate them on their student –...

August 2018 Each Fall, teachers of the deaf/hard of hearing scramble to contact each of their student’s classroom teachers about the impact of hearing loss on educational performance and what the teacher needs to do to accommodate the student’s unique learning needs....

May 2018 The abilities of children with hearing loss, whether they are exiting from early intervention or are already school-aged, are typically evaluated to identify overall delays or learning disorders.Since children with hearing loss have access issues learning...

Late April 2018 The U.S. Department of Education gives each State the right to determine what constitutes adequate yearly progress (AYP) based on that State’s final assessment system. Instruction must be rigorous enough to demonstrate “continuous and substantial”...

Early April 2018 The ‘bread and butter’ of itinerant support to students with hearing loss is often considered to be ensuring communication access, supporting language development, and self-advocacy skills training. While access relates to ADA requirements, and...

Late March 2018 Transition services are required for students who are receiving specialized services under IEPs, starting no later than age 14. Unfortunately, Transition is often thought to be satisfied by a check off form with little true instruction. Effective and...

Early March 2018 Hearing loss is a barrier that limits access to ongoing communication in the environment. For students who are hard of hearing this means that they do not perceive 90% or more of speech, especially if it occurs beyond the 3-6 foot range. Decreased...