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For Professionals
- Amplification
- Assessment of Student Skills, Challenges, Needs
- Early Childhood: Infants, Toddlers, Preschool
- Hearing Loss – Identification, Impact and Next Steps
- IDEA Law Summary Information
- Language and Speech Development Issues
- Legal Issues in Serving Children with Hearing Loss
- Listening (Auditory Skills) Development
- Planning to Meet Student Needs
- Self-Advocacy Skills for Students with Hearing Loss
- Self-Concept: How the Child with Hearing Loss Sees Himself
- Social Skills
- Speech Perception & Learning
Why a TODHH?
What can the Teacher of the Deaf and Hard of Hearing do that other Support Personnel can’t? If you have been a Teacher of the Deaf and Hard of Hearing (TODHH) for any length of time, you’ve likely been asked the question, “What can you do that the “fill in the blank”...
Featured Product : Itinerant Teacher’s Handbook
$62.00
The Itinerant Teacher’s Handbook 2nd Edition Carolyn Bullard, PhD & John Luckner, EdD A resource for DHH Programs, new teachers, professional community study. The 22 chapters provide a wide variety of information that describes the foundations of itinerant services to support students with hearing loss. $62.00 The Itinerant Teacher’s Handbook,...
Articles
For Professionals
- “Expanding” Instruction for Students who are Deaf/Hard of Hearing
- “Special Considerations” and LRE for Students who are DHH
- 10 Low-Tech Ideas for Virtual Instruction
- 10 Years of Changes!
- 12 Speech and Language Considerations
- 12 Tips for Collaborating with Colleagues
- 504 Plans
- 7 Ways to Gather Great Information for Early Intervention to Preschool
- Access and Advocacy in an e-Learning World
- ACCESS Check
- Access via the Americans with Disabilities Act
- Accommodations – Lifeline to Equal Access
- Accommodations for Students with Hearing Loss
- Accommodations: Sports and Extra-Curricular Activities
- Addressing Self-Esteem and Issues of Fitting In
- Advanced Bionics – Cochlear Implant Info for Schools
- Adverse Educational Impact with Good Grades?
- Amplification
- An Often Unknown Cause of Hearing Loss in Children
- And What Do YOU Do?
- ANSD – Auditory Neuropathy/Dyssynchrony Spectrum Disorder
- ASL Development
- Assessing Language Skills of ASL Communicators
- Assessment Must Go On! Tailored Identification of Access & Educational Needs
- Assessment of Online ACCESS
- Assessment of Student Skills, Challenges, Needs
- Atresia, Microtia: Permanent Conductive Hearing Loss
- Auditory / Sign Language Skill Development
- Auditory Brainstem Implants – Now for Children who are Deaf
- Auditory Comprehension
- Auditory Discrimination
- Auditory Identification
- Auditory Skill Practice – a MUST for Hard of Hearing Students
- Auditory Skills - Awareness
- Better Listening in Group Settings
- Bluetooth and Streaming Options
- Bone-Anchored Hearing Solutions
- Brain Development & Hearing Loss
- Brain On? Hearing Device Monitoring is Necessary for Access to Education
- Brains are Wired for Language, NOT Reading!
- Building your Child’s Self-Confidence
- Bullying and Students with Hearing Loss
- Can Kids with Hearing Loss in Private or Charter Schools Receive DHH Support Services?
- Captioned Instructional Videos
- Captioned Media to the Rescue!
- Challenging Appropriate Education Services for Students who are DHH
- Cholesteatoma – What is it? How can it affect learning?
- Classroom Acoustics – Design Requirements for Schools
- Classroom Acoustics – Impact on Listening and Learning
- CMV (Cytomegalovirus) and Hearing Loss
- Cochlear Implants
- Cochlear: Helping Children “Hear now. And always.”
- Collecting ESY Data, What’s the Point?
- Communication Choices
- Communication Development Monitoring – Infants and Toddlers
- Connecting Hearing Devices to Computers or iPads
- Creating the Least Restrictive Online Learning Environment for Students who are Deaf*/Hard of Hearing
- Cued Speech Information
- Deaf PLUS Additional Needs
- Dear Classroom Teacher: You Have A Student With Hearing Loss
- Demonstrations: Simulated Listening with Hearing Loss & Devices
- Describing the Impact of Hearing Loss to Parents/Teachers
- Determining Annual Yearly Progress
- Determining Appropriate Service Delivery to Improve Outcomes
- Determining Listening Challenges
- Don’t Wait-Self Advocate!
- E-Learning
- E-Learning & Coronavirus
- E-Learning & Coronavirus (COVID-19)
- E-Learning Survey Results
- Ear Infections and Learning
- Early Childhood: Infants, Toddlers, Preschool
- Early Intervention Materials on Tap
- Early Intervention Resources
- Eligibility - Even with Good Grades
- Emailable Tips for Preschool and Kindergarten Teachers
- Emailable Tips for Teachers
- Equal Access Includes Appropriate Accommodations During Testing
- Evaluation Considerations
- Evaluation Considerations – Low Average ≠ ‘Okay’
- Evolution of the Hearing Aid
- Expectations for Caring for Hearing Devices
- Fatigue from Listening with Hearing Loss in School
- FM Systems
- Focusing on Vocabulary Building
- Four Back-to-School Tips for Teachers of Deaf/Hard of Hearing Students
- Get Free Tools to Work with Children with Hearing Loss
- Getting Ready to Read
- Go-to Ideas for Supporting a Student’s Self-Concept
- He Failed Hearing Screening! What’s Next?
- Hearing Aid Retention for Young Children
- Hearing Aids
- Hearing Aids are NOT "Glasses" for the Ears
- Hearing Devices – Tools, Not Miracles
- Hearing Loss – Identification and Next Steps
- Hearing Loss – Identification, Impact and Next Steps
- Hearing Loss – Information on Specific Types
- Hearing Loss and Sarcasm: The Problem is Conceptual NOT Perceptual
- Hearing Loss Related to Childhood Ear Infections
- Hearing Screening Resources
- Helmets & Hearing Aids / Processors
- Hyperacusis: Over-Sensitivity to Sound
- IDEA Law Summary Information
- Identifying Student’s Functional Issues in the Classroom
- Impact of Hearing Loss on Child Development and School Performance
- Improved Family Connections via Tele-Intervention
- Inclusion – Factors that Make it or Break it
- Inservicing the Classroom Teacher
- Is the Inclusion Model Good for Students with Hearing Loss?
- Issues: Determining Service Delivery
- Issues: Eligibility Determination
- Issues: Provision of Appropriate Assistive Technology/Accommodations
- It’s a Noisy World! We CAN Improve Listening in Noise Ability
- It’s TOO Loud! What to do for Students with Sound Sensitivities (Hypercusis) in the Classroom
- Keys To Improving Reading Skills
- Keys to Incidental Learning
- Language and Speech Development Issues
- Learning Progress Equal to Peers?
- Legal Issues in Serving Children with Hearing Loss
- Listening (Auditory Skills) Development
- Listening Inventory For Education – Revised (LIFE-R)
- Listening Training Resources
- Math & Language Development
- MED-EL Cochlear Implants – Your Partner in Education
- Mild Hearing Loss and Learning
- Missing Bits Results in Syntax Deficits
- Models of Service Delivery
- Monitoring Progress of Skill-Building
- More Tips For Itinerant Teachers
- My student is being bullied but the school isn’t taking it seriously!
- Noise-Related Hearing Loss
- One Cost of Being the Lone ‘DHH Kid’ & the Need to Assess Social/Emotional Issues
- Only One Ear CAN be a Big Deal
- Oticon Medical Ponto System
- Oticon Streaming Information
- Our Top Assessments to Use with Students who are DHH
- Pace of Learning & Keeping Up in the Classroom
- Personal FM vs Sound Field FM (Classroom Audio Distribution System)
- Phonak Roger — Bridging the Understanding Gap for Children with Hearing Loss
- Planning to Meet Student Needs
- Plant the Literacy Seed and Read!
- Pre-teaching Vocabulary and Vocabulary Instruction
- Preparing for Success: What Classroom Teachers Need to Know About Students with Hearing Loss
- Preparing Students for Social Unpredictability
- Progress Monitoring – Gains Equal to Peers?
- Progress Monitoring, What’s the Point?
- Push-In Services for Students in the Mainstream
- Questions Families Often Ask about their Child with Hearing Loss
- Reading Comprehension Delays – An Expectation for Most Students with Hearing Loss
- Relationship of Hearing Loss to Listening and Learning
- School Preparedness for Students with Hearing Loss
- School Supports, Modifications and Accommodations for Students
- Schools Paying for Hearing Evaluation
- Schools Purchasing Hearing Aids for Students
- Self-Advocacy Apps!
- Self-Advocacy as a Stand-Alone Service?
- Self-Advocacy Skill Development is Required for Full Participation in the Classroom
- Self-Advocacy Skills for Students with Hearing Loss
- Self-Concept: Assessment & Strategies for Adolescents
- Self-Concept: How the Child with Hearing Loss Sees Himself
- Self-Concept: Infants, Toddlers, Preschoolers
- Self-Concept: School-Age Children with Hearing Loss
- Self-Identity and Hearing Loss
- Sept is Deaf Awareness Month
- Signia – Hearing Solutions for Kids and Teens
- Social Communication – PRAGMATICS
- Social Needs & “I hate my hearing aids!”
- Social Skills
- Speech Perception & Learning
- Speech Perception, the listening bubble, and impact on learning
- Speechreading
- Strategies for Keeping Hearing Aids on Young Children
- Student Materials for Learning About Hearing Loss & Hearing Aids
- Student Services: One Size Doesn’t Fit All
- Study Skills for Children who are DHH
- Summer Camps for Children who are Deaf or Hard of Hearing
- Supporting Mental Health of Deaf or Hard of Hearing Students in the School Setting
- Supporting Students Who Are Deaf Plus
- Surface Learning is Not Enough – the Need for Deeper Understanding
- Tailored Assessment for Students with Hearing Loss: Identifying Needs to Support Eligibility for Specialized Instruction
- Targeting Spelling Challenges for Students with Hearing Loss
- Teacher Guidance: Using FM in the Classroom
- Teacher HACKS: Make the End-of-the-Year More Productive
- Teachers of the Deaf are Superheroes, but They Can’t be Everywhere at Once!
- Teaching Auditory Skills via Remote Learning
- Technology Monitoring Is Necessary For Hearing Device Users
- Teen Transition – A Necessary Part of Future Success
- Teens and the Price to Pass as ‘Normal’
- Tests – Informal Assessments for Parents, Students, Teachers
- The Necessity of Classroom Observation
- The Power of the Read-Aloud
- The Road from Referral to Eligibility isn’t Easy
- The ULTIMATE Goal - Self-Determination
- Theory of Mind – Implications for Social Success
- Too Many Students to Serve?
- Transition Planning for Adulthood
- Typical Auditory Development
- Understanding Your Student’s Aided Hearing using the Desired Sensation Level (DSL) Approach
- Unilateral Hearing Loss and Learning
- Vocabulary Essentials to Language and Reading Development
- Ways to Help Teachers Get Up to Speed on the Needs of Their Students with Hearing Loss
- We Can’t Teach Reading and Writing in Silos
- What is “Normal” Hearing for Children?
- What is Appropriate School Progress?
- Why a TODHH?
- Advanced Bionics – Cochlear Implant Info for Schools
- Amplification
- Auditory Brainstem Implants – Now for Children who are Deaf
- Bluetooth and Streaming Options
- Bone-Anchored Hearing Solutions
- Brain On? Hearing Device Monitoring is Necessary for Access to Education
- Cochlear Implants
- Cochlear: Helping Children “Hear now. And always.”
- Connecting Hearing Devices to Computers or iPads
- Evolution of the Hearing Aid
- Expectations for Caring for Hearing Devices
- FM Systems
- Hearing Aid Retention for Young Children
- Hearing Aids
- MED-EL Cochlear Implants – Your Partner in Education
- Oticon Medical Ponto System
- Oticon Streaming Information
- Personal FM vs Sound Field FM (Classroom Audio Distribution System)
- Phonak Roger — Bridging the Understanding Gap for Children with Hearing Loss
- Schools Purchasing Hearing Aids for Students
- Signia – Hearing Solutions for Kids and Teens
- Social Needs & “I hate my hearing aids!”
- Strategies for Keeping Hearing Aids on Young Children
- Student Materials for Learning About Hearing Loss & Hearing Aids
- Technology Monitoring Is Necessary For Hearing Device Users
- 7 Ways to Gather Great Information for Early Intervention to Preschool
- ACCESS Check
- Adverse Educational Impact with Good Grades?
- Assessing Language Skills of ASL Communicators
- Assessment Must Go On! Tailored Identification of Access & Educational Needs
- Communication Development Monitoring – Infants and Toddlers
- Determining Annual Yearly Progress
- Evaluation Considerations
- Evaluation Considerations – Low Average ≠ ‘Okay’
- Identifying Student’s Functional Issues in the Classroom
- Learning Progress Equal to Peers?
- Listening Inventory For Education – Revised (LIFE-R)
- One Cost of Being the Lone ‘DHH Kid’ & the Need to Assess Social/Emotional Issues
- Our Top Assessments to Use with Students who are DHH
- Progress Monitoring – Gains Equal to Peers?
- Progress Monitoring, What’s the Point?
- Tailored Assessment for Students with Hearing Loss: Identifying Needs to Support Eligibility for Specialized Instruction
- Tests – Informal Assessments for Parents, Students, Teachers
- The Necessity of Classroom Observation
- The Road from Referral to Eligibility isn’t Easy
- What is Appropriate School Progress?
- 7 Ways to Gather Great Information for Early Intervention to Preschool
- Brain Development & Hearing Loss
- Communication Choices
- Communication Development Monitoring – Infants and Toddlers
- Early Childhood: Infants, Toddlers, Preschool
- Early Intervention Materials on Tap
- Early Intervention Resources
- Emailable Tips for Preschool and Kindergarten Teachers
- Getting Ready to Read
- Hearing Aid Retention for Young Children
- Improved Family Connections via Tele-Intervention
- Strategies for Keeping Hearing Aids on Young Children
- An Often Unknown Cause of Hearing Loss in Children
- ANSD – Auditory Neuropathy/Dyssynchrony Spectrum Disorder
- Atresia, Microtia: Permanent Conductive Hearing Loss
- Brains are Wired for Language, NOT Reading!
- Cholesteatoma – What is it? How can it affect learning?
- CMV (Cytomegalovirus) and Hearing Loss
- Deaf PLUS Additional Needs
- Dear Classroom Teacher: You Have A Student With Hearing Loss
- Demonstrations: Simulated Listening with Hearing Loss & Devices
- Describing the Impact of Hearing Loss to Parents/Teachers
- Ear Infections and Learning
- Emailable Tips for Teachers
- He Failed Hearing Screening! What’s Next?
- Hearing Aids are NOT "Glasses" for the Ears
- Hearing Devices – Tools, Not Miracles
- Hearing Loss – Identification and Next Steps
- Hearing Loss – Identification, Impact and Next Steps
- Hearing Loss – Information on Specific Types
- Hearing Loss Related to Childhood Ear Infections
- Hearing Screening Resources
- Hyperacusis: Over-Sensitivity to Sound
- Impact of Hearing Loss on Child Development and School Performance
- Inservicing the Classroom Teacher
- It’s a Noisy World! We CAN Improve Listening in Noise Ability
- Keys to Incidental Learning
- Mild Hearing Loss and Learning
- Noise-Related Hearing Loss
- Only One Ear CAN be a Big Deal
- Preparing for Success: What Classroom Teachers Need to Know About Students with Hearing Loss
- Questions Families Often Ask about their Child with Hearing Loss
- Relationship of Hearing Loss to Listening and Learning
- Schools Paying for Hearing Evaluation
- Speech Perception, the listening bubble, and impact on learning
- Student Services: One Size Doesn’t Fit All
- Teacher Guidance: Using FM in the Classroom
- Teachers of the Deaf are Superheroes, but They Can’t be Everywhere at Once!
- Unilateral Hearing Loss and Learning
- What is “Normal” Hearing for Children?
- 12 Speech and Language Considerations
- Access via the Americans with Disabilities Act
- ASL Development
- Auditory / Sign Language Skill Development
- Cued Speech Information
- Focusing on Vocabulary Building
- Hearing Loss and Sarcasm: The Problem is Conceptual NOT Perceptual
- Keys To Improving Reading Skills
- Language and Speech Development Issues
- Math & Language Development
- Math & Language Development
- Missing Bits Results in Syntax Deficits
- Pre-teaching Vocabulary and Vocabulary Instruction
- Reading Comprehension Delays – An Expectation for Most Students with Hearing Loss
- Social Communication – PRAGMATICS
- Speechreading
- The Power of the Read-Aloud
- Theory of Mind – Implications for Social Success
- We Can’t Teach Reading and Writing in Silos
- Challenging Appropriate Education Services for Students who are DHH
- Eligibility - Even with Good Grades
- “Special Considerations” and LRE for Students who are DHH
- Access via the Americans with Disabilities Act
- Accommodations – Lifeline to Equal Access
- Assessment of Online ACCESS
- Evaluation Considerations – Low Average ≠ ‘Okay’
- Progress Monitoring – Gains Equal to Peers?
- Can Kids with Hearing Loss in Private or Charter Schools Receive DHH Support Services?
- Eligibility - Even with Good Grades
- Equal Access Includes Appropriate Accommodations During Testing
- IDEA Law Summary Information
- Issues: Determining Service Delivery
- Issues: Eligibility Determination
- Issues: Provision of Appropriate Assistive Technology/Accommodations
- 504 Plans
- ACCESS Check
- Is the Inclusion Model Good for Students with Hearing Loss?
- Legal Issues in Serving Children with Hearing Loss
- Missing Bits Results in Syntax Deficits
- Pace of Learning & Keeping Up in the Classroom
- Schools Purchasing Hearing Aids for Students
- Tailored Assessment for Students with Hearing Loss: Identifying Needs to Support Eligibility for Specialized Instruction
- Auditory / Sign Language Skill Development
- Auditory Comprehension
- Auditory Discrimination
- Auditory Identification
- Auditory Skill Practice – a MUST for Hard of Hearing Students
- Auditory Skills - Awareness
- Better Listening in Group Settings
- Determining Listening Challenges
- Fatigue from Listening with Hearing Loss in School
- Listening (Auditory Skills) Development
- Listening Training Resources
- Strategies for Keeping Hearing Aids on Young Children
- Teaching Auditory Skills via Remote Learning
- Typical Auditory Development
- “Expanding” Instruction for Students who are Deaf/Hard of Hearing
- “Special Considerations” and LRE for Students who are DHH
- 10 Years of Changes!
- 12 Tips for Collaborating with Colleagues
- Accommodations – Lifeline to Equal Access
- Accommodations for Students with Hearing Loss
- Adverse Educational Impact with Good Grades?
- And What Do YOU Do?
- Assessment of Student Skills, Challenges, Needs
- Collecting ESY Data, What’s the Point?
- Deaf PLUS Additional Needs
- Equal Access Includes Appropriate Accommodations During Testing
- Fatigue from Listening with Hearing Loss in School
- Four Back-to-School Tips for Teachers of Deaf/Hard of Hearing Students
- Get Free Tools to Work with Children with Hearing Loss
- Inclusion – Factors that Make it or Break it
- Is the Inclusion Model Good for Students with Hearing Loss?
- It’s TOO Loud! What to do for Students with Sound Sensitivities (Hypercusis) in the Classroom
- Models of Service Delivery
- Monitoring Progress of Skill-Building
- More Tips For Itinerant Teachers
- Pace of Learning & Keeping Up in the Classroom
- Planning to Meet Student Needs
- Preparing Students for Social Unpredictability
- School Preparedness for Students with Hearing Loss
- Self-Advocacy Skill Development is Required for Full Participation in the Classroom
- Study Skills for Children who are DHH
- Surface Learning is Not Enough – the Need for Deeper Understanding
- Targeting Spelling Challenges for Students with Hearing Loss
- Teacher HACKS: Make the End-of-the-Year More Productive
- Too Many Students to Serve?
- Transition Planning for Adulthood
- Vocabulary Essentials to Language and Reading Development
- Ways to Help Teachers Get Up to Speed on the Needs of Their Students with Hearing Loss
- What is Appropriate School Progress?
- Why a TODHH?
- 504 Plans
- Access via the Americans with Disabilities Act
- Accommodations: Sports and Extra-Curricular Activities
- Captioned Instructional Videos
- Captioned Media to the Rescue!
- Helmets & Hearing Aids / Processors
- School Supports, Modifications and Accommodations for Students
- Assessment of Online ACCESS
- Determining Annual Yearly Progress
- Evaluation Considerations
- Progress Monitoring – Gains Equal to Peers?
- Tests – Informal Assessments for Parents, Students, Teachers
- 10 Low-Tech Ideas for Virtual Instruction
- Access and Advocacy in an e-Learning World
- Creating the Least Restrictive Online Learning Environment for Students who are Deaf*/Hard of Hearing
- E-Learning
- E-Learning & Coronavirus
- E-Learning & Coronavirus (COVID-19)
- E-Learning Survey Results
- Supporting Students Who Are Deaf Plus
- Don’t Wait-Self Advocate!
- My student is being bullied but the school isn’t taking it seriously!
- Self-Advocacy Apps!
- Self-Advocacy as a Stand-Alone Service?
- Self-Advocacy Skill Development is Required for Full Participation in the Classroom
- Self-Advocacy Skills for Students with Hearing Loss
- Sept is Deaf Awareness Month
- Teen Transition – A Necessary Part of Future Success
- The ULTIMATE Goal - Self-Determination
- Addressing Self-Esteem and Issues of Fitting In
- Bullying / Teasing Happens!
- Bullying and Students with Hearing Loss
- Go-to Ideas for Supporting a Student’s Self-Concept
- Reducing the Impact of Stigma and Teasing
- Self-Concept: Assessment & Strategies for Adolescents
- Self-Concept: How the Child with Hearing Loss Sees Himself
- Self-Concept: Infants, Toddlers, Preschoolers
- Self-Concept: School-Age Children with Hearing Loss
- Self-Identity and Hearing Loss
- Supporting Mental Health of Deaf or Hard of Hearing Students in the School Setting
- Teens and the Price to Pass as ‘Normal’
- Addressing Self-Esteem and Issues of Fitting In
- Building your Child’s Self-Confidence
- Social Communication – PRAGMATICS
- Social Needs & “I hate my hearing aids!”
- Social Skills
- Summer Camps for Children who are Deaf or Hard of Hearing
- Theory of Mind – Implications for Social Success
- Brain Development & Hearing Loss
- Classroom Acoustics – Impact on Listening and Learning
- Classroom Acoustics – Design Requirements for Schools
- Classroom Acoustics – Impact on Listening and Learning
- Plant the Literacy Seed and Read!
- Relationship of Hearing Loss to Listening and Learning
- Speech Perception & Learning
- Speech Perception, the listening bubble, and impact on learning
- Speechreading
- Understanding Your Student’s Aided Hearing using the Desired Sensation Level (DSL) Approach