E-Learning & Coronavirus (COVID-19) Due to concerns with the rapid spread of Coronavirus, also known as COVID-19, schools and universities across the country are shutting down their campuses and moving to e-learning or virtual learning. In light of this, the...
E-Learning & Coronavirus (COVID-19)
Supporting Students Who Are Deaf Plus
Supporting Students Who Are Deaf PlusThe term “Deaf Plus” refers to having both hearing loss and another disability or eligibility that qualifies the student for special education under the IDEA. It can often be difficult for educational teams to...
An Often Unknown Cause of Hearing Loss in Children
An Often Unknown Cause of Hearing Loss in Children Understanding and Preventing CMV in the Educational Setting Author: Brenda Balch, M.D., AAP EHDI Chapter Champion for CT The leading cause of sensorineural hearing loss is heredity, but many people don’t...
Missing Bits Results in Syntax Deficits
Missing Bits Results in Syntax Deficits Students with hearing loss, whether hard of hearing or deaf, are at high risk for deficits in syntax due to their imperfect perception of the English language. Word endings, tense, and other grammatical features are often lost...
Get Free Tools to Work with Children with Hearing Loss
Get Free Tools to Work with Children with Hearing Loss The Ida Institute, a nonprofit working to advance person-centered hearing care, offers free pediatric tools and resources to support educators and hearing care professionals in understanding the perspectives of...
Self-Advocacy as a Stand-Alone Service?
Too often we hear, “He has good grades, so he won’t qualify for special education.” It is true that there must be a relationship between a child’s disability and school performance to qualify for services, however, IDEA specifies educational performance, not grades....
Eligibility – Even with Good Grades
Tailored Assessment for Students with Hearing Loss: Identifying Needs to Support Eligibility for Specialized Instruction A recent US court case1 made it clear that students with hearing loss must receive an eligibility assessment that identifies areas of suspected...
Pre-teaching Vocabulary and Vocabulary Instruction
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...
Auditory Skill Practice – a MUST for Hard of Hearing Students
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...
The Necessity of Classroom Observation
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...
