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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
Preparing Students for Social Unpredictability
We all want students to be critical thinkers, problem solvers and decision-makers across academic content areas as well as social and emotional contexts1.
Smooth social interactions help not only with language learning, but also self-esteem and a feeling of belonging. Social stories and role-pla...
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
- 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
- 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
- First Impressions – Inservicing Busy Classroom Teachers
- 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 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 PLUS Additional Disability(ies)
- 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
- Strength in Numbers
- 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
- 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
- Tips For Itinerants
- 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
- What is “Normal” Hearing for Children?
- What is Appropriate School Progress?
- 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
- Cholesteatoma – What is it? How can it affect learning?
- CMV (Cytomegalovirus) and Hearing Loss
- 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
- First Impressions – Inservicing Busy Classroom Teachers
- He Failed Hearing Screening! What’s Next?
- 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 PLUS Additional Disability(ies)
- 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
- 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?
- 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
- Hearing Loss PLUS Additional Disability(ies)
- 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
- Tips For Itinerants
- 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?
- 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