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# Supporting Success For Children With Hearing Loss

Helping YOU Help Kids Who are Deaf or Hard of Hearing Succeed

## Sitemaps

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## Posts

- [What I Wish My Educators Had Known:  20 Tips from a Mainstreamed Deaf and Hard-of-Hearing (DHH) Individual](https://successforkidswithhearingloss.com/what-i-wish-my-educators-had-known-20-tips-from-a-mainstreamed-deaf-and-hard-of-hearing-dhh-individual/) - Learn practical strategies for educating students with hearing loss through real-life insights from a mainstreamed deaf adult and experienced educator.
- [Teens with Hearing Loss and the Price to Pass as 'Normal'](https://successforkidswithhearingloss.com/teens-and-the-price-to-pass-as-normal/) - Learn why teens with hearing loss may try to fit in by hiding their hearing loss and discover ways families and schools can build confidence.
- [Supporting Mental Health in DHH Students in the School](https://successforkidswithhearingloss.com/supporting-mental-health-of-deaf-or-hard-of-hearing-students-in-the-school-setting/) - Educators, families, and school teams can support mental health in DHH students through approaches that are both practical and founded on research.
- [Understanding Self-Identity and Hearing Loss in Children and Teens](https://successforkidswithhearingloss.com/self-identity-and-hearing-loss/) - Self-identity and hearing loss affect how children see themselves. Find practical ways to support healthy identity development.
- [Self-Concept in School-Age Children with Hearing Loss](https://successforkidswithhearingloss.com/self-concept-school-age/) - Learn how self-concept in school-age children develops and discover practical strategies that build confidence, resilience, and lifelong success.
- [Self-Concept in Early Childhood: Infants, Toddlers, and Preschoolers with Hearing Loss](https://successforkidswithhearingloss.com/self-concept-infants-toddlers-preschoolers/) - Build a proud identity from day one! Explore how to support a healthy self-concept in early childhood for young children with hearing loss.
- [How They See Themselves: Self-Concept in Children with Hearing Loss](https://successforkidswithhearingloss.com/self-concept-how-the-child-with-hearing-loss-sees-himself/) - Learn how self-concept in children with hearing loss affects confidence, friendships, and school success, plus strategies to build resilience.
- [Self-Concept Assessment Strategies for Adolescents with Hearing Loss](https://successforkidswithhearingloss.com/self-concept-assessment-strategies-for-adolescents/) - Learn how self-concept assessment for adolescents helps identify strengths, build confidence, and support emotional and academic success.
- [Reducing Stigma and Peer Victimization for Students with Hearing Loss](https://successforkidswithhearingloss.com/reducing-the-impact-of-stigma-and-teasing/) - Stigma and peer victimization can affect confidence, friendships, and learning. Discover strategies that support students with hearing loss.
- [Bullying and Teasing: Protecting Students with Hearing Loss](https://successforkidswithhearingloss.com/bullying-teasing-happens/) - Bullying and teasing can impact confidence and learning. Explore warning signs, prevention tips, and support for students with hearing loss.
- [Bullying and Students with Hearing Loss: What Parents and Educators Need to Know](https://successforkidswithhearingloss.com/bullying-and-students-with-hearing-loss-2/) - Don't overlook the reality of bullying and students with hearing loss! Find effective bullying prevention and intervention strategies to help students thrive.
- [Supporting Self-Concept in Students with Hearing Loss: 3 Go-To Ideas](https://successforkidswithhearingloss.com/go-to-ideas-for-supporting-a-students-self-concept/) - Supporting self-concept and emotional growth in deaf and hard-of-hearing students with these proven classroom and family strategies.
- [Self-Esteem and Fitting In: Supporting Deaf and Hard of Hearing Students](https://successforkidswithhearingloss.com/addressing-self-esteem-and-issues-of-fitting-in/) - Learn how to build self-esteem, confidence, and belonging in deaf and hard-of-hearing students while supporting social and academic success.
- [The ULTIMATE Goal: Self-Determination for Deaf and Hard of Hearing Students](https://successforkidswithhearingloss.com/self-determination/) - Move beyond standard IEP compliance. Learn how parents and teachers can build essential self-determination and decision-making skills in DHH youth today.
- [Teen Transition Planning for Deaf and Hard of Hearing Students](https://successforkidswithhearingloss.com/teen-transition-a-necessary-part-of-future-success/) - What does successful teen transition planning for deaf and hard-of-hearing students look like? Learn the top IEP skills, timeline rules, and legal shifts.
- [Deaf Awareness Month Activities, Resources, and Ideas for September](https://successforkidswithhearingloss.com/sept-is-deaf-awareness-month-stuff-to-use/) - Deaf Awareness Month activities, videos, lessons, and resources that help students learn about Deaf culture and inclusion.
- [Teaching Self-Advocacy Skills for Students With Hearing Loss](https://successforkidswithhearingloss.com/self-advocacy-skills-for-students-with-hearing-loss/) - What self-advocacy skills do students with hearing loss need to succeed? Discover how to teach, assess, and track these essential IEP milestones.
- [Self-Advocacy Skills Development for Full Classroom Participation](https://successforkidswithhearingloss.com/self-advocacy-skill-development-is-required-for-full-participation-in-the-classroom/) - Why is self-advocacy skill development required for full classroom participation? Learn how specialized training builds independent learning to support success.
- [Self-Advocacy as a Stand-Alone Service for Students With Hearing Loss?](https://successforkidswithhearingloss.com/self-advocacy-as-a-stand-alone-service/) - Self-advocacy as a stand-alone service? Learn why good grades don't rule out the need for direct instruction and how the ECC applies to the IEP.
- [Self-Advocacy Apps for Students with Hearing Loss](https://successforkidswithhearingloss.com/self-advocacy-apps/) - Learn how self-advocacy apps support students with hearing loss through hearing technology education and communication practice.
- [How to Address Bullying of Deaf and Hard of Hearing Students](https://successforkidswithhearingloss.com/my-student-is-being-bullied-but-the-school-isnt-taking-it-seriously/) - What should you do when school ignores bullying? Find clear steps to protect students with hearing loss and get support fast.
- [Don’t Wait Self-Advocate! Self-Advocacy for Students with Hearing Loss](https://successforkidswithhearingloss.com/dont-wait-self-advocate/) - Teach self-advocacy skills early to help students with hearing loss build confidence, request accommodations, and succeed in school. Don't Wait, Self-Advocate!
- [Push-In Services for Students in the Mainstream](https://successforkidswithhearingloss.com/push-in-services-for-students-in-the-mainstream/) - Find strategies for providing push-in services, support, and accommodations for students with hearing loss in mainstream classrooms.
- [Issues Determining Service Delivery for Students with Hearing Loss](https://successforkidswithhearingloss.com/issues-determining-service-delivery/) - Find guidance on critical factors and issues determining service delivery for students with hearing loss and educational communication needs.
- [Determining Appropriate Service Delivery for Students With Hearing Loss](https://successforkidswithhearingloss.com/determining-appropriate-service-delivery-to-improve-outcomes/) - Learn how appropriate service delivery improves educational outcomes for students with hearing loss and communication needs.
- [Supporting Students Who Are Deaf Plus in Educational Settings](https://successforkidswithhearingloss.com/supporting-students-who-are-deaf-plus/) - Learn strategies and accommodations for supporting students who are Deaf Plus with communication, learning, and accessibility needs.
- [E-Learning Survey Results for Students Who Are Deaf and Hard of Hearing](https://successforkidswithhearingloss.com/e-learning-survey-results/) - Read about e-learning survey results revealing virtual learning challenges and accessibility needs for students with hearing loss.
- [E-Learning Coronavirus COVID-19 Support for Students With Hearing Loss](https://successforkidswithhearingloss.com/e-learning-coronavirus-covid-19/) - E-learning coronavirus COVID-19 accommodations help students with hearing loss access virtual instruction and online learning.
- [Navigating E-Learning Coronavirus Challenges for Students With Hearing Loss](https://successforkidswithhearingloss.com/e-learning-coronavirus/) - Learn how e-learning coronavirus strategies and accommodations help students with hearing loss access virtual instruction and online learning.
- [E-Learning for Students With Hearing Loss](https://successforkidswithhearingloss.com/e-learning-2/) - Find accessible e-learning strategies that improve virtual learning for students with hearing loss and communication needs.
- [Creating the Least Restrictive Online Learning Environment for Students](https://successforkidswithhearingloss.com/creating-the-least-restrictive-online-learning-environment-for-students-who-are-deaf-hard-of-hearing/) - Learn how to create a least restrictive online learning environment for students with hearing loss and virtual access needs.
- [10 Low-Tech Virtual Instruction Strategies for Students With Hearing Loss](https://successforkidswithhearingloss.com/10-low-tech-ideas-for-virtual-instruction/) - Find practical, accessible, low-tech virtual instruction strategies for deaf and hard-of-hearing students during remote learning.
- [What Is a 504 Plan? Accommodations for Students With Hearing Loss Explained](https://successforkidswithhearingloss.com/504-plans/) - Learn about 504 Plans. Accommodations for deaf and hard-of-hearing students, including eligibility, examples, classroom supports, and parent guidance.
- [Communication Access in Schools with ADA Accommodations](https://successforkidswithhearingloss.com/access-via-the-americans-with-disabilities-act/) - Learn how the ADA protects students with hearing loss through communication access, accommodations, and effective support in schools.
- [Accommodations for Sports and ExtraCurricular Activities](https://successforkidswithhearingloss.com/accommodations-sports-and-extra-curricular-activities/) - Learn sports and extracurricular activities accommodations for students with hearing loss, including communication access, hearing devices, and ADA supports.
- [Captioned Instructional Videos for Students](https://successforkidswithhearingloss.com/captioned-instructional-videos/) - Find educational captioned instructional videos and accessibility resources for deaf and hard-of-hearing students and classrooms.
- [Captioned Media to the Rescue!](https://successforkidswithhearingloss.com/captioned-media-to-the-rescue/) - Find accessible captioned media and educational videos that support communication access and inclusive learning for students with hearing loss.
- [Helmets for Children With Hearing Aids and Cochlear Implants](https://successforkidswithhearingloss.com/helmets/) - Find suggestions for helmets for children with hearing loss, including sports safety tips for hearing aids and cochlear implants.
- [School Modifications and Accommodations for Students](https://successforkidswithhearingloss.com/school-supports-modifications-and-accommodations-for-students/) - Find effective school modifications and accommodations for students with hearing loss, including classroom supports and communication access.
- [Assessing Online Access for Deaf and Hard of Hearing Students](https://successforkidswithhearingloss.com/assessment-of-online-access/) - Find online access accommodations and communication supports for deaf and hard-of-hearing students in virtual education to improve virtual participation.
- [Determining Annual Yearly Progress for Students With Hearing Loss](https://successforkidswithhearingloss.com/determining-annual-yearly-progress/) - Learn how to measure annual yearly progress for students with hearing loss using educational assessments and progress monitoring.
- [Evaluation Considerations for Students With Hearing Loss](https://successforkidswithhearingloss.com/evaluation-considerations/) - Learn important educational evaluation considerations, communication access, and assessment supports for students with hearing loss.
- [Informal Assessments for Parents, Students, Teachers](https://successforkidswithhearingloss.com/tests-informal-assessments-for-parents-students-teachers/) - Learn about informal assessments and educational testing tools for students with hearing loss used by parents and teachers.
- [Progress Monitoring for Students With Hearing Loss](https://successforkidswithhearingloss.com/progress-monitoring-gains-equal-to-peers/) - Learn how progress monitoring helps students with hearing loss achieve academic growth and equal access to classroom learning.
- [e-Learning Access and Advocacy in an Online World](https://successforkidswithhearingloss.com/access-and-advocacy-in-an-e-learning-world-3/) - Learn strategies for e-learning access and advocacy supports for deaf and hard-of-hearing students during virtual learning.
- [Barriers After High School for Deaf and Hard of Hearing Students](https://successforkidswithhearingloss.com/barriers-after-high-school-postsecondary-dropout-careers-and-independence-for-deaf-hard-of-hearing-students/) - Learn about postsecondary outcomes, career barriers, and transition planning strategies for deaf and hard-of-hearing students.
- [Characteristics of Children as Communicators](https://successforkidswithhearingloss.com/characteristics-of-children-as-communicators/) - GUIDE FOR DETERMINING CHARACTERISTICS OF CHILDREN WHO FUNCTION AS DIFFERENT TYPES OF COMMUNICATORS Listed in Developmental Sequence Adapted from: INSITE DOWNLOAD PDF OF THIS CHART Characteristics of children who may use speech Auditory Behaviors -Child quiets to voice or gazes at speaker’s face -Child attends to sounds (aware of sounds, but may not yet know
- [Summer Camps for Children who are Deaf or Hard of Hearing](https://successforkidswithhearingloss.com/summer-camps-for-children-who-are-deaf-or-hard-of-hearing/) - [et_pb_section fb_built=”1″ custom_padding_last_edited=”on|desktop” admin_label=”section” module_class=”sub_condent_page hearing” _builder_version=”4.16″ background_color=”#ffffff” custom_padding_tablet=”50px|0|50px|0″ custom_padding_phone=”” da_disable_devices=”off|off|off” transparent_background=”off” padding_mobile=”off” make_fullwidth=”off” use_custom_width=”off” width_unit=”on” global_colors_info=”{}” da_is_popup=”off” da_exit_intent=”off” da_has_close=”on” da_alt_close=”off” da_dark_close=”off” da_not_modal=”on” da_is_singular=”off” da_with_loader=”off” da_has_shadow=”on”][et_pb_row admin_label=”row” _builder_version=”4.16″ background_size=”initial” background_position=”top_left” background_repeat=”repeat” global_colors_info=”{}”][et_pb_column type=”4_4″ _builder_version=”4.16″ custom_padding=”|||” global_colors_info=”{}” custom_padding__hover=”|||”][et_pb_text admin_label=”Text” _builder_version=”4.27.4″ background_size=”initial” background_position=”top_left” background_repeat=”repeat” hover_enabled=”0″ use_border_color=”off” border_color=”#ffffff” border_style=”solid” global_colors_info=”{}” sticky_enabled=”0″] The following list identifies camps, family learning
- [Demonstrations: Simulated Listening with Hearing Loss & Devices](https://successforkidswithhearingloss.com/demonstrations-simulated-listening-with-hearing-loss-devices/) - Listening with Hearing Loss Listening with FM Systems Listening with Cochlear Implants Listening with Auditory Neuropathy Spectrum Disorder Demonstrations of the challenges of speechreading can be found HERE Listening is hard work when you aren’t able to hear all of the speech sounds! Children with hearing loss are usually more fatigued than their typically hearing friends
- [The Gap Between Teacher of the Deaf Training and Early Intervention Practice](https://successforkidswithhearingloss.com/the-gap-between-teacher-of-the-deaf-training-and-early-intervention-practice/) - Early Intervention Early intervention with newly identified infants and their families is a specialty area within deaf education. Not only does it draw upon knowledge of deaf education best practices, it requires a whole set of additional knowledge and skills that most university preparation programs simply don't cover. This isn't a personal gap, this is
- [One Cost of Being the Lone ‘DHH Kid’ & the Need to Assess Social/Emotional Issues](https://successforkidswithhearingloss.com/one-cost-of-being-the-lone-dhh-kid-the-need-to-assess-socialemotional-issues/) - Increasingly, students with hearing loss are educated in their neighborhood schools and often the only student in their grade or school to use hearing devices or sign language. They are at higher risk than peers for teasing, and often have difficulty developing a healthy identity as a person who has a hearing loss. A thorough
- [Tailored Identification of Access & Educational Needs](https://successforkidswithhearingloss.com/tailored-identification-of-access-educational-needs/) - Tailored Identification of Access & Educational Needs Equal access was already a challenge! The Title II ADA requirement that schools are required to ensure that communication for students who are deaf and hard of hearing are as effective as communication for others [ADA Title II 28 C.F.R. 35.160 (a)(1)] was already a tall order
- [How to Start to Help your Child](https://successforkidswithhearingloss.com/how-to-start-to-help-your-child/) - I recently found out my baby has a hearing loss. How can I help him? Where do I start? First, there are resources available and people to help you. There is much to learn but you are not alone. Children with hearing loss will thrive and develop when their families and other caregivers are aware
- [Our Top Assessments to Use with Students who are DHH](https://successforkidswithhearingloss.com/our-top-assessments-to-use-with-students-who-are-dhh/) - Assessment is required for all students who are deaf or hard of hearing (DHH) with IEPs or who are seeking eligibility for an IEP. IDEA requires that assessments tailored to the (suspected) disability area be used, but the question is WHICH assessments should be used? There are many, many checklists, functional assessments, and norm-referenced tests
- [Listening Inventory For Education – Revised (LIFE-R)](https://successforkidswithhearingloss.com/listening-inventory-for-education-revised-life-r-1/) - NEW! Streamlined and easier to use Listening Inventory For Education-Revised (LIFE-R) This FREE tool is exclusively offered by Supporting Success for Children with Hearing Loss. What is it? The Listening Inventory For Education – Revised efficacy tools are multi‐faceted and flexible for use with elementary and secondary school students. The addition of self‐advocacy items
- [Developmental Milestones](https://successforkidswithhearingloss.com/developmental-milestones/) - Want to understand your child's growth? Explore typical milestones from 3 months to beyond 12 months and keep your little one on track.
- [Understanding Student Assessment: Key Concepts and Considerations for Deaf and Hard-of-Hearing Learners](https://successforkidswithhearingloss.com/understanding-student-assessment-key-concepts-and-considerations-for-deaf-and-hard-of-hearing-learners/) - [et_pb_section fb_built=”1″ _builder_version=”4.27.4″ _module_preset=”default” da_disable_devices=”off|off|off” locked=”off” global_colors_info=”{}” da_is_popup=”off” da_exit_intent=”off” da_has_close=”on” da_alt_close=”off” da_dark_close=”off” da_not_modal=”on” da_is_singular=”off” da_with_loader=”off” da_has_shadow=”on”][et_pb_row _builder_version=”4.27.4″ _module_preset=”default” global_colors_info=”{}”][et_pb_column type=”4_4″ _builder_version=”4.27.4″ _module_preset=”default” global_colors_info=”{}”][et_pb_text _builder_version=”4.27.4″ _module_preset=”default” global_colors_info=”{}”]Student assessment is a cornerstone of educational practice, guiding instruction, identifying needs, and informing interventions. For deaf and hard-of-hearing (DHH) children, assessment requires additional considerations to ensure validity and equity.
- [Building your Child’s Self-Confidence](https://successforkidswithhearingloss.com/building-your-childs-self-confidence/) - An Essential Ingredient for Success! Self-confidence is an essential ingredient for healthy development and school success. Confidence is a belief in your ability to master your body, behavior, and the challenges you encounter. Children who are confident are eager to face new challenges and expect adults to be helpful and supportive of their efforts.Self-confidence is
- [Infants and Toddlers with Hearing Loss](https://successforkidswithhearingloss.com/parents-infants-toddlers/) - Below are just a few questions you may be experiencing. Be sure to look through the different topics available in Parent Resources for more information! What does it mean to have a baby with hearing loss? Help me understand. I recently found out my baby has a hearing loss. I know he hears something. How can
- [Does he have to wear his hearing aids? Really? He seems to hear okay!](https://successforkidswithhearingloss.com/hearing-aids-really/) - The fact that your son or daughter has a hearing loss was probably a huge surprise for you and never one you wanted or even considered. Hearing that your child needed hearing aids may have been a very emotional time for you. Yet you love your child and want the best possible future for him
- [Learning Progress Equal to Peers?](https://successforkidswithhearingloss.com/learning-progress-equal-to-peers/) - Students with hearing loss have less access to communication. This will result in a slower pace of learning and fewer gains in academic knowledge unless appropriate services and supports are provided. At the end of the school year it is important to ask whether your students have learned the amount expected of their grade level.
- [Key Factors in Language, Social, and Developmental Outcomes for  Children with Hearing Differences](https://successforkidswithhearingloss.com/key-factors-in-language-social-and-developmental-outcomes-for-children-with-hearing-impairment/) - Children with hearing impairment (HI) face multiple challenges in acquiring language and achieving social well‑being. Research consistently shows that early intervention, robust language support, and attention to social factors are critical for improving developmental outcomes.
- [Advanced Bionics – Cochlear Implant Info for Schools](https://successforkidswithhearingloss.com/advanced-bionics-cochlear-implant-info-for-schools/) - The Tools for Schools program is designed to help children succeed in school. Within the tools found here you will find key educational and support pieces to help you better manage a child with an Advanced Bionics cochlear implant in the classroom.
- [Assessment of Student Skills, Challenges, Needs](https://successforkidswithhearingloss.com/assessment-of-student-skills-challenges-needs/) - Appropriate evaluation of children with hearing loss means assessing the performance areas most vulnerable to challenges due to the access issues resulting from hearing loss or deafness. Tests – Informal Assessments for Parents, Students and Teachers The eligibility considerations wheel shown was developed by Karen Anderson and Lynne Price. Steps to Assessment Questions This list
- [Legal Issues in Serving Children with Hearing Loss](https://successforkidswithhearingloss.com/legal-issues-in-serving-children-with-hearing-loss/) - [et_pb_section admin_label=”section”] [et_pb_row admin_label=”row”] [et_pb_column type=”4_4″][et_pb_text admin_label=”Text”] Webpages in the Legal Issues section of the Supporting Success website: IDEA Law Summary Information Issues: Eligibility Determination Issues: Determining Service Delivery Issues: Provision of Appropriate Assistive Technology/Accommodations Access via the Americans with Disabilities Act 504 Plans The information included in this series of webpages has been derived
- [Brain On? Hearing Device Monitoring is Necessary for Access to Education](https://successforkidswithhearingloss.com/brain-on-hearing-device-monitoring-is-necessary-for-access-to-education/) - Lecturer Dr. Carol Flexer emphasizes how hearing loss is about the brain, not the ears. Hearing devices are needed to activate the brain and to access spoken communication for learning. For children who are hard of hearing, we need to get them through the ‘doorway’ of hearing loss, so information will get to the brain.
- [Lost in the Noise: The Learning Gap for Deaf and Hard of Hearing Children](https://successforkidswithhearingloss.com/lost-in-the-noise/) - # Breaking Down Barriers for Deaf and Hard of Hearing Students Did you know that while DHH students often perform better academically in mainstream settings, many general education teachers lack the specialized training to fully support them? **The reality:** Students with hearing loss face unique challenges including: - Auditory fatigue with physical, cognitive, and socio-emotional consequences - Listening gaps during note-taking and group discussions - Background noise levels averaging 76.8dB during group work - Social isolation and communication breakdowns **The solution:** Itinerant teachers of the deaf play a VITAL role in bridging this gap by: ✅ Training general education teachers on best practices ✅ Implementing classroom modifications and amplification technology ✅ Providing communication supports and accommodations ✅ Ensuring equitable access to curriculum **Simple interventions make a huge difference:** - Seat students opposite the teacher's dominant hand for better sight lines - Use "talking sticks" during group work - Provide frequent listening breaks (every 15 minutes) - Repeat all student responses into HAT systems Every child deserves equitable access to education. It's time we amplify support for our DHH learners! #DeafEducation #HearingLoss #InclusiveEducation #TeacherTraining #AccessibilityMatters #EducationEquity --- *Source: "Lost in the Noise: The Learning Gap for Deaf and Hard of Hearing Children" by Michelle Andros, MEd*
- [Bridging Literacy Models: Comparing Scarborough’s Reading Rope and the Deaf Reading Rope](https://successforkidswithhearingloss.com/bridging-literacy-models-comparing-scarboroughs-reading-rope-and-the-deaf-reading-rope/) - [et_pb_section fb_built=”1″ _builder_version=”4.22.1″ _module_preset=”default” da_disable_devices=”off|off|off” locked=”off” global_colors_info=”{}” da_is_popup=”off” da_exit_intent=”off” da_has_close=”on” da_alt_close=”off” da_dark_close=”off” da_not_modal=”on” da_is_singular=”off” da_with_loader=”off” da_has_shadow=”on”][et_pb_row column_structure=”2_3,1_3″ _builder_version=”4.22.1″ _module_preset=”default” custom_margin=”-25px||||false|false” custom_margin_tablet=”0px||||false|false” custom_margin_phone=”0px||||false|false” custom_margin_last_edited=”on|desktop” locked=”off” global_colors_info=”{}”][et_pb_column type=”2_3″ _builder_version=”4.22.1″ _module_preset=”default” global_colors_info=”{}”][et_pb_text _builder_version=”4.22.1″ _module_preset=”default” global_colors_info=”{}”]Reading is a multifaceted process, and various models have been developed to elucidate the components that contribute to skilled reading. Scarborough’s Reading Rope has
- [Spring is in the Air! A New Beginning in Nature and the Culmination of a School Year in Education.](https://successforkidswithhearingloss.com/spring-is-in-the-air-a-new-beginning-in-nature-and-the-culmination-of-a-school-year-in-education/) - [et_pb_section fb_built=”1″ _builder_version=”4.22.1″ _module_preset=”default” da_disable_devices=”off|off|off” locked=”off” global_colors_info=”{}” da_is_popup=”off” da_exit_intent=”off” da_has_close=”on” da_alt_close=”off” da_dark_close=”off” da_not_modal=”on” da_is_singular=”off” da_with_loader=”off” da_has_shadow=”on”][et_pb_row column_structure=”2_3,1_3″ _builder_version=”4.22.1″ _module_preset=”default” custom_margin=”-25px||||false|false” custom_margin_tablet=”0px||||false|false” custom_margin_phone=”0px||||false|false” custom_margin_last_edited=”on|desktop” locked=”off” global_colors_info=”{}”][et_pb_column type=”2_3″ _builder_version=”4.22.1″ _module_preset=”default” global_colors_info=”{}”][et_pb_text _builder_version=”4.22.1″ _module_preset=”default” global_colors_info=”{}”]As spring blooms and nature comes alive with vibrant colors and new growth, it symbolizes a season of renewal and fresh beginnings. For teachers,
- [Supporting Deaf and Hard of Hearing Students in Online Learning Environments: Strategies for Mitigating Visual Fatigue and Split Attention in Times of Teacher Deficits](https://successforkidswithhearingloss.com/supporting-deaf-and-hard-of-hearing-students-in-online-learning-environments-strategies-for-mitigating-visual-fatigue-and-split-attention-in-times-of-teacher-deficits/) - [et_pb_section fb_built=”1″ _builder_version=”4.22.1″ _module_preset=”default” da_disable_devices=”off|off|off” locked=”off” global_colors_info=”{}” da_is_popup=”off” da_exit_intent=”off” da_has_close=”on” da_alt_close=”off” da_dark_close=”off” da_not_modal=”on” da_is_singular=”off” da_with_loader=”off” da_has_shadow=”on”][et_pb_row column_structure=”2_3,1_3″ _builder_version=”4.22.1″ _module_preset=”default” custom_margin=”-25px||||false|false” custom_margin_tablet=”0px||||false|false” custom_margin_phone=”0px||||false|false” custom_margin_last_edited=”on|desktop” locked=”off” global_colors_info=”{}”][et_pb_column type=”2_3″ _builder_version=”4.22.1″ _module_preset=”default” global_colors_info=”{}”][et_pb_text _builder_version=”4.22.1″ _module_preset=”default” global_colors_info=”{}”]As districts face persistent shortages in Teachers of the Deaf (TODs) and related service providers, many school systems have resorted to virtual learning and
- [Eligibility - Even with Good Grades](https://successforkidswithhearingloss.com/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 need secondary to hearing loss must be evaluated with sufficient intensity to satisfy in depth evaluation. The
- [Supporting Executive Function in Deaf and Hard of Hearing Students](https://successforkidswithhearingloss.com/language-speech-development-issues/) - [et_pb_section fb_built=”1″ _builder_version=”4.22.1″ _module_preset=”default” hover_enabled=”0″ da_disable_devices=”off|off|off” locked=”off” global_colors_info=”{}” sticky_enabled=”0″ da_is_popup=”off” da_exit_intent=”off” da_has_close=”on” da_alt_close=”off” da_dark_close=”off” da_not_modal=”on” da_is_singular=”off” da_with_loader=”off” da_has_shadow=”on”][et_pb_row _builder_version=”4.22.1″ _module_preset=”default” custom_margin=”-25px||||false|false” custom_margin_tablet=”0px||||false|false” custom_margin_phone=”0px||||false|false” custom_margin_last_edited=”on|desktop” hover_enabled=”0″ locked=”off” global_colors_info=”{}” sticky_enabled=”0″][et_pb_column type=”4_4″ _builder_version=”4.22.1″ _module_preset=”default” global_colors_info=”{}”][et_pb_text _builder_version=”4.22.1″ _module_preset=”default” hover_enabled=”0″ global_colors_info=”{}” sticky_enabled=”0″]Supporting Executive Function in Deaf and Hard of Hearing Students: Evidence-Based Strategies for Educators Executive function (EF) encompasses cognitive
- [Harnessing the Benefits of Artificial Intelligence to Assist in IEP Writing-Who Would Have Imagined!](https://successforkidswithhearingloss.com/harnessing-the-benefits-of-artificial-intelligence-to-assist-in-iep-writing-who-would-have-imagined/) - [et_pb_section fb_built=”1″ _builder_version=”4.22.1″ _module_preset=”default” da_disable_devices=”off|off|off” locked=”off” global_colors_info=”{}” da_is_popup=”off” da_exit_intent=”off” da_has_close=”on” da_alt_close=”off” da_dark_close=”off” da_not_modal=”on” da_is_singular=”off” da_with_loader=”off” da_has_shadow=”on”][et_pb_row column_structure=”2_3,1_3″ _builder_version=”4.22.1″ _module_preset=”default” custom_margin=”-25px||||false|false” custom_margin_tablet=”0px||||false|false” custom_margin_phone=”0px||||false|false” custom_margin_last_edited=”on|desktop” locked=”off” global_colors_info=”{}”][et_pb_column type=”2_3″ _builder_version=”4.22.1″ _module_preset=”default” global_colors_info=”{}”][et_pb_text _builder_version=”4.22.1″ _module_preset=”default” global_colors_info=”{}”]Creating individualized education plans (IEPs) for students who are deaf or hard of hearing (DHH) is essential for ensuring they receive the necessary support
- [Hearing Loss, Autism and Attention Deficit Hyperactivity Disorder](https://successforkidswithhearingloss.com/hearing-loss-autism-and-attention-deficit-hyperactivity-disorder/) - [et_pb_section fb_built=”1″ _builder_version=”4.22.1″ _module_preset=”default” da_disable_devices=”off|off|off” locked=”off” global_colors_info=”{}” da_is_popup=”off” da_exit_intent=”off” da_has_close=”on” da_alt_close=”off” da_dark_close=”off” da_not_modal=”on” da_is_singular=”off” da_with_loader=”off” da_has_shadow=”on”][et_pb_row _builder_version=”4.22.1″ _module_preset=”default” custom_margin=”-25px||||false|false” custom_margin_tablet=”0px||||false|false” custom_margin_phone=”0px||||false|false” custom_margin_last_edited=”on|desktop” locked=”off” global_colors_info=”{}”][et_pb_column type=”4_4″ _builder_version=”4.22.1″ _module_preset=”default” global_colors_info=”{}”][et_pb_text _builder_version=”4.22.1″ _module_preset=”default” global_colors_info=”{}”]Research suggests that children who are deaf or hard of hearing may have a higher likelihood of being diagnosed with ADHD or Autism Spectrum Disorder
- [Self Concept-How the Child with Hearing Loss Sees Himself](https://successforkidswithhearingloss.com/for-professionals-self-concept-how-the-child-with-hearing-loss-sees-himself/) - [et_pb_section fb_built=”1″ _builder_version=”4.22.1″ _module_preset=”default” da_disable_devices=”off|off|off” locked=”off” global_colors_info=”{}” da_is_popup=”off” da_exit_intent=”off” da_has_close=”on” da_alt_close=”off” da_dark_close=”off” da_not_modal=”on” da_is_singular=”off” da_with_loader=”off” da_has_shadow=”on”][et_pb_row _builder_version=”4.22.1″ _module_preset=”default” custom_margin=”-25px||||false|false” custom_margin_tablet=”0px||||false|false” custom_margin_phone=”0px||||false|false” custom_margin_last_edited=”on|desktop” locked=”off” global_colors_info=”{}”][et_pb_column type=”4_4″ _builder_version=”4.22.1″ _module_preset=”default” global_colors_info=”{}”][et_pb_text _builder_version=”4.22.1″ _module_preset=”default” global_colors_info=”{}”]Understanding and Supporting Theory of Mind Development in Children with Hearing Loss: Insights and Strategies for School Professionals[/et_pb_text][/et_pb_column][/et_pb_row][et_pb_row column_structure=”3_5,2_5″ _builder_version=”4.22.1″ _module_preset=”default” global_colors_info=”{}”][et_pb_column type=”3_5″ _builder_version=”4.22.1″ _module_preset=”default”
- [The Impact of Increased Screen Time on Youth and the Relationship to a Decline in Reading](https://successforkidswithhearingloss.com/the-impact-of-increased-screen-time-on-youth-and-the-relationship-to-a-decline-in-reading/) - The digital age has provided young people with unprecedented access to information and social connection. Children can now have their questions answered instantly, without needing to engage in extensive reading or interaction. While these conveniences enhance efficiency, they have also reshaped how youth interact with the world. Screen time has increased substantially
- [Identifying Student’s Functional Issues in the Classroom](https://successforkidswithhearingloss.com/identifying-students-functional-issues-in-the-classroom-3/) - 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.
- [Ways to Gather Great Information  for Early Intervention to Preschool](https://successforkidswithhearingloss.com/7-ways-to-gather-great-information-for-early-intervention-to-preschool/) - Communication skills are at the heart of our concerns about the development of young children who are hard of hearing or deaf. We need easily administered, functional, and fun ways to assess children’s development and to plan needed intervention. Check out some of the ways we recommend gathering information on the communication of active children
- [Self-Advocacy for Students with Hearing Loss: A Resource Guide](https://successforkidswithhearingloss.com/self-advocacy-for-students-with-hearing-loss-a-resource-guide/) - [et_pb_section fb_built=”1″ admin_label=”section” _builder_version=”4.16″ da_disable_devices=”off|off|off” global_colors_info=”{}” da_is_popup=”off” da_exit_intent=”off” da_has_close=”on” da_alt_close=”off” da_dark_close=”off” da_not_modal=”on” da_is_singular=”off” da_with_loader=”off” da_has_shadow=”on”][et_pb_row column_structure=”1_3,2_3″ _builder_version=”4.22.1″ _module_preset=”default” locked=”off” global_colors_info=”{}”][et_pb_column type=”1_3″ _builder_version=”4.22.1″ _module_preset=”default” global_colors_info=”{}”][et_pb_image src=”https://successforkidswithhearingloss.com/wp-content/uploads/2024/10/self-advocacy.png” title_text=”self-advocacy” _builder_version=”4.22.1″ _module_preset=”default” global_colors_info=”{}”][/et_pb_image][/et_pb_column][et_pb_column type=”2_3″ _builder_version=”4.22.1″ _module_preset=”default” global_colors_info=”{}”][/et_pb_column][/et_pb_row][et_pb_row _builder_version=”4.22.1″ _module_preset=”default” custom_margin=”-25px||||false|false” custom_margin_tablet=”0px||||false|false” custom_margin_phone=”0px||||false|false” custom_margin_last_edited=”on|desktop” locked=”off” global_colors_info=”{}”][et_pb_column type=”4_4″ _builder_version=”4.22.1″ _module_preset=”default” global_colors_info=”{}”][et_pb_text _builder_version=”4.22.1″ _module_preset=”default” global_colors_info=”{}”]Self-advocacy is a crucial skill for students with
- [Deafness and Hispanic Heritage Month: A Cultural and Linguistic Journey](https://successforkidswithhearingloss.com/deafness-and-hispanic-heritage-month-a-cultural-and-linguistic-journey/) - [et_pb_section fb_built=”1″ _builder_version=”4.22.1″ _module_preset=”default” custom_margin=”-90px||||false|false” custom_margin_tablet=”0px||||false|false” custom_margin_phone=”0px||||false|false” custom_margin_last_edited=”on|tablet” da_disable_devices=”off|off|off” locked=”off” global_colors_info=”{}” da_is_popup=”off” da_exit_intent=”off” da_has_close=”on” da_alt_close=”off” da_dark_close=”off” da_not_modal=”on” da_is_singular=”off” da_with_loader=”off” da_has_shadow=”on”][et_pb_row column_structure=”1_3,2_3″ _builder_version=”4.22.1″ _module_preset=”default” global_colors_info=”{}”][et_pb_column type=”1_3″ _builder_version=”4.22.1″ _module_preset=”default” global_colors_info=”{}”][et_pb_image src=”https://successforkidswithhearingloss.com/wp-content/uploads/2024/09/defness.png” title_text=”defness” _builder_version=”4.22.1″ _module_preset=”default” global_colors_info=”{}”][/et_pb_image][/et_pb_column][et_pb_column type=”2_3″ _builder_version=”4.22.1″ _module_preset=”default” global_colors_info=”{}”][/et_pb_column][/et_pb_row][et_pb_row _builder_version=”4.22.1″ _module_preset=”default” custom_margin=”-25px||||false|false” custom_margin_tablet=”0px||||false|false” custom_margin_phone=”0px||||false|false” custom_margin_last_edited=”on|desktop” global_colors_info=”{}”][et_pb_column type=”4_4″ _builder_version=”4.22.1″ _module_preset=”default” global_colors_info=”{}”][et_pb_text _builder_version=”4.22.1″ _module_preset=”default” global_colors_info=”{}”]September is Hispanic Heritage month
- [September is Deaf Awareness Month](https://successforkidswithhearingloss.com/september-is-deaf-awareness-month/) - [et_pb_section fb_built=”1″ _builder_version=”4.22.1″ _module_preset=”default” custom_margin=”-90px||||false|false” custom_margin_tablet=”0px||||false|false” custom_margin_phone=”0px||||false|false” custom_margin_last_edited=”on|tablet” da_disable_devices=”off|off|off” global_colors_info=”{}” da_is_popup=”off” da_exit_intent=”off” da_has_close=”on” da_alt_close=”off” da_dark_close=”off” da_not_modal=”on” da_is_singular=”off” da_with_loader=”off” da_has_shadow=”on”][et_pb_row column_structure=”1_3,2_3″ _builder_version=”4.22.1″ _module_preset=”default” global_colors_info=”{}”][et_pb_column type=”1_3″ _builder_version=”4.22.1″ _module_preset=”default” global_colors_info=”{}”][et_pb_image src=”https://successforkidswithhearingloss.com/wp-content/uploads/2024/09/Deaf-awareness-month.png” title_text=”Deaf-awareness-month” _builder_version=”4.22.1″ _module_preset=”default” global_colors_info=”{}”][/et_pb_image][/et_pb_column][et_pb_column type=”2_3″ _builder_version=”4.22.1″ _module_preset=”default” global_colors_info=”{}”][/et_pb_column][/et_pb_row][et_pb_row _builder_version=”4.22.1″ _module_preset=”default” custom_margin=”-25px||||false|false” custom_margin_tablet=”0px||||false|false” custom_margin_phone=”0px||||false|false” custom_margin_last_edited=”on|desktop” global_colors_info=”{}”][et_pb_column type=”4_4″ _builder_version=”4.22.1″ _module_preset=”default” global_colors_info=”{}”][et_pb_text _builder_version=”4.22.1″ _module_preset=”default” global_colors_info=”{}”]This is the perfect time to
- [ABC's of Data Collection](https://successforkidswithhearingloss.com/abcs-of-data-collection/) - Data collection has emerged as an indispensable tool for crafting informed decisions, particularly in specialized fields such as deaf education. The unique needs of deaf and hard-of-hearing (DHH) students necessitate a nuanced approach to education that can only be effectively achieved through comprehensive data gathering.
- [Embracing the New School Year A Fresh Start for All](https://successforkidswithhearingloss.com/embracing-the-new-school-year-a-fresh-start-for-all/) - As the excitement of summer break draws to an end, and the stores are filled with displays of school supplies, the start of a new school year arrives with a blend of excitement and anxiousness. The anticipation of a new school year creates moments brimming with....
- [Transition Planning for Adulthood](https://successforkidswithhearingloss.com/transition-planning-for-adulthood/) - “The transition statement shall be the guiding force for developing each IEP for students 14 years of age and older (or younger if appropriate). A statement of transitional services needed to foster movement from school to post-school activities shall be developed. The statement shall include, when appropriate, objectives for instruction, community experiences, employment and post-school
- [The Simple View of Reading and its Implications for Literacy Acquisition in Deaf Children](https://successforkidswithhearingloss.com/the-simple-view-of-reading-and-its-implications-for-literacy-acquisition-in-deaf-children/) - The ability to read is fundamental to academic success and societal participation. While the brain is naturally wired for language acquisition, it is not innately wired for literacy skills and reading. Understanding the process of reading and its components is crucial for educators, especially when considering diverse learners such as deaf children. The Simple View
- [Embracing Diversity: Working with Multilingual Deaf Students](https://successforkidswithhearingloss.com/embracing-diversity-working-with-multilingual-deaf-students/) - In today's increasingly interconnected world, classrooms are becoming more diverse, accommodating students from various linguistic and cultural backgrounds. Among these diverse groups are multilingual students who are deaf, bringing unique challenges and opportunities to educational settings. Working with these students requires a nuanced understanding of both deaf education and multilingualism to foster an inclusive and
- [Understanding Theory of Mind in Deaf and Hard of Hearing Individuals: Insights from Dr. Carol Westby and Dr. Tiffany Hutchins](https://successforkidswithhearingloss.com/understanding-theory-of-mind-in-deaf-and-hard-of-hearing-individuals-insights-from-dr-carol-westby-and-dr-tiffany-hutchins/) - Theory of Mind (ToM) is a fundamental cognitive ability that enables individuals to understand and attribute mental states—such as beliefs, desires, intentions, and emotions—to themselves and others, and to recognize that others may have different perspectives from their own. However, the development of ToM can be influenced by various factors, including sensory experiences. In the
- [Teaching Deaf and Hard of Hearing Students Virtually: Benefits, Limitations and Use-When There are NO TODS!](https://successforkidswithhearingloss.com/teaching-deaf-and-hard-of-hearing-students-virtually-benefits-limitations-and-use-when-there-are-no-tods/) - Teaching students who are deaf and hard of hearing (DHH) virtually has become increasingly prevalent, especially in the context of addressing teacher shortages. There are benefits and limitations of virtual instruction for DHH students and the virtual platform can serve as a viable option amidst teacher shortages. Benefits of Virtual Instruction for DHH
- [Implications of Screen Time on Children with Hearing Loss](https://successforkidswithhearingloss.com/implications-of-screen-time-on-children-with-hearing-loss/) - In today's digital age, screen time has become an integral part of children's lives, including those who are deaf and hard of hearing. While screens offer numerous educational and entertainment opportunities, excessive screen time can have significant implications for the development and well-being of children particularly those with hearing loss. Language Acquisition: One of
- [Addressing the Shortage of Deaf and Hard of Hearing Teachers](https://successforkidswithhearingloss.com/addressing-the-shortage-of-deaf-and-hard-of-hearing-teachers/) - In the realm of special education there is a significant shortage of teachers who are proficient in serving the needs of students who are deaf or hard of hearing (DHH). This scarcity not only compromises the quality of education for DHH students but also highlights systemic challenges within the educational landscape. Causes of the Shortage:
- [Accommodations via 504 Plans and the Americans with Disabilities Act (ADA)](https://successforkidswithhearingloss.com/504_ada/) - For additional information, especially on ADA requirements that schools ensure that communication access is as effective for children with hearing loss as it is for their typically hearing peers read more here. Million Dollar Settlement Highlights Need to Accommodate Students with Hearing Loss 504 Plans Section 504 of the Rehabilitation Act of 1973 is a civil-rights law that
- [Access via the Americans with Disabilities Act](https://successforkidswithhearingloss.com/access-ada/) - Americans with Disabilities Act – Clarification for Schools Schools are required to ensure equal communication access. Communication access is a key component of 504, IDEA and Title II of the ADA. A November 2014 policy guidance from the US Department of Education and US Department of Justice clarified that, under Title II of the ADA, schools
- [ASL Development](https://successforkidswithhearingloss.com/asl-development/) - ASL Stages of Development is a 2-page list of skill development stages of children from 3 months through 5-6 years. Guide to the ASL Development Observation Record is a 12-page detailed observation that includes the 2-page list of stages. These materials were developed by the Early Childhood Education program at the California School for the
- [Supporting Communication for Children who are Deafblind](https://successforkidswithhearingloss.com/supporting-communication-for-children-who-are-deafblind/) - National Trends The National Child Count of Children and Youth Who are DeafBlind is the first and longest-running registry of children who are deafblind in the world (National Center on Deafblindness (NCDB, 2022). In 2021, there were 10,441 children and youth identified with deafblindness in the United States (NCDB, 2022), and unlike students from earlier
- [Teacher HACKS: Make the End-of-the-Year More Productive](https://successforkidswithhearingloss.com/teacher-hacks-make-the-end-of-the-year-more-productive/) - The end of the school year can be exhaus3ng! Everyone is eager to wrap up grades and finalize IEP’s, but taking a few extra moments now, can take hours off the timme spent getting started in the fall. There are a few hacks to ending this school year that will help create a less stressful
- [New Teacher Bundle ON SALE NOW!](https://successforkidswithhearingloss.com/on-sale-through-september-the-new-teacher-inservice-combo/) - On SALE Now through January 15,2024! The NEW Teacher Bundle The new Impact of Hearing Loss on Listening, Learning, and Social Interactions included in the New Teacher Bundle provides a visual example of how various levels of hearing loss fragments speech and describes the impact of a smaller listening bubble. The Impact of Hearing Loss
- [Consultation Model of Service Delivery – is it worth it?](https://successforkidswithhearingloss.com/consultation-model-of-service-delivery-is-it-worth-it/) - The consult-only model is considered by some a hassle-free way to keep tabs on students, allowing the TODHH to take on more students. It can also be seen as less important than direct service. This should not be the case. One of the toughest questions teachers of the deaf and hard of hearing need to
- [Bluetooth and Streaming Options](https://successforkidswithhearingloss.com/bluetooth-streaming-options/) - Most of us are now familiar with bluetooth technology, knowingly or not. The folks walking around with something over their ear, talking or singing to the air, are probably connected wirelessly to their cell phone and/or their tunes. Bluetooth is a form of ultra-high frequency sound transmission, similar to FM (Frequency Modulated) or DM (Digitally
- [Low Incidence ≠ Low Priority: A Court Case You Need to Know About](https://successforkidswithhearingloss.com/low-incidence-≠-low-priority-a-court-case-you-need-to-know-about/) - Miguel Perez, now a deaf adult, is seeking monetary damages under the Americans with Disabilities Act (ADA). The aides assigned to provide sign language services were either unqualified or absent from the classroom for hours. Miguel was advanced to the next grade level based on inflated grades that misrepresented his actual progress, resulting in earning
- [Why a TODHH?](https://successforkidswithhearingloss.com/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”(reading specialist, speech therapist,
- [Targeting Spelling Challenges for Students with Hearing Loss](https://successforkidswithhearingloss.com/targeting-spelling-challenges-for-students-with-hearing-loss/) - Spelling accurately is often difficult! This article provides strategies for improving the spelling skills of our students with hearing loss. Research suggests that the spelling of children with hearing loss is different, because of their lack of hearing, which requires them to rely on other strategies. The ability to hear and to use sign language,
- [Inclusion – Factors that Make it or Break it](https://successforkidswithhearingloss.com/inclusion-factors-that-make-it-or-break-it/) - 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 mainstream settings. Yet, students with hearing loss have unique needs that are often overlooked or minimized due
- [What is Appropriate School Progress?](https://successforkidswithhearingloss.com/what-is-appropriate-school-progress/) - Students with hearing loss have less access to communication. This will result in a slower pace of learning and fewer gains in academic knowledge unless appropriate services and supports are provided. At the end of the school year it is important to ask whether your students have learned the amount expected of their grade level.
- [Ways to Help Teachers Get Up to Speed on the Needs of Their Students with Hearing Loss](https://successforkidswithhearingloss.com/ways-to-help-teachers-get-up-to-speed-on-the-needs-of-their-students-with-hearing-loss/) - A new school year, new students on your caseload, and many teachers that need to know about the special learning needs their students with hearing loss ASAP. There is only so much time in any day, yet preparing the classroom teacher for EVERY student still needs to happen within the first week or so of
- [Models of Service Delivery](https://successforkidswithhearingloss.com/models-of-service-delivery/) - Sometimes administrators or classroom teachers ask “What does the teacher of the deaf/hard of hearing do that is different from other special ed teachers?” or “Why do we really need to involve the teacher of the deaf? The LD teacher or SLP could handle this child’s needs.” It can be helpful to have a summary
- [Deaf PLUS Additional Needs](https://successforkidswithhearingloss.com/hearing-loss-plus-additional-disabilityies/) - With 30-40% of all children with hearing loss having one or more additional disabilities (Gallaudet Research Institute, 2005) this is a very important topic for all who care for, support and serve this population. The term “deaf plus” is often used to describe this population which refers to a child’s hearing loss compounded by additional conditions.
- [Equal Access Includes Appropriate Accommodations During Testing](https://successforkidswithhearingloss.com/equal-access-includes-appropriate-accommodations-during-testing/) - Schools and teachers have recently been held accountable for the progress made by each and every student. Many state departments of education and districts have defined the accommodations that can be provided to students with special needs so that fair access, but no unfair advantage is provided. With only 1:100 IEPs for students eligible for
- [Accommodations – Lifeline to Equal Access](https://successforkidswithhearingloss.com/accommodations-lifeline-to-equal-access/) - Classroom hearing assistance technology, interpreting services and captioning are often viewed as expensive within tight school district budgets and special accommodations are often seen as a hassle. Yet without these necessary provisions students who are deaf or hard of hearing are discriminated against due to a lack of equal access to school communication. Sometimes school
- [“Special Considerations” and LRE for Students who are DHH](https://successforkidswithhearingloss.com/special-considerations-and-lre-for-students-who-are-dhh/) - While the educational prognosis for students with hearing loss has never been as promising as it is now, we continue to have students who are deaf or hard of hearing who have not been identified, or who have not received intervention, prior to school entry. We have all encountered students with two or more years
- [Surface Learning is Not Enough – the Need for Deeper Understanding](https://successforkidswithhearingloss.com/surface-learning-is-not-enough-the-need-for-deeper-understanding/) - In most classrooms, new information is presented in a lecture format supplemented by reading material, until students build surface knowledge of the topic. Interaction activities such as classroom discussion, small group work, and partner problem-solving are used to solidify surface knowledge and to move students to a deeper level of understanding1. Therefore, how well students
- [Study Skills for Children who are DHH](https://successforkidswithhearingloss.com/study-skills-for-children-who-are-dhh-3/) - Study Skills word cloud on green background Research2,3 indicates that healthy executive function skills do not require hearing. Age-appropriate language proficiency, whether in sign or speech, is crucial for the development of healthy executive function skills. The greater the language delay the greater the probable need for development of executive function skills. There is also
- [School Preparedness for Students with Hearing Loss](https://successforkidswithhearingloss.com/school-preparedness-for-students-with-hearing-loss-3/) - A Connecticut mom of a student with hearing loss shares her journey into establishing greater awareness for the need for emergency preparedness when children are hard of hearing or deaf. Read more for: - Key issues regarding students who are DHH and school safety - When planning should occur - Possible emergencies and appropriate responses
- [More Tips For Itinerant Teachers](https://successforkidswithhearingloss.com/more-tips-for-itinerant-teachers-2/) - Itinerant teachers must be ready for anything. Many itinerant teachers have evolved into their role, rather than trained for it. The transition from classroom teacher to traveling teacher meant altering my expectations and constantly redefining my role in my students’ education. Frustrating as it may seem at times, I find the role of itinerant teacher
- [Monitoring Progress of Skill-Building](https://successforkidswithhearingloss.com/monitoring-progress-of-skill-building/) - Infants and Toddlers An integral part of early intervention services includes monitoring the growth in skill development for young children with hearing loss. If a child was identified at birth and received amplification/intervention within a couple of months, then the goal is one month of development per one month of age. If the hearing loss
- [It’s TOO Loud! What to do for Students with Sound Sensitivities (Hypercusis) in the Classroom](https://successforkidswithhearingloss.com/its-too-loud-what-to-do-for-students-with-sound-sensitivities-hypercusis-in-the-classroom/) - Many professionals in educational settings have encountered children with sound sensitivities. It could be a toddler who recently had pressure equalization (PE) tubes placed after having frequent ear infections and now covers her ears when she hears a loud sound. It could be a teenager who becomes outwardly anxious when the school bell rings, or
- [Dear Classroom Teacher: You Have A Student With Hearing Loss](https://successforkidswithhearingloss.com/dear-classroom-teacher-you-have-a-student-with-hearing-loss/) - [et_pb_section admin_label=”section”] [et_pb_row admin_label=”row”] [et_pb_column type=”4_4″][et_pb_text admin_label=”Text”]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. Without inservicing the teachers, it is likely that they
- [Is the Inclusion Model Good for Students with Hearing Loss?](https://successforkidswithhearingloss.com/is-the-inclusion-model-good-for-students-with-hearing-loss/) - Download this article as a PDF Special education students are first and foremost general education students. Many, if not most, school districts in the US are actively embracing the inclusion model of education, in which all students are educated in the mainstream classroom, regardless of the diversity of their needs. Students who are deaf
- [Get Free Tools to Work with Children with Hearing Loss](https://successforkidswithhearingloss.com/get-free-tools-to-work-with-children-with-hearing-loss-3/) - 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 children with hearing loss and give the them stronger voices as they advocate for their own needs. The World Healthcare Organization reports that while the most
- [Collecting ESY Data, What’s the Point?](https://successforkidswithhearingloss.com/collecting-esy-data-whats-the-point/) - Students who have disabilities that are being delivered support and services through the provisions of IDEA, who have Individual Education Plans (IEPs), MUST be considered for Extended School Year (ESY), every school year. This article explains more about ESY and appropriate data collection. What is Extended School Year? In some cases, interruptions in the
- [And What Do YOU Do?](https://successforkidswithhearingloss.com/and-what-do-you-do/) - How often have you gone into a school as an itinerant teacher of the deaf/hard of hearing only to be met with, “And what do YOU do?” With only 1 out of 100 IEPs being for students qualified as deaf/hard of hearing it is common for school staff to be unaware of the needs of
- [Accommodations for Students with Hearing Loss](https://successforkidswithhearingloss.com/accommodations-for-students-with-hearing-loss/) - Adapting the school environment to support the learner with hearing loss Listening and learning in the classroom can be very challenging for students with hearing loss. Children with Hearing Loss – Helpful Adaptations in the School Environment provides an overview of classroom accommodations and expectations that the school team can address to meet these needs.
- [Speech Perception, the listening bubble, and impact on learning](https://successforkidswithhearingloss.com/speech-perception-the-listening-bubble-and-impact-on-learning/) - For most classroom communication students who are hard of hearing must work harder to listen, thus having fewer resources needed to process what was said so that it can be comprehended and remembered. Our students who are Deaf and communicate visually will only perceive what is provided via their interpreter and/or captioning, which in combination with language
- [Preparing for Success: What Classroom Teachers Need to Know  About Students with Hearing Loss](https://successforkidswithhearingloss.com/preparing-for-success-what-classroom-teachers-need-to-know-about-students-with-hearing-loss/) - At the start of each school year, thousands of students enter classrooms with teachers who have never encountered a child with hearing loss. The following list summarizes key needs of students who are deaf or hard of hearing and the critical role of teachers to set the stage for student success in the mainstream classroom.
- [Describing the Impact of Hearing Loss to Parents/Teachers](https://successforkidswithhearingloss.com/describing-the-impact-of-hearing-loss-to-parentsteachers/) - How to Explain the Impact of Hearing Loss to Teachers and Peers Rather like trying to describe a new color of the rainbow that is not visible to most people, it is challenging to describe the affects and potential impact of hearing loss. Go to this page for a list of many audio and video materials that
- [Improved Family Connections via Tele-Intervention](https://successforkidswithhearingloss.com/improved-family-connections-via-tele-intervention/) - Can face-to-face intervention services for young children be replaced with tele-intervention? YES. Can remote services result in language development outcomes as good or BETTER than face to face services. YES! There are resources available to assist any interventionist in providing high quality services via tele-intervention. These techniques can help us all connect with families in
- [Schools Purchasing Hearing Aids for Students](https://successforkidswithhearingloss.com/schools-purchasing-hearing-aids-for-students/) - In these times of decreasing school budgets, anything that will cost a school district significant funds is likely to be questioned. Many school districts consider hearing aids to be ‘personal devices’ like glasses, and therefore believe that they are not required to cover this expense. As demonstrated through two rulings from the federal Office of
- [Assessing Language Skills of ASL Communicators](https://successforkidswithhearingloss.com/assessing-language-skills-of-asl-communicators/) - Assessing the language level of young children can be challenging enough, then add that they use a different language, and on top of that, many are language deprived. We expect our students who use American Sign Language interpreters in the classroom to be able to fully access what is said, but how do we know
- [Social Needs & “I hate my hearing aids!”](https://successforkidswithhearingloss.com/social-needs-i-hate-my-hearing-aids/) - There is no magic single solution to keeping hearing aids on students as they enter the tween/teen years. Why do kids reject their hearing aids – they help them so much! It is ‘normal’ to want to ‘be normal’. All children struggle with this to some degree. Rejecting hearing aids is usually an emotional reaction
- [Student Materials for Learning About Hearing Loss & Hearing Aids](https://successforkidswithhearingloss.com/student-hearingaid-materials/) - There are a large number of publications that provide information to assist students in learning about the impact of hearing loss, hearing aids and how to care for them. The following are a few readily available resources. Learning About the Ear Want to do a fun activity with your elementary-age students to teach them the
- [Signia – Hearing Solutions for Kids and Teens](https://successforkidswithhearingloss.com/signia/) - 1-800-766-4500 pro.signiausa.com/ For questions about Kids & Teens products email activekidsandteens.healthcare@signiausa.com. Signia has a wide range of hearing solutions and accessories that effectively meet the needs of active kids and teens. A lot is demanded of your child’s hearing when he or she starts school, especially in noisy environments and classrooms where it can be
- [Phonak Roger — Bridging the Understanding Gap for Children with Hearing Loss](https://successforkidswithhearingloss.com/phonak-roger-bridging-the-understanding-gap-for-children-with-hearing-loss/) - Phonak Roger — Bridging the Understanding Gap for Children with Hearing Loss FM/School Help Desk 1-888-777-7316 Press 1 for school customer service | Press 2 for school technical support | Press 3 for FM | Press 5 to dial by extension Fax: 630-393-9816 schoolhelpdesk@phonak.com Helping teachers understand the how-to’s : Download Roger reference sheets for classroom
- [He Failed Hearing Screening What's Next?](https://successforkidswithhearingloss.com/he-failed-hearing-screening-whats-next/) - Wondering if your child has a hearing loss can be scary. What do you do if your child has failed a hearing screening? What if they are actually diagnosed with a hearing loss? What are the next steps? This section explores what to expect once you’ve found out your child has failed a hearing screening or that your child has a hearing loss.
- [Technology Monitoring Is Necessary For Hearing Device Users](https://successforkidswithhearingloss.com/technology-monitoring-is-necessary-for-hearing-device-users-2/) - 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 is able to access more of the curriculum. For our hard of hearing students, hearing devices
- [FM Systems](https://successforkidswithhearingloss.com/fm-systems/) - FM Systems – Improved perception of speech over background noise and distance Hearing aids and cochlear implants provide children who have hearing loss with crucial access to their auditory environments. However, hearing aids and cochlear implants are typically not enough to help children in listening situations with background noise, reverberation (echo), or when trying to communicate
- [Auditory Brainstem Implants – Now for Children who are Deaf](https://successforkidswithhearingloss.com/auditory-brainstem-implants-children/) - We hear with our brains, not our ears Information found on Supporting Success for Children with Hearing Loss provides many resources for developing the listening, language, cognitive, literacy and academic participation skills of children who are deaf or hard of hearing. Approximately 1 out of the 2.5 children per 1000 identified with hearing loss at birth
- [Amplification](https://successforkidswithhearingloss.com/amplification/) - The purpose of this section is to provide information about the various hearing technology that may be appropriate for their child or students. Our thanks to our manufacturers who have provided information on their hearing technology products! You will find contact information for these companies at the top of their pages. Related to this topic, it
- [Cochlear Implants](https://successforkidswithhearingloss.com/cochlear-implants/) - Cochlear implants are an option for children who have very little hearing and receive little or no benefit from hearing aids. Refer to Cochlear Implants – What, When, Why, How for additional basic information. Videos that describe a cochlear implant and how it works: Khan Academy YouTube video Advanced Bionics YouTube video; CID QUICK TIPS VIDEO: Cochlear Implant Components
- [Ear Gear – Parent’s choice as most effective for keeping hearing aids on kids!](https://successforkidswithhearingloss.com/ear-gear-parents-choice-as-most-effective-for-keeping-hearing-aids-on-kids/) - Why do children need Ear Gear? As a result of newborn hearing screening, more and more babies are being fit with hearing aids. About 95% of their parents have had no experience with having a person with hearing loss in the family and hearing devices are a big challenge. Recent information has shown that most
- [Hearing Aid Retention for Young Children](https://successforkidswithhearingloss.com/hearing-aid-retention/) - Hearing Devices, Malfunction Rates, and Monitoring Requirement: Studies have shown that hearing aids, even when worn consistently, have been found to be nonfunctional or working less than optimally for up to 50% of children, which is why daily monitoring is critical. The IDEA law requires that each public agency must ensure that the hearing aids
- [Strategies for Keeping Hearing Aids on Young Children](https://successforkidswithhearingloss.com/strategies-for-keeping-hearing-aids-on-young-children/) - Thank you parents! In 2012, Jane Madell, PhD and I sent out a survey to a variety of groups of parents of children who are hard of hearing or deaf, asking them what strategies they used to keep hearing aids on their children when they were very young. We also asked them to rate the
- [Connecting Hearing Devices to Computers or iPads](https://successforkidswithhearingloss.com/connecting-hearing-devices-2/) - Connecting Hearing Devices to Computers or iPads Increasingly students are expected to be able to listen to iPads or computers in the classroom and to also respond verbally. For children with typical hearing this is accomplished with standard headphones or with earpieces with integrated microphones (like headphones used with a smart phone). Unfortunately, these standard
- [Hearing Aids](https://successforkidswithhearingloss.com/hearing-aids/) - Hearing aids amplify sound but they can also process the sound input so that the child will benefit more from what he or she hears. As a result of very extensive research and development, hearing aid technology has improved greatly in the ability to process sound not only in a quiet setting, but also in
- [Hearing Aids are NOT "Glasses" for the Ears](https://successforkidswithhearingloss.com/hearing-aids-are-not-glasses-for-the-ears/) - It's a common misconception that hearing aids “fix” hearing loss like glasses “fix” vision loss. While hearing aids are prescribed for those with hearing loss, hearing aids don't fix hearing loss. Children with hearing loss haven't yet developed auditory skills, therefore they will need to have direct instruction in auditory skill development, to understand what
- [We Can’t Teach Reading and Writing in Silos](https://successforkidswithhearingloss.com/we-cant-teach-reading-and-writing-in-silos/) - Developing written language is a skill that requires a strong language base. Like literacy-based skills, language and vocabulary are necessary for developing written language. Students who are deaf and hard of hearing will require explicit instruction in reading and writing. These two skills don’t progress independently of one another, but rather in a synchronous manner.
- [Brains are Wired for Language, NOT Reading!](https://successforkidswithhearingloss.com/brains-are-wired-for-language-not-reading/) - “Once your learn to read, you will be forever free”-Frederick Douglass In order to understand how students with hearing loss learn to read, it is important for educators to understand how students with typical hearing learn to read. Learning to read is a process that relies heavily on language development. Since brains are wired
- [Preparing Students for Social Unpredictability](https://successforkidswithhearingloss.com/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-playing scenarios are commonly used and can be a great way to
- [Hearing Aids and Your Child](https://successforkidswithhearingloss.com/hearing-aids-and-your-child/) - Most adults never have to think about hearing aids until they are middle-aged or older. A child with a diagnosis of permanent hearing loss means that you, as his/her parents, will need to understand what hearing aids do and do not do, and how to care for them. The links below are designed to help
- [Early Childhood: Infants, Toddlers, Preschool](https://successforkidswithhearingloss.com/early-childhood-infants-toddlers-preschool/) - In the Early Childhood section: Early Intervention Resources Brain Development and Hearing Loss Communication Choices Smiling, Eye Contact and Early Development Strategies for Keeping Hearing Aids on Young Children Hearing Aid Retention for Young Children Getting Ready to Read Emailable Tips for Preschool and Kindergarten Teachers Children’s brains are developing foundational pathways during the early
- [Speech & Language Development at Home](https://successforkidswithhearingloss.com/speech/) - Developing a child’s ability to speak clearly is not the priority of all families as “what works for your child is what makes the choice right.” However, now that universal newborn hearing screening has been available in most states of the U.S. for 10-15 years and families are being presented communication choices in an unbiased
- [Early Intervention Resources](https://successforkidswithhearingloss.com/early-intervention-resources/) - Early detection of hearing loss has resulted in much earlier diagnosis of hearing loss and provides the time amplification fitting at a young age. As important, early identification of hearing loss allows professionals to work with families to assist them in learning their important role supporting the communication development of their child. The following resources
- [Listening (Auditory Skills) Development](https://successforkidswithhearingloss.com/listening-auditory-skills-development/) - Typical Auditory Development Auditory Awareness Auditory Discrimination Auditory Identification Auditory Comprehension Listening Training Resources Strategies for Keeping Hearing Aids on Young Children We learn language by hearing it from the moment of birth. Even after our language has fully developed, we continue to learn new words and new ways of expressing ideas. This learning happens largely through
- [Math & Language Development](https://successforkidswithhearingloss.com/math-language-development/) - Math is much more than knowing your numbers – it's LANGUAGE Articles and teaching tips: How Arithmetic Word Problems Help Language Development Addition: Using Math to Help with Language Subtraction: Using Math to Help with Language Multiplication: Using Math to Help with Language Division: Using Math to Help with Language Free Apps for Math Help
- [Classroom Acoustics – Impact on Listening and Learning](https://successforkidswithhearingloss.com/classroom-acoustics-impact-on-listening-and-learning/) - Click here for information on understanding classroom acoustic principles and the ANSI Standard S12.60 for Classroom Acoustics NOISY CLASSROOMS A 10 minute Classroom Noise file (mpeg) is provided for your use when administering the Functional Listening Evaluation, working with students on listening in noise or when demonstrating listening in noise challenges. Apps for signaling classroom
- [Questions Families Often Ask about their Child with Hearing Loss](https://successforkidswithhearingloss.com/questions-families-often-ask/) - Frequently Asked Questions About Hearing Loss This information was derived from a meaningful article written for audiologists titled Anticipate Families’ Most Common Hearing Healthcare Questions by Joanne Smith and Jace Wolfe in The Hearing Journal, 68 (4), 22, 23, 26, 28. Readers are encouraged to refer to the original article. Questions addressed below: - What caused
- [Speech Perception & Learning](https://successforkidswithhearingloss.com/speech-perception-learning/) - Brain Development & Hearing Loss Relationship of Hearing Loss to Listening and Learning Classroom Acoustics – Impact on Listening and Learning Classroom Acoustics – Design Requirements for Schools Understanding your Student’s Aided Hearing Using the Desired Sensation Level (DSL) Approach Most students are hard of hearing, mainstreamed into typical classrooms (U.S.) It is likely that
- [Hearing Devices – Tools, Not Miracles](https://successforkidswithhearingloss.com/hearing-devices-tools-not-miracles/) - Unfortunately, NO hearing technology fully restores normal hearing. There is no doubt that consistently worn, modern hearing devices provide more access to speech than ever before BUT we can never assume that there will be no functional impact, even if a student seems to be performing ‘okay’ in the classroom. We can infer the impact
- [Better Listening in Group Settings](https://successforkidswithhearingloss.com/better-listening-in-group-settings/) - Despite advances in hearing device technology, listening in group settings can still prove very challenging for students with hearing loss. Therefore, it’s important that the students with hearing loss themselves, as well as their educators, understand how to optimize listening in group settings. Students can manipulate their environment, utilize assistive listening technology, and use optimal
- [Plant the Literacy Seed and Read!](https://successforkidswithhearingloss.com/plant-the-literacy-seed-and-read/) - When a family receives the diagnosis that their child has a hearing loss, an outpouring of emotions may be experienced. Uncertainty can easily be fueled by navigating special education systems and regardless of the age of diagnosis, this can be over-whelming. We all want our children to succeed, and families/caregivers are hungry to have access
- [4 Considerations for Smooth (t)Transition](https://successforkidswithhearingloss.com/4-considerations-for-smooth-t-transition/) - Transitioning from Age 3 to School Age When a child transitions out of Early Intervention at the age of three and prepares to enter a preschool setting, their needs, goals and accommodations must be defined. This process from transferring from an IFSP to an IEP is commonly referred to as transition. The IEP document will
- [Vocabulary Essentials to Language and Reading Development](https://successforkidswithhearingloss.com/vocabulary-essentials-to-language-and-reading-development/) - It's well documented that children with hearing loss are deprived of essential learning because of the lack of incidental language learning. But what exactly does that mean and what are the implications on vocabulary? Vocabulary is an essential piece of the reading process. Phonemic awareness, phonics, vocabulary, fluency and comprehension are the threads that weave
- [Progress Monitoring, What’s the Point?](https://successforkidswithhearingloss.com/progress-monitoring-whats-the-point/) - The systematic process of collecting data on an IEP goal is used to assess a student’s performance academically, behaviorally, and functionally, is called progress monitoring. Progress monitoring helps teachers and IEP teams determine if a student’s individualized education planning is effective for promoting growth and progression of skills. The information collected helps guide instruction and
- [BE AWARE of the Facts About Bullying](https://successforkidswithhearingloss.com/be-aware-of-the-facts-about-bullying/) - October is National Bullying Prevention Month Bullying has been a topic of concern and research for years, so we know a lot more about the who, what, when, where and why’s of bullying…but we just can’t seem to stop it from happening, especially for students with hearing loss and other disabilities. Learn how you can
- [Student Services: One Size Doesn’t Fit All](https://successforkidswithhearingloss.com/student-services-one-size-doesnt-fit-all/) - Determining Service Delivery for Students with Hearing Loss can be Tricky It would be a lot easier if we had one-size-fits-all services for our students with hearing loss, but the law requires we tailor service delivery to every student’s individual needs. Student needs cannot be appropriately dictated by degree of hearing loss, hearing technology,
- [The Road from Referral to Eligibility isn’t Easy](https://successforkidswithhearingloss.com/the-road-from-referral-to-eligibility-isnt-easy/) - The terms: child find, referral, evaluation and re-evaluation can cause an involuntary reaction of panic in teachers. Just the THOUGHT of ASSESSING a child for a disability instills immediate concern that you just might not know what you’re doing after all. Eligibility can only be identified through the use of ASSESSMENTS, so the road to
- [Teachers of the Deaf are Superheroes, but They Can’t be Everywhere at Once!](https://successforkidswithhearingloss.com/teachers-of-the-deaf-are-superheroes-but-they-cant-be-everywhere-at-once/) - Getting a student with hearing loss in their classroom is rare for most teachers. Teachers of the Deaf and Hard of Hearing (TODHH) can help alleviate some of the anxieties for general education teachers who will have students with hearing loss in their classroom. A few of the benefits from providing instruction during the pandemic
- [Inservicing the Classroom Teacher](https://successforkidswithhearingloss.com/inservicing-the-classroom-teacher/) - Each fall parents and professionals who specialize in supporting students with hearing loss wonder if there is a better way to get across the unique learning needs of these children. View this one-hour YouTube video produced by high-school junior, Zina Jawadi, who has a moderate-severe hearing loss. The video is narrated by Zina and features
- [5 Ways to Support Deaf or Hard of Hearing Children Over the Summer](https://successforkidswithhearingloss.com/5-ways-to-support-deaf-or-hard-of-hearing-children-over-the-summer/) - A child who is deaf or hard of hearing (DHH) often has challenges understanding in situations that are not their typical, day-to-day communication. A simple trip to the beach can bring on a hint of anxiety or a large family gathering can be a breeding ground for communication breakdown. By thinking through scenarios ahead of
- [It’s a Noisy World! We CAN Improve Listening in Noise Ability](https://successforkidswithhearingloss.com/its-a-noisy-world-we-can-improve-listening-in-noise-ability/) - We listen in the presence of competing noise all the time, in places like sporting events, restaurants, large group settings, concerts, work/school, or family functions. Environmental noise, as well as competing background noise from people talking at the same time, creates a big challenge in which the desired speech may be the same loudness as
- [Oticon Streaming Information](https://successforkidswithhearingloss.com/oticon-streaming-options/) - Pediatrics Help Line 1-888-684-7331 Pediatrics Email: pediatrics@oticonusa.com Direct streaming to children’s favorite devices Oticon hearing aids offer connectivity options that can make a difference in children’s ability to learn, socialize, and enjoy life around them. Children can enjoy direct streaming from their favorite devices, such as smartphones. In fact, Oticon More™ and Oticon Play
- [Oticon Medical Ponto System](https://successforkidswithhearingloss.com/bone-anchored-oticon-ponto/) - Oticon Medical Ponto System Be sure to see case study video! info@oticonmedicalusa.com 1-888-277-8014 What is a bone conduction hearing device? A bone anchored hearing device is a sound processor that picks up signals in the air and transfers them to vibrations that travels to your cochlea through your skull.
- [Auditory Comprehension](https://successforkidswithhearingloss.com/auditory-comprehension/) - AUDITORY SKILLS FOR SCHOOL SUCCESS Auditory Comprehension: Speech perception is the set of listening skills that are essential for communicating by spoken language. Speech perception skills can be described in four categories: awareness, discrimination, identification and comprehension. Each skill set is described on web pages in the Listening (Auditory Skills) Development section. These listening skills
- [Challenging Appropriate Education Services  for Students who are DHH](https://successforkidswithhearingloss.com/challenging-appropriate-education-services-for-students-who-are-dhh/) - Part of the reality of deaf/hard of hearing as a low-incidence population is that the issues and needs due to the impact of hearing loss are relatively unrecognized and professionals in the field of DHH education must continually advocate for appropriate supports and services. This article summarizes a landmark, and little known, April 2019 publication
- [“Expanding” Instruction for Students  who are Deaf/Hard of Hearing](https://successforkidswithhearingloss.com/expanding-instruction-for-students-who-are-deaf-hard-of-hearing/) - Deaf education is more than academic instruction. While the supports given to students by teachers of the deaf in the K-12 framework undoubtedly support the acquisition of academic skills, educators in the field of deaf education are responsible for teaching students who are deaf and hard of hearing (D/HH) the skills and strategies for
- [Tailored Assessment for Students with Hearing Loss:  Identifying Needs to Support Eligibility for Specialized Instruction](https://successforkidswithhearingloss.com/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 need secondary to hearing loss must be evaluated with sufficient intensity to satisfy in depth evaluation. The special factors considerations2 also needs to be applied throughout the evaluation process. Furthermore, the LEAD-K3
- [Pace of Learning & Keeping Up in the Classroom](https://successforkidswithhearingloss.com/pace-of-learning-keeping-up-in-the-classroom/) - As you are probably aware, education has changed with teacher lecture becoming less prominent as an educational practice. Typically, new information is presented in a lecture format supplemented by reading material, until students build surface knowledge of the topic. Interaction activities such as classroom discussion, small group work and partner problem-solving are used to solidify
- [Missing Bits Results in Syntax Deficits](https://successforkidswithhearingloss.com/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 when these ‘bits and pieces’ are not perceived. Extra direct instruction in grammar and syntax is usually necessary
- [Issues: Provision of Appropriate Assistive Technology/Accommodations](https://successforkidswithhearingloss.com/issues-provision-of-appropriate-assistive-technologyaccommodations/) - The information below has been derived from sections of the law, Office of Special Education Program comments and discussion provided at http://idea.ed.gov/explore/home. The guidance provided in that website helps clarify the intent of IDEA and may be useful to professionals and parents alike who are trying to advocate appropriate services and supports for children with
- [Issues: Eligibility Determination](https://successforkidswithhearingloss.com/issues-eligibility-determination/) - The information below has been derived from sections of the law, Office of Special Education Program comments and discussion provided at http://idea.ed.gov/explore/home. The guidance provided in that website helps clarify the intent of IDEA and may be useful to professionals and parents alike who are trying to advocate appropriate services and supports for children with
- [IDEA Law Summary Information](https://successforkidswithhearingloss.com/idea-law-summary-information/) - The information below has been derived from sections of the law, Office of Special Education Program comments and discussion provided at http://idea.ed.gov/explore/home. The guidance provided in that website helps clarify the intent of IDEA and may be useful to professionals and parents alike who are trying to advocate appropriate services and supports for children with
- [Evaluation Considerations – Low Average ≠ ‘Okay’](https://successforkidswithhearingloss.com/evaluation-considerations-low-average-≠-okay/) - 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 language due to barriers caused by the hearing loss, they often score ‘low-average’ on norm-referenced language tests. Rather
- [Can Kids with Hearing Loss in Private or Charter Schools Receive DHH Support Services?](https://successforkidswithhearingloss.com/can-kids-with-hearing-loss-in-private-or-charter-schools-receive-dhh-support-services/) - private or public insurance hospital school or domain I recently had a call from a parent of a kindergarten student with hearing aids who was told by her private school that 1) the parent must pay for the FM/DM system and 2) that the child could not receive any special support for her learning needs
- [ACCESS Check](https://successforkidswithhearingloss.com/access-check/) - Online education has been a struggle for many students. Those with hearing loss have additional issues when accessing virtual education. The CAVE Checklist or Communication Access in Virtual Education has been increasingly in use by DHH professionals since last fall. To learn about the CAVE and see some results in report form, Read More.
- [12 Tips for  Collaborating with Colleagues](https://successforkidswithhearingloss.com/12-tips-for-collaborating-with-colleagues/) - Effective collaboration is critical to successful itinerant services. As professionals, we recognize that positive relationships with colleagues can have a big impact on appropriate services for students who are deaf and hard of hearing. When collaboration works well, everyone benefits including the student. But when communication breaks down, stress levels rise, relationships collapse, and emotions
- [Keys to Incidental Learning](https://successforkidswithhearingloss.com/keys-to-incidental-learning/) - People with typical hearing have a seemingly magical ability to be able to not look at anyone and still perceive information, even if the source is across a room. Individuals with hearing loss or deafness are set apart from hearing peers by not being able to effortlessly overhear the communication around them. This article will
- [10 Years of Changes!](https://successforkidswithhearingloss.com/10-years-of-changes/) - The only thing guaranteed in life is CHANGE! Supporting Success for Children with Hearing Loss is celebrating 10 years this month. This article takes this opportunity to consider the many changes impacting education of students who are deaf or hard of hearing during this period. Can you guess them all? Supporting Success for Children
- [Adverse Educational Impact with Good Grades?](https://successforkidswithhearingloss.com/adverse-educational-impact-with-good-grades/) - We all know the scenario – a student with hearing devices and/or Deafness seems ‘okay’ in class, but we know they are struggling and often frustrated to keep up. The school team sees the grades and the student turning in acceptable work. But we know there is more to identification of special needs than just
- [We Need to Tame Teasing/Bullying!](https://successforkidswithhearingloss.com/we-need-to-tame-teasing-bullying/) - October is National Bullying Prevention Month. Gallaudet researchers found that 812 deaf and hard of hearing students in eleven U.S. schools reported instances of bullying at rates 2-3 times higher than reported by hearing students. It is obvious that bullying is a serious problem. What is not always so clear is how parents, teachers, and
- [Emailable Tips for Teachers](https://successforkidswithhearingloss.com/teacher-tips/) - I was so pleased when I received an email from Monica Cegelka, one of the great teacher consultants at CREC Soundbridge in Connecticut, who shared these Teacher Tips with me. Itinerant teachers and parents are so busy, any GREAT already created resource that will help to quickly remind teachers of the special needs of children
- [Four Back-to-School Tips for Teachers of Deaf/Hard of Hearing Students](https://successforkidswithhearingloss.com/4-back-to-school-tips-for-teachers-of-deaf-hard-of-hearing-students/) - Back to school means dealing with ‘summer slide’. Many students start the academic year with lower achievement levels than where they were at the end of the school year. On average, typical hearing students’ achievement scores drop by one month of school-year learning1. This is especially true for math, but also for reading, especially for
- [Fatigue from Listening with Hearing Loss in School](https://successforkidswithhearingloss.com/fatigue-from-listening-with-hearing-loss-in-school/) - Fatigue from Listening with Hearing Loss in School Individuals with hearing loss must put forth more “listening effort” and cognitive resources to attend to auditory information, which can be exhausting. The repeated need for extra listening effort in challenging situations can lead to listening-related fatigue. For children, severe fatigue is associated with increased stress,
- [Relationship of Hearing Loss to Listening and Learning](https://successforkidswithhearingloss.com/relationship-of-hearing-loss-to-listening-and-learning/) - In the single-sided handouts below, nine different hearing losses are described, accompanied by information on the possible impact of hearing loss. The handouts address the possible impact on speech and language, social interactions, and educational accommodations/service needs specific to each hearing loss. These handouts may be useful in understanding the impact of a hearing loss as
- [Classroom Acoustics – Design Requirements for Schools](https://successforkidswithhearingloss.com/classroom-acoustics-design-requirements-for-schools/) - Click here for information on perceiving speech under classroom listening conditions. Classroom Acoustics Standard adopted into the International Building Code. The 2016 edition of these building codes will include specific requirements for appropriate levels to allow for background noise and reverberation. Once state and local building code agencies adopt the A117.1 code all new school construction
- [Understanding Your Student’s Aided Hearing using the Desired Sensation Level (DSL) Approach](https://successforkidswithhearingloss.com/understanding-your-students-aided-hearing-using-the-desired-sensation-level-dsl-approach/) - By Pam Millett, PhD Teachers and other professionals working with a student with hearing loss must be able to accurately answer the question, “How well can this child hear with hearing aids?” Setting appropriate speech, language and learning goals, monitoring progress over time, and helping others (such as classroom teachers) work with the student requires
- [Social Skills](https://successforkidswithhearingloss.com/social-skills/) - The development of appropriate social skills has many components. Social Skills Products Under this SOCIAL SKILLS section, refer to the website for more information on: Addressing Self-Esteem and Issues of Fitting In Building Your Child’s Self-Confidence Self-Concept: How the Child Sees Himself Self-Concept: Infants, Toddlers, Preschoolers Self-Concept: School-Age Children Self-Concept:
- [Planning to Meet Student Needs](https://successforkidswithhearingloss.com/planning-to-meet-student-needs/) - Information Under Planning to Meet Student Needs Models of Service Delivery Evaluation Considerations Assessment of Student Skills, Challenges, Needs Tests – informal Assessments for Parents, Students, Teachers Listening Inventory For Education – Revised e-program Assessment Products Access via the Americans with Disabilities Act 504 Plans Accommodations for Students with Hearing Loss Monitoring Progress of
- [Too Many Students to Serve?](https://successforkidswithhearingloss.com/too-many-students-to-serve/) - Caseloads: According to the 2017 survey conducted by Supporting Success1, the majority of itinerant teachers of the deaf/hard of hearing (ITDHH) have caseloads of 10-25 students in 10 different buildings, with 85% of students being served 1:1 or in small groups, and about 30% of caseloads being students who are ‘deaf-plus’. Increasing challenges: Fewer new
- [Listening Training Resources](https://successforkidswithhearingloss.com/listening-training-resources/) - Infant-Toddler Meaningful Auditory Integration Scale (IT-MAIS) for parents of children ages 0-2 to complete. Meaningful Auditory Integration Scale (MAIS) for parents of 3-4 year olds and above to complete. MAIS Instructions Ling materials in Spanish includes printable Ling sound pages that can be used with Spanish or English speakers. The Central Institute for the Deaf offers free
- [Auditory Identification](https://successforkidswithhearingloss.com/auditory-skills-identification/) - AUDITORY SKILLS FOR SCHOOL SUCCESS Auditory Identification Speech perception is the set of listening skills that are essential for communicating by spoken language. Speech perception skills can be described in four categories: awareness, discrimination, identification and comprehension. Each skill set is described on web pages in the Listening (Auditory Skills) Development section. These listening skills
- [Auditory Discrimination](https://successforkidswithhearingloss.com/auditory-discrimination/) - AUDITORY SKILLS FOR SCHOOL SUCCESS Auditory Discrimination: Speech perception is the set of listening skills that are essential for communicating by spoken language. Speech perception skills can be described in four categories: awareness, discrimination, identification and comprehension. Each skill set is described on web pages in the Listening (Auditory Skills) Development section. These listening skills
- [Auditory Skills - Awareness](https://successforkidswithhearingloss.com/auditory-awareness/) - AUDITORY SKILLS FOR SCHOOL SUCCESS Awareness: Detection - Localization - Auditory Attention Speech perception is the set of listening skills that are essential for communicating by spoken language. Speech perception skills can be described in four categories: awareness, discrimination, identification and comprehension. Each skill set is described on web pages in the Listening (Auditory Skills)
- [Typical Auditory Development](https://successforkidswithhearingloss.com/typical-auditory-development/) - Playing Mozart for your unborn child may or may not help her score better on her SATs. Scientists have observed, however, that typically developing babies have access to sounds and voices while in the womb. (Werner) This knowledge underscores the urgent need for early identification of children with hearing loss. Learning how children develop the
- [Teaching Auditory Skills via Remote Learning](https://successforkidswithhearingloss.com/teaching-auditory-skills-via-remote-learning/) - The COVID-19 pandemic has forced educators worldwide to adjust their methods of teaching, moving from direct classroom instruction to virtual teaching. While these adjustments have proved challenging, teachers everywhere are providing instruction in reading, math, writing and more, through remote learning techniques. They are being creative so that various curricula can be used to meet
- [Auditory Skill Practice – a MUST for Hard of Hearing Students](https://successforkidswithhearingloss.com/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 development therefore, children who are hard of hearing benefit from practice with listening skills1. It is up to
- [Determining Listening Challenges](https://successforkidswithhearingloss.com/determining-listening-challenges/) - Speech perception and listening accuracy cannot be assumed by looking at the audiogram - it must be assessed. Teacher’s voices, room acoustics, and classroom management vary so identifying listening challenges – and specific accommodations – needs to be done for students who are hard of hearing each school year. New information about the Listening Inventory
- [Auditory / Sign Language Skill Development](https://successforkidswithhearingloss.com/auditory-sign-language-skill-development/) - Providing communication access to students often includes auxiliary aids and services, like hearing aids, FM/DM hearing assistance technology, and/or sign language interpreters. Yet we cannot assume that students are using these accommodations as well as they need to if they are to access information optimally. Although students who are hard of hearing now receive hearing
- [Early Intervention Materials on Tap](https://successforkidswithhearingloss.com/early-intervention-materials-on-tap/) - Who are our babies with hearing loss? Fewer than 15% of the babies identified by Early Hearing Detection and Intervention (EHDI) programs have bilateral profound hearing loss (deaf) and more than 50% have mild bilateral or unilateral hearing loss. The distribution of degree of hearing loss in diagnosed infants is depicted in the following figure.
- [Early Consistent Hearing: Building Trust & Confidence](https://successforkidswithhearingloss.com/early-consistent-hearing-building-trust-confidence/) - Ultimately, our goal for all children is to become confident communicators who feel good about themselves as people. What is confidence? One definition states that an ingredient of confidence is a reliance on one’s circumstances. The type of interactions that happen in a child’s first year of life are very important in determining his level of trust
- [Unilateral Hearing Loss](https://successforkidswithhearingloss.com/resources-for-parents-of-children-with-hearing-lossunilateral-hearing-loss/) - Hearing Loss in Only One Ear We just found out that our child has a permanent hearing loss, but it’s only in one ear. This doesn’t seem like a big deal What should we know? Why it’s a big deal: One ear cannot listen the same as two ears in all situations. Two ears working
- [Hearing Loss Identification and Diagnosis](https://successforkidswithhearingloss.com/hearing-loss-identification-diagnosis/) - “Does my child have a hearing loss?” Hearing loss is invisible – it is not always apparent that a child is having hearing difficulties. US Hospitals routinely perform hearing screening on infants in the first 24-48 hours after birth. If an infant fails the initial screening, he or she is usually scheduled for a second
- [Language and Speech Development Issues](https://successforkidswithhearingloss.com/language-and-speech-development-issues/) - 12 Speech and Language Considerations ASL Development Cued Speech Information Math & Language Development Social Communication – PRAGMATICS Theory of Mind – Implications for Social Success Language is learned through exposure. Children pick up words that they hear (or signs that they see) in their environment as adults are communicating with one another. Approximately 80%
- [Speechreading](https://successforkidswithhearingloss.com/speechreading/) - Speechreading is not like reading – not all of the information is on the lips. Watch the video: Can You Read My Lips? Speechreading as used here means using the visual clues of the speaker’s lip and facial movements, gestures, posture and body language, along with residual hearing to make use of the speaker’s verbal communication,
- [Theory of Mind – Implications for Social Success](https://successforkidswithhearingloss.com/theory-of-mind-implications-for-social-success/) - Ingredients for Social Communication Pragmatic Language Pragmatics Checklist Ages 2.5 to 7 years Self-Concept Theory of Mind What is Theory of Mind? The ability to take someone else’s perspective. It includes the awareness that a situation may not look the same to another person AND the ability to view a scene from someone else’s viewpoint.
- [Cued Speech Information](https://successforkidswithhearingloss.com/cued-speech-information/) - IDEA (2004) and Cued Speech “Interpreting services, as used with respect to children who are deaf or hard of hearing, includes oral transliteration services, cued language transliteration services, and sign language interpreting services.” IDEA Sec. 300.34 (b) (4) What is Cued Speech? The National Cued Speech Association (NCSA) defines Cued Speech as a mode of communication
- [12 Speech and Language Considerations](https://successforkidswithhearingloss.com/12-speech-and-language-considerations/) - Hearing loss impacts access to auditory information and the curriculum. Support is required to maintain the goal of one year of academic progress in one year. With early skill development, appropriate access to verbal instruction and specialized support children who are deaf or hard of hearing CAN fully participate in the mainstream and succeed at
- [Social Communication – PRAGMATICS](https://successforkidswithhearingloss.com/social-communication-pragmatics/) - When we think of the needs of children with hearing loss, it is widely known that they are very likely to have significant delays in language skills without early, effective and meaningful interactions with those around them. Hearing loss is a distance sense, which allows people to hear what is going on around them, from
- [The Power of the Read-Aloud](https://successforkidswithhearingloss.com/the-power-of-the-read-aloud/) - The ability to read empowers success! Readers come from readers - those children whose parents themselves read and made a habit of reading daily to their child/children, have a higher interest in reading. Better reading ability leads to higher education which can be tied to longer life. The inability to read costs – from high
- [Focusing on Vocabulary Building](https://successforkidswithhearingloss.com/focusing-on-vocabulary-building-3/) - Vocabulary building strategies are some of the most important tools an educator can have in her teaching toolbox, and teaching students to break apart words (morphology) is one of those strategies no teacher should be without. Quoting the film The Firm, “it’s not sexy, but it’s got teeth!”
- [Pre-teaching Vocabulary and Vocabulary Instruction](https://successforkidswithhearingloss.com/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 with students. The sheer breadth and depth of information presented in a general education setting is
- [Reading Comprehension Delays –  An Expectation for Most Students with Hearing Loss](https://successforkidswithhearingloss.com/reading-comprehension-delays-an-expectation-for-most-students-with-hearing-loss/) - What does it mean to teach kids how to read text effectively?1 Initially, it means making certain that they can decode so proficiently that they can decode the words without much conscious attention. Texts are going to place increasing demands on students’ linguistic abilities, memories, conceptual analysis, logic, and knowledge of the world. Those demands
- [Hearing Loss and Sarcasm: The Problem is Conceptual NOT Perceptual](https://successforkidswithhearingloss.com/hearing-loss-and-sarcasm-the-problem-is-conceptual-not-perceptual/) - Individuals with hearing loss often have difficulty detecting and/or interpreting sarcasm. These difficulties can be as severe as they are for persons with autism spectrum disorder and challenges often continue into adulthood 1,2. Even children with good language and social skill development are at risk for comprehension of sarcasm, or verbal irony. Even when children
- [Keys To Improving Reading Skills](https://successforkidswithhearingloss.com/keys-to-improving-reading-skills/) - Reading is foundational to school success. It takes approximately 20,000 hours of listening to speech before a child's brain has clear mental referents for each of the speech sounds1. This ability is necessary to enjoy rhyming and to develop phonological awareness skills. Reading is parasitic on listening. Listening can be thought of as applying meaning
- [Noise-Related Hearing Loss](https://successforkidswithhearingloss.com/hearing-loss-caused-by-noise/) - My child has a personal music player and I can hear it when she has it in his ears. Could this hurt her hearing? e-brochure from the World Health Organization: Make Listening Safe NOISE – Lifelong Harm to Children’s Hearing provides information on what LOUD really is, how loud sounds can harm hearing and what
- [Hearing Loss – Identification, Impact and Next Steps](https://successforkidswithhearingloss.com/hearing-loss-identification-impact-and-next-steps/) - Hearing and listening are the cornerstones for learning for almost all children. If a child cannot clearly hear or attend to spoken information, speech and learning spoken language will likely be impacted. This means that hearing loss can cause learning challenges related to academic achievement, communication difficulties, and potentially result in social isolation, poor self-concept
- [Teacher Guidance: Using FM in the Classroom](https://successforkidswithhearingloss.com/teacher-guidance-using-fm-in-the-classroom/) - Need to understand student’s hearing technology and how to keep it working? Below is a for you to use to teach/learn What you need to know about student’s hearing technology for classroom listening. You have a choice of a pdf version of this PowerPoint pdf presentation , which is easier for most systems to download or the full PowerPoint
- [Hearing Loss – Identification and Next Steps](https://successforkidswithhearingloss.com/hearing-loss-identification-and-next-steps/) - In Hearing Loss Identification: Hearing Screening Resources He Failed Hearing Screening! What’s Next? Questions Families Often Ask About their Child with Hearing Loss Hearing Loss is Invisible! In a developing child it can look like: misbehaving not following directions immature social skills (awkward, out of step) unclear speech production (articulation issues or unintelligibility) inattention distractibility
- [Hearing Screening Resources](https://successforkidswithhearingloss.com/hearing-screening-resources/) - Tools for Training School Hearing Screening Providers! These videos were developed based on research (Emanuel, D.C., Alterman, M., Betner, M., & Book, R. (2012). Development of a video for pure tone hearing screening in schools. Journal of Educational Audiology, 17, 62-76). A study of the original video over an 8-year period, including two doctoral thesis projects,
- [He Failed Hearing Screening! What’s Next?](https://successforkidswithhearingloss.com/after-screening-next-steps/) - Wondering if your child has a hearing loss can be scary. What do you do if your child has failed a hearing screening? What if they are actually diagnosed with a hearing loss? What are the next steps? This section explores what to expect once you’ve found out your child has failed a hearing screening
- [Hearing Loss – Information on Specific Types](https://successforkidswithhearingloss.com/hearing-loss-information-on-specific-types/) - As a parent, learning that your child has a hearing loss can be very emotional. You may experience emotions such as anger, confusion, sadness or even grief. After being informed that your child has a hearing loss there typically comes the question of “what caused the hearing loss in my child?” Hearing loss challenges a
- [Atresia, Microtia: Permanent Conductive Hearing Loss](https://successforkidswithhearingloss.com/permanent-conductive-hearing-loss-atresia-microtia-etc/) - 2 Types of Hearing Loss Imperfections in the development of the hearing nerve causing sensorineural hearing loss Malformations of the outer or middle ear causing permanent conductive hearing loss This webpage describes issues related to permanent conductive hearing loss only. Microtia = “small ear” – It comes in different grades in terms of how much
- [Mild Hearing Loss and Learning](https://successforkidswithhearingloss.com/mild-hearing-loss-and-learning/) - Mild Hearing Loss Accommodations for the Child with Mild Hearing Loss Article Hearing Aids for Children Should Not Carry a Social Stigma. An interesting insight and findings on the difference hearing aids make for children with “mild” hearing loss. Mild Hearing Loss has been written for parents and other caregivers. This handout encourages parents to take the
- [Unilateral Hearing Loss and Learning](https://successforkidswithhearingloss.com/unilateral-hearing-loss-and-learning/) - Unilateral Hearing Loss Unilateral Hearing Loss — Generic 2—page brochure This brochure can be provided to families at the time of diagnosis of unilateral hearing loss in young children. It can also be used to raise the awareness of medical or educational staff regarding the developmental risks associated with unilateral hearing loss. Hearing Loss in One Ear —Brief
- [Impact of Hearing Loss on Child Development and School Performance](https://successforkidswithhearingloss.com/impact-of-hearing-loss-child/) - The Impact of Hearing Loss Because hearing loss is invisible, it is difficult understand just how much it can affect a child’s day-to-day life and lifelong potential. However, it is accepted that children who have a hearing loss are at educational risk. Parents, teachers, audiologists and other professionals should work together with the child, to
- [Schools Paying for Hearing Evaluation](https://successforkidswithhearingloss.com/schools-paying-for-hearing-evaluation/)
- [What is “Normal” Hearing for Children?](https://successforkidswithhearingloss.com/what-is-normal-hearing-for-children/) - Although we focus on educationally significant hearing loss, it is important to consider the criterion for “normal.” Where did the 25 dB cut off come from that separates “normal” from “hearing loss”? The American Academy of Ophthalmology and Otolaryngology (AAOO, 1965) established 26 dB as an allowable limit of hearing damage with reference to worker’s compensation regarding earning power.
- [ANSD – Auditory Neuropathy/Dyssynchrony Spectrum Disorder](https://successforkidswithhearingloss.com/ansd-auditory-neuropathydyssynchrony-spectrum-disorder/) - Auditory Neuropathy/Auditory Dyssynchrony Spectrum Disorder – In Brief What is ANSD?Up to 15% of children with permanent hearing loss (HL) have auditory neuropathy spectrum disorder. ANSD is present when children have normal outer hair cell function in the cochlea, but the VIIIth nerve that carries electrical signals to the brain has responses that are
- [CMV (Cytomegalovirus) and Hearing Loss](https://successforkidswithhearingloss.com/cmv-and-hearing-loss/) - Cytomegalovirus: A common cause of childhood hearing loss Cytomegalovirus (pronounced sy-toe-MEG-a-low-vy-rus), or CMV, is a common virus that infects people of all ages. In the United States, nearly one in three children are already infected with CMV by age 5 years. Over half of adults by age 40 have been infected with CMV. Once CMV
- [Ear Infections and Learning](https://successforkidswithhearingloss.com/ear-infections-and-learning/) - My son has had ear infections since he was a tiny infant. Now he doesn’t say his words clearly. Can this be because of the many ear infections he has had? Information on ear infections: Hearing Loss Related to Childhood Ear Infections Download a handout with basic information: Ear Infections and Early Learning has
- [Hearing Loss Related to Childhood Ear Infections](https://successforkidswithhearingloss.com/hearing-loss-related-to-childhood-ear-infections/) - How many children experience ear infections? Ear infections or fluid behind the eardrum is the main cause of hearing loss in young children, most commonly affecting children up to approximately 7 years of age. Nearly every child will have at least one ear infection. Ear infections are the second most common illness in children. Untreated
- [Cholesteatoma – What is it? How can it affect learning?](https://successforkidswithhearingloss.com/cholesteatoma-what-is-it-how-can-it-affect-learning/) - Cholesteatoma - What is cholesteatoma - What are symptoms - Why/how does it develop - Cholesteatoma and ear tubes - Cholesteatoma prevention - What is the treatment - Conductive hearing loss - How our ears work - What causes conductive hearing loss - How much hearing loss is caused by a cholesteatoma - Hearing loss
- [Hyperacusis: Over-Sensitivity to Sound](https://successforkidswithhearingloss.com/hyperacusis-over-sensitivity-to-sound/) - Hyperacusis is NOT a hearing loss. That said, when a child or student shows signs of oversensitivity to sound it is typical for those concerned to reach out to specialists in hearing loss for answers. Negative reactions to sound can occur regardless of whether a person has typical hearing or a hearing loss. The purpose
- [An Often Unknown Cause of Hearing Loss in Children](https://successforkidswithhearingloss.com/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 realize that the second most common cause of SNHL in children is due to Congenital Cytomegalovirus or cCMV. It is also the most
- [Only One Ear CAN be a Big Deal](https://successforkidswithhearingloss.com/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 educational challenges as compared to their peers with typical hearing in both
- [Communication Development Monitoring – Infants and Toddlers](https://successforkidswithhearingloss.com/communication-development-monitoring-infants-and-toddlers/) - Simple Method of Reporting Communication Development Outcomes We weigh babies and measure children’s height regularly as a check to be sure that they are growing as they should. Similarly, a young child with hearing loss is especially vulnerable to becoming delayed in language development. Unless we check regularly, we won’t know how fast, or to what
- [Brain Development & Hearing Loss](https://successforkidswithhearingloss.com/brain-development-hearing-loss/) - WE HEAR WITH OUR BRAINS, NOT OUR EARS. The ears are just a way for sound to get in for processing by the brain (Carol Flexer). Print Version Hearing is a first-order event for spoken language, reading, and learning which is all based on early development of the auditory centers of the brain. As of
- [Communication Choices](https://successforkidswithhearingloss.com/communication-choices/) - Characteristics of Children as Communicators Although 19 out of every 20 infants diagnosed with permanent hearing loss are born to families of hearing parents, learning to listen and speak can be very challenging for some children, especially those with multiple learning issues. This resource can help families and early intervention teams identify developmental issues that
- [Emailable Tips for Preschool and Kindergarten Teachers](https://successforkidswithhearingloss.com/emailable-tips-for-preschool-and-kindergarten-teachers/) - (to be used in addition to generic list found here) Printable version of Emailable Tips for Teachers – Specific Early Childhood Tips Monica Cegelka has worked with students with hearing loss for over 25 years, most of them spent as an itinerant teacher helping to support hearing impaired students (and family and staff) who attend
- [Getting Ready to Read](https://successforkidswithhearingloss.com/getting-ready-read/) - Hearing loss causes a smaller listening bubble and reduces the amount of incidental language learning that a child will hear. It is said that about 80% of vocabulary is learned from overhearing – or incidental learning. Factor in the reality that it takes about 20,000 hours of listening before a child’s brain is ready to
- [The Necessity of Classroom Observation](https://successforkidswithhearingloss.com/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 behavior using what we know about how the hearing loss impacts speech perception, listening, learning,
- [Expectations for Caring for Hearing Devices](https://successforkidswithhearingloss.com/expectations-caring-for-hearing-devices/) - My child wears hearing devices (hearing aids or cochlear implants). What should he be doing to take care of them? How does this change as he gets older? What should I expect? We expect children to make their beds, set the table or other chores to be a part of the family. They learn to
- [Evolution of the Hearing Aid](https://successforkidswithhearingloss.com/hearing-aid-evolution/) - Our sincere thanks to Bluebirdcare.ie for sharing this infographic. Share it with your students!
- [Cochlear: Helping Children “Hear now. And always.”](https://successforkidswithhearingloss.com/cochlear-helping-children-hear-now-and-always/) - Cochlear: Helping Children “Hear now. And always.” Cochlear Concierge: 1-800-216-0228 Web info on different Cochlear products. Concierge@Cochlear.com Technical and Recipient Support: 1-800-483-3123 Supporting parents and caregivers of children with hearing loss. As the global leader in Cochlear Implants, Cochlear has been innovating advanced hearing technology for over 30 years. Our mission is to help people
- [MED-EL Cochlear Implants – Your Partner in Education](https://successforkidswithhearingloss.com/med-el-cochlear-implants-your-partner-in-education/) - (888) MED-EL-CI (633-3524) implants.us@medel.com MED-EL is a cochlear implant company that is dedicated to providing hearing-loss solutions that enable children to thrive both in and out of the classroom. That is why you will find abundant resources that can help children with a cochlear implant succeed in school. BRIDGE Rehabilitation Program
- [Personal FM vs Sound Field FM (Classroom Audio Distribution System)](https://successforkidswithhearingloss.com/personal-fm-vs-sound-field-fm/) - Case Law: K.M. v. Tustin Unified School District (9th Cir. 2013) Compliance with the IDEA does not necessarily demonstrate compliance with Title II of the ADA. Districts must ensure that communication with hearing impaired students is as effective as with non-disabled students. Districts must provide auxiliary aids and services necessary to afford equal access. The
- [Bone-Anchored Hearing Solutions](https://successforkidswithhearingloss.com/bone-anchored-amplification/) - A bone-anchored hearing aid (BAHA) or bone-anchored hearing device, is a type of hearing aid based on bone conduction. Candidates for bone anchored amplification options include children with outer and/or middle ear deformities causing significant longstanding conductive hearing loss or children who have singled-sided deafness. How it works to help people hear better: Bone-anchored hearing aids use a surgically implanted abutment to transmit sound by direct conduction through
- [10 Things I Wish You Knew](https://successforkidswithhearingloss.com/10-things/) - I’m pleased to share, with permission, this amazing information with all parents of children who are deaf or hard of hearing. It was posted on November 20th, 2012 to Shut Up About Your Perfect Kid (http://www.shutupabout.com/blog/) by Sally Brown, who is 60 years old and lives with Cerebral Palsy. She shares her wisdom below.
- [Social Issues and Your Child](https://successforkidswithhearingloss.com/social-skill/) - Improving Your Child’s Social Skills What are the rules you are supposed to follow in making a friend? What are you supposed to say, and what are you not supposed to say? What is a joke, and what is not? When are you supposed to talk, and when are you supposed to listen? When
- [School-Aged Children with Hearing Loss](https://successforkidswithhearingloss.com/school-aged-children-with-hearing-loss/) - How to Plan and Provide for a Child with Special Needs Select any of the questions below to be directed to resources that will help you to understand this issue Effect on Learning What are the possible effects the hearing loss can cause at school? My child is now old enough to be starting school.
- [Possible Educational Effects of Hearing Loss](https://successforkidswithhearingloss.com/possible-educational-effects-of-hearing-loss/) - My child is now old enough to be starting school. How might his hearing loss affect his education? What should I know before I meet with the school team? How will I know what to ask for? Possible effects on learning: Relationship of Hearing Loss to Listening and Learning Needs – 1 hearing loss per
- [Preparing for your Child to Start School](https://successforkidswithhearingloss.com/preparing-for-your-child-to-start-school/) - My child is now old enough to be starting school. How might his hearing loss affect his education? What should I know before I meet with the school team? How will I know what to ask for? As a parent, you know how well your child is able to listen in certain situations, how he
- [Information to Discuss with your Child’s Teacher](https://successforkidswithhearingloss.com/information-to-discuss-with-your-childs-teacher/) - My child is in elementary school. What should I share with his new teacher? What should I be aware of when I meet with the school team? How will I know what to ask for? Complete the first page and share it with the school – your input is valuable! Starting School LIFE This tool
- [Individual Education Plans (IEP) and 504 Plans](https://successforkidswithhearingloss.com/ieps_504/) - As a parent are you highly concerned about what you may hear at your child’s IEP meeting? Or are you upset by a recent meeting. Refer here and here for useful suggestions on how to prepare/react during the meeting in an effective manner. Printable handout of this information As a parent, you are your child’s greatest
- [School Supports, Modifications and Accommodations for Students](https://successforkidswithhearingloss.com/supports-modifications-accommodations-for-students/) - For many students with learning challenges—and for many without—the key to success in the classroom lies in having appropriate adaptations, accommodations, and modifications made to the instruction and other classroom activities. Some adaptations are as simple as moving a distractible student to the front of the class or away from the pencil sharpener or the window.
- [Developing Your Child’s Reading Skills](https://successforkidswithhearingloss.com/reading/) - The love of reading starts at home! Here are 10 ways that families can improve their child’s reading skills, with or without a hearing loss! Not all children with hearing loss become successful readers and there is not one way to improve reading ability for all children. In general, there are four parts needed
- [We Want Him to be “Normal”…](https://successforkidswithhearingloss.com/we-want-him-to-be-normal-2/) - “We don’t want to call attention to his hearing loss. We want him to be “normal.” Students with hearing devices are typically educated in their neighborhood schools and are the only ones in their grade or the school to have a hearing loss. Everyone wants students to have a good experience in school. Often part
- [Ready or Not – Your Child has a Hearing Loss! Explaining the Urgency](https://successforkidswithhearingloss.com/ready-or-not-your-child-has-a-hearing-loss-explaining-the-urgency/) - We were just told that our child has a hearing loss. What’s the urgency? Why can’t we just enjoy our baby now and deal with the hearing loss later? As much as you would like to just love your child and be a family, these precious first months of life are the time when your
- [Early Intervention – What’s That?](https://successforkidswithhearingloss.com/early-intervention/) - Babies are such a nice way to start people. —Don Herald The birth of a child is an exciting, life-changing event. A beautiful new baby comes to your house, family, and neighborhood. It is a time for celebration. Family members look at the new child and wonder: Will he be a football star, will she
- [Overview of Early Intervention](https://successforkidswithhearingloss.com/eioverview/) - If you’re concerned about the development of an infant or toddler, or you suspect that a little one has a disability, this page will summarize one terrific source of help—the early intervention system in your state. Early intervention services can help infants and toddlers with disabilities or delays to learn many key skills and catch up
- [Key Terms to Know in Early Intervention](https://successforkidswithhearingloss.com/eikeyterms/) - Early intervention is full of terms that people constantly use in writing and in conversation, and it’s important to know what those terms mean. We hope this resource helps our readers quickly connect with the meaning of pivotal words and phrases in the field. Quick-Jump Index to the Terms Point of Reference: Part C of
- [Parent Participation in Early Intervention](https://successforkidswithhearingloss.com/ei-parentparticipation/) - Families, most particularly parents, are vital participants in early intervention. Your contributions are invaluable: at the individual level where you are intimately involved in determining the services that your own child will receive; and at an organizational level determining policies and scope for EI programs. The resources below have been identified because they address the many dimensions of parent involvement,
- [Providing Early Intervention Services in Natural Environments](https://successforkidswithhearingloss.com/ei-natural-environments/) - Early intervention services are to be provided in natural environments to the maximum extent appropriate for the child and for the EI service itself. So–what’s considered a “natural environment”? What isn’t? This webpage focuses upon answering these questions and on connecting you with resources of additional information and best practice. IDEA’s definition of “natural environment” Who decides
- [Effective Practices in Early Intervention](https://successforkidswithhearingloss.com/effective-ei-practices/) - A critical part of improving developmental and educational results for children with disabilities is using effective practices in early intervention, wherever services are being provided—an agency setting, the home, and across the child’s natural environment. An impressive knowledge base of experience has been built on the delivery of early intervention services. We are pleased to
- [Transition to Preschool](https://successforkidswithhearingloss.com/transition-preschool/) - Kids grow fast, don’t they? And early intervention is designed for children from birth up to age three. At that point, services under EI end. If the child will need continued support once he or she moves on to preschool, it’s very important to plan ahead so that the transition is smooth. The resources below will
- [Writing the IFSP for Your Child](https://successforkidswithhearingloss.com/writing-ifsp-child/) - After your young child’s evaluation is complete and he or she is found eligible for early intervention services, you, as parents, and a team will meet to develop a written plan for providing early intervention services to your child and, as necessary, to your family. This plan is called the Individualized Family Service Plan, or IFSP. The
- [Communication – Whatever Fits Your Child and Family](https://successforkidswithhearingloss.com/communication-whatever-fits-your-child-and-family/) - We just found out our child has a hearing loss. People are talking about communication choices and how we need to decide. What is this all about? We aren’t sure, but our child may have other needs too. How can this affect our choices? There are many resources available that provide information about how you
- [Social Communication – PRAGMATICS](https://successforkidswithhearingloss.com/pragmatics/) - When we think of the needs of children with hearing loss, it is widely known that they are very likely to have significant delays in language skills without early, effective and meaningful interactions with those around them. Hearing loss is a distance sense, which allows people to hear what is going on around them, from
- [Understanding your Baby’s Hearing Loss](https://successforkidswithhearingloss.com/understanding-your-babys-hearing-loss/) - I recently found out my baby has a hearing loss. I know he hears something. How can I understand what the hearing loss means to my child and my family? Discovering how hearing loss impacts listening at home: Early Listening Function (ELF) Questionnaire – The ELF is a discovery tool for parents to systematically observe
- [Growing Up with Hearing Loss: Challenges & Resistance](https://successforkidswithhearingloss.com/challenges-resistance/) - I have a child with hearing loss who is in upper Elementary (or Middle School, Jr. High, High School). He still seems to have learning challenges. Sometimes he resists wearing his hearing aids. What can be done to know that his needs are being met? Brochure: Special Considerations for Parents Raising a Teenager with Hearing
- [Hearing Aids, Cochlear Implants – Ways to Help Daily Hearing](https://successforkidswithhearingloss.com/hearing-aids-cochlear-implants-ways-to-help-daily-hearing/) - I want my child with hearing loss to learn how to talk. I know he needs to wear hearing aids even though he has some hearing. How much does he really need to wear them? Will they make him hear normally? Hearing aid basics: HEARING AIDS – What, When, Why, How – A quick rundown
- [Classroom Acoustics  – Impact on Listening and Learning](https://successforkidswithhearingloss.com/classroom-acoustics-impact-on-listening-and-learning/) - Classroom Acoustics – Impact on Listening and Learning Click here for information on understanding classroom acoustic principles and the ANSI Standard S12.60 for Classroom Acoustics NOISY CLASSROOMS A 10 minute Classroom Noise file (mpeg) is provided for your use when administering the Functional Listening Evaluation, working with students on listening in noise or when demonstrating
- [Math & Language Development](https://successforkidswithhearingloss.com/math-language-development/) - Math & Language Development Math is much more than knowing your numbers – it's LANGUAGE Articles and teaching tips: How Arithmetic Word Problems Help Language Development Addition: Using Math to Help with Language Subtraction: Using Math to Help with Language Multiplication: Using Math to Help with Language Division: Using Math to Help with Language Free
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- [Is the Inclusion Model Good for Students with Hearing Loss?](https://successforkidswithhearingloss.com/is-the-inclusion-model-good-for-students-with-hearing-loss-2/) - Is the Inclusion Model Good for Students with Hearing Loss? Special education students are first and foremost general education students. Many, if not most, school districts in the US are actively embracing the inclusion model of education, in which all students are educated in the mainstream classroom, regardless of the diversity of their needs. Students
- [Teacher Tools Takeout](https://successforkidswithhearingloss.com/teacher-tools-takeout/) - Introducing Teacher Tools Takeout from Supporting Success for Children with Hearing Loss Teacher Tools Takeout is similar to Teachers Pay Teachers but focused on the unique needs of children who are deaf or hard of hearing. À la carte instructional materials ready when you need them! Takeout accounts will be free for users and submitting
- [Teacher Tools Takeout: Social Conversation](https://successforkidswithhearingloss.com/teacher-tools-takeout-social-conversation/) - Introducing Teacher Tools Takeout from Supporting Success for Children with Hearing Loss Free Download: Social Conversation To celebrate the launch of Teacher Tools Takeout, here's a FREE article for you to download: Click the thumbnail to start the download or you can also click here Teacher Tools Takeout is similar to Teachers Pay Teachers but
- [Teacher Tools Takeout: Cascading Impact of Hearing Loss](https://successforkidswithhearingloss.com/teacher-tools-takeout-cascading-impact-of-hearing-loss/) - Introducing Teacher Tools Takeout from Supporting Success for Children with Hearing Loss Free Download: Cascading Impact of Hearing Loss To celebrate the launch of Teacher Tools Takeout, here's a FREE article for you to download: Click the thumbnail to start the download or you can also click here Teacher Tools Takeout is similar to Teachers
- [Teacher Tools Takeout: Vocabulary Development: 4 Multiple Meaning Words](https://successforkidswithhearingloss.com/vocabulary-development-4-multiple-meaning-words/) - Introducing Teacher Tools Takeout from Supporting Success for Children with Hearing Loss Free Download: Vocabulary Development - 4 Multiple Meaning Words To celebrate the launch of Teacher Tools Takeout, here's a FREE article for you to download: Click the thumbnail to start the download or you can also click here Teacher Tools Takeout is similar
- [Language Attributes: Size and Words](https://successforkidswithhearingloss.com/language-attributes-size-and-words/) - Introducing Teacher Tools Takeout from Supporting Success for Children with Hearing Loss To celebrate the launch of Teacher Tools Takeout, here's a FREE article for you to download: Click the thumbnail to start the download or you can also click here Teacher Tools Takeout is similar to Teachers Pay Teachers but focused on the unique
- [Accommodations for the Child with Unilateral Hearing Loss](https://successforkidswithhearingloss.com/accommodations-for-the-child-with-unilateral-hearing-loss/) - Introducing Teacher Tools Takeout from Supporting Success for Children with Hearing Loss To celebrate the launch of Teacher Tools Takeout, here's a FREE article for you to download: Click the thumbnail to start the download or you can also click here Teacher Tools Takeout is similar to Teachers Pay Teachers but focused on the unique
- [Information Exchange Form Supporting Child with Cochlear Implant](https://successforkidswithhearingloss.com/information-exchange-form-supporting-child-with-cochlear-implant/) - Introducing Teacher Tools Takeout from Supporting Success for Children with Hearing Loss To celebrate the launch of Teacher Tools Takeout, here's a FREE article for you to download: Click the thumbnail to start the download or you can also click here Teacher Tools Takeout is similar to Teachers Pay Teachers but focused on the unique
- [Advocacy Notes: Transition Myths](https://successforkidswithhearingloss.com/advocacy-notes-transition-myths/) - Advocacy Notes: Myths about IEPs, 504s, Higher Education Admissions & Accommodations Myth #1. Students should be moved from an IEP to a 504 plan for senior year because it "looks better” when they apply to college. Colleges don’t ask students applying for admissions whether or not they have a disability (they’re not allowed to), and
- [Advocacy Notes: Transition Myths](https://successforkidswithhearingloss.com/advocacy-notes-transition-myths-2/) - Advocacy Notes: Myths about IEPs, 504s, Higher Education Admissions & Accommodations Myth #1. Students should be moved from an IEP to a 504 plan for senior year because it "looks better” when they apply to college. Colleges don’t ask students applying for admissions whether or not they have a disability (they’re not allowed to), and
- [Teacher Tools Takeout: Does this student have a poor self-concept](https://successforkidswithhearingloss.com/teacher-tools-takeout-does-this-student-have-a-poor-self-concept/) - Introducing Teacher Tools Takeout from Supporting Success for Children with Hearing Loss To celebrate the launch of Teacher Tools Takeout, here's a FREE article for you to download: Click the thumbnail to start the download or you can also click here Teacher Tools Takeout is similar to Teachers Pay Teachers but focused on the unique
- [Teacher Tools Takeout: Observational Record of Behavior of Deaf or Hard of Hearing](https://successforkidswithhearingloss.com/teacher-tools-takeout-observational-record-of-behavior-of-deaf-or-hard-of-hearing/) - Introducing Teacher Tools Takeout from Supporting Success for Children with Hearing Loss To celebrate the launch of Teacher Tools Takeout, here's a FREE article for you to download: Click the thumbnail to start the download or you can also click here Teacher Tools Takeout is similar to Teachers Pay Teachers but focused on the unique
- [Teacher Tools Takeout: LIFE-R 5-point listening response scale](https://successforkidswithhearingloss.com/teacher-tools-takeout-life-r-5-point-listening-response-scale/) - Introducing Teacher Tools Takeout from Supporting Success for Children with Hearing Loss To celebrate the launch of Teacher Tools Takeout, here's a FREE article for you to download: Click the thumbnail to start the download or you can also click here Teacher Tools Takeout is similar to Teachers Pay Teachers but focused on the unique
- [Teacher Tools Takeout: Resources - Identifying DHH Student Needs](https://successforkidswithhearingloss.com/teacher-tools-takeout-resources-identifying-dhh-student-needs/) - Introducing Teacher Tools Takeout from Supporting Success for Children with Hearing Loss To celebrate the launch of Teacher Tools Takeout, here's a FREE article for you to download: Click the thumbnail to start the download or you can also click here Teacher Tools Takeout is similar to Teachers Pay Teachers but focused on the unique
- [Advocacy Notes: Distance Learning](https://successforkidswithhearingloss.com/advocacy-notes-distance-learning-2/) - Advocacy Notes TOPIC: With our school districts and regionalized programs closed due to the COVID19 pandemic, how can I continue to serve my students via distance learning? This is certainly an unprecedented time in our nation and in the world. For the first time since the passage of the IDEA, students across the United States
- [Advocacy Notes: Children with Disabilities in Virtual Schools](https://successforkidswithhearingloss.com/avocacy-notes-children-with-disabilities-in-virtual-schools/) - Success in mainstream classrooms when you have a hearing loss is often a substantial challenge for our students. Even in 2016 the option of meeting the needs of students with disabilities in virtual school learning programs was considered. A letter from the US Department of Education defined a school’s responsibilities to students with disabilities enrolled
- [Advocacy Notes: Children with Disabilities in Virtual Schools](https://successforkidswithhearingloss.com/advocacy-notes-children-with-disabilities-in-virtual-schools-2/) - Success in mainstream classrooms when you have a hearing loss is often a substantial challenge for our students. Even in 2016 the option of meeting the needs of students with disabilities in virtual school learning programs was considered. A letter from the US Department of Education defined a school’s responsibilities to students with disabilities enrolled
- [Advocacy Notes: Coronavirus and Legal Responsibilities](https://successforkidswithhearingloss.com/advocacy-notes-coronavirus-and-legal-responsibilities-2/) - Advocacy Notes: Legal Requirements for Providing Services to Children with Disabilities During the Coronavirus Disease Outbreak The CDC has issued guidance to help administrators of public and private childcare programs and K–12 schools plan for and prevent the spread of COVID-19 among students and staff. Many decisions have been made by governments and school districts
- [Advocacy Notes: What parents should ask when looking for a program for their child](https://successforkidswithhearingloss.com/advocacy-notes-what-parents-should-ask-when-looking-for-a-program-for-their-child-2/) - Questions parents should ask when looking for an educational program to meet the needs of their child with hearing loss Only 1 in every 100 students with IEPs has qualified to receive specialized support due to hearing loss or deafness. As a low incidence program, the unique access and educational needs of these students requires
- [Advocacy Notes: Coronavirus and Legal Responsibilities](https://successforkidswithhearingloss.com/advocacy-notes-coronavirus-and-legal-responsibilities/) - Advocacy Notes: Legal Requirements for Providing Services to Children with Disabilities During the Coronavirus Disease Outbreak The CDC has issued guidance to help administrators of public and private childcare programs and K–12 schools plan for and prevent the spread of COVID-19 among students and staff. Many decisions have been made by governments and school districts
- [Advocacy Notes: What parents should ask when looking for a program for their child](https://successforkidswithhearingloss.com/advocacy-notes-what-parents-should-ask-when-looking-for-a-program-for-their-child/) - Questions parents should ask when looking for an educational program to meet the needs of their child with hearing loss Only 1 in every 100 students with IEPs has qualified to receive specialized support due to hearing loss or deafness. As a low incidence program, the unique access and educational needs of these students requires
- [Advocacy Notes: Special Education Meetings for Necessary Communication](https://successforkidswithhearingloss.com/advocacy-notes-special-education-meetings-for-necessary-communication-2/) - TOPIC: We seem to have so many different meetings that we are asked to attend with the school district. What is the purpose for are all of the different special education meetings? What is a Transition meeting? Special Education Meetings for Necessary Communication Many families know that they have an IEP meeting once a year.
- [Advocacy Notes: Captioning in the Classroom](https://successforkidswithhearingloss.com/advocacy-notes-captioning-in-the-classroom-2/) - Captioning in the Classroom My child can’t keep up with what is said, but the school said that they wouldn’t provide captioning… Why would captioning be needed? Hearing loss decreases the amount of speech that is perceived, especially in large group listening environments like classrooms. Even with the most up to date hearing
- [Advocacy Notes: Documenting Daily Amplification Use is Legally REQUIRED in the U.S.](https://successforkidswithhearingloss.com/advocacy-notes-documenting-daily-amplification-use-is-legally-required-in-the-u-s-2/) - TOPIC: I’ve asked the school to check a student’s hearing aids and FM/RM system daily and they refuse. Documenting Daily Amplification Use is Legally REQUIRED in the U.S. Per IDEA Sec. 300.113. (a) Each public agency must ensure that hearing aids worn in school by children with hearing impairments, including deafness, are functioning properly. (b)
- [Advocacy Notes: Reading Progress for DHH Plus](https://successforkidswithhearingloss.com/advocacy-notes-reading-progress-for-dhh-plus-2/) - Progress in Light of Circumstances – A Right for Every Student I don’t think my child is making progress in reading… Our question from the field: At a recent IEP meeting it seemed as though my child who has both hearing loss and other learning issues hasn’t made any progress in learning to read in
- [Advocacy Notes: Special Education Meetings for Necessary Communication](https://successforkidswithhearingloss.com/advocacy-notes-special-education-meetings-for-necessary-communication/) - TOPIC: We seem to have so many different meetings that we are asked to attend with the school district. What is the purpose for are all of the different special education meetings? What is a Transition meeting? Special Education Meetings for Necessary Communication Many families know that they have an IEP meeting once a year.
- [Advocacy Notes: Captioning in the Classroom](https://successforkidswithhearingloss.com/advocacy-notes-captioning-in-the-classroom/) - Captioning in the Classroom My child can’t keep up with what is said, but the school said that they wouldn’t provide captioning… Why would captioning be needed? Hearing loss decreases the amount of speech that is perceived, especially in large group listening environments like classrooms. Even with the most up to date hearing
- [Advocacy Notes: Documenting Daily Amplification Use is Legally REQUIRED in the U.S.](https://successforkidswithhearingloss.com/advocacy-notes-documenting-daily-amplification-use-is-legally-required-in-the-u-s/) - TOPIC: I’ve asked the school to check a student’s hearing aids and FM/RM system daily and they refuse. Documenting Daily Amplification Use is Legally REQUIRED in the U.S. Per IDEA Sec. 300.113. (a) Each public agency must ensure that hearing aids worn in school by children with hearing impairments, including deafness, are functioning properly. (b)
- [Advocacy Notes: Reading Progress for DHH Plus](https://successforkidswithhearingloss.com/advocacy-notes-reading-progress-for-dhh-plus/) - Progress in Light of Circumstances – A Right for Every Student I don’t think my child is making progress in reading… Our question from the field: At a recent IEP meeting it seemed as though my child who has both hearing loss and other learning issues hasn’t made any progress in learning to read in
- [Advocacy Notes: The Right to an Appropriate Program of Special Education Support](https://successforkidswithhearingloss.com/advocacy-notes-the-right-to-an-appropriate-program-of-special-education-support-2/) - The special education pendulum has swung away from segregated settings where students with special needs minimally mixed with ‘regular’ students in the 1980s to the current full inclusion model, where direct 1:1 instructional services are becoming rare. Students with hearing loss are already at high risk for ‘academic slippage’ due to their inability to completely
- [Language and Communication-Focused IEPs for Learners who are Deaf or Hard of Hearing](https://successforkidswithhearingloss.com/language-and-communication-focused-ieps-for-learners-who-are-deaf-or-hard-of-hearing-2/) - Language and Communication-Focused IEPs for Learners who are Deaf or Hard of Hearing
- [ADA Frequently Asked Questions on Effective Communication for Students with Hearing Disabilities in Public Schools](https://successforkidswithhearingloss.com/ada-frequently-asked-questions-on-effective-communication-for-students-with-hearing-disabilities-in-public-schools/) - ADA Frequently Asked Questions on Effective Communication for Students with Hearing Disabilities in Public Schools
- [White Paper: Estimating the Level of Communication Effectiveness / Access](https://successforkidswithhearingloss.com/white-paper-estimating-the-level-of-communication-effectiveness-access-3/) - White Paper: Estimating the Level of Communication Effectiveness / Access reviews the requirements for schools to ensure that students with hearing loss have communication that is as effective as peers. It provides specific recommendations for ways in which the level of access, can be assessed for students who are auditory learners and those who are
- [Optimizing Outcomes for Students who are Deaf or Hard of Hearing: 2018 Educational Service Guidelines](https://successforkidswithhearingloss.com/optimizing-outcomes-for-students-who-are-deaf-or-hard-of-hearing-2018-educational-service-guidelines-2/) - http://www.nasdse.org/docs/nasdse-3rd-ed-7-11-2019-final.pdf
- [Teachers of Students who are Deaf or Hard of Hearing: A Critical Resource Needed for Legal Compliance](https://successforkidswithhearingloss.com/teachers-of-students-who-are-deaf-or-hard-of-hearing-a-critical-resource-needed-for-legal-compliance-2/) - Teachers of Students who are Deaf or Hard of Hearing: A Critical Resource Needed for Legal Compliance
- [Communication Planning Guide for Students who are Deaf or Hard of Hearing](https://successforkidswithhearingloss.com/communication-planning-guide-for-students-who-are-deaf-or-hard-of-hearing/) - Communication Planning Guide for Students who are Deaf or Hard of Hearing.
- [Optimizing Outcomes for Students who are Deaf or Hard of Hearing: 2018 Educational Service Guidelines](https://successforkidswithhearingloss.com/optimizing-outcomes-for-students-who-are-deaf-or-hard-of-hearing-2018-educational-service-guidelines/) - Optimizing Outcomes for Students who are Deaf or Hard of Hearing: 2018 Educational Service Guidelines
- [White Paper: Estimating the Level of Communication Effectiveness / Access](https://successforkidswithhearingloss.com/white-paper-estimating-the-level-of-communication-effectiveness-access-2/) - White Paper: Estimating the Level of Communication Effectiveness / Access reviews the requirements for schools to ensure that students with hearing loss have communication that is as effective as peers. It provides specific recommendations for ways in which the level of access, can be assessed for students who are auditory learners and those who are
- [Advocacy Notes: The Right to an Appropriate Program of Special Education Support](https://successforkidswithhearingloss.com/advocacy-notes-the-right-to-an-appropriate-program-of-special-education-support/) - The special education pendulum has swung away from segregated settings where students with special needs minimally mixed with ‘regular’ students in the 1980s to the current full inclusion model, where direct 1:1 instructional services are becoming rare. Students with hearing loss are already at high risk for ‘academic slippage’ due to their inability to completely
- [Advocacy Notes: Family Wants ASL Interpreters](https://successforkidswithhearingloss.com/advocacy-notes-family-wants-asl-interpreters/) - If the family wants an ASL interpreter is the school required to provide one? Question from the field: We have two students who were raised by Deaf families in ASL environments. Both have moderate to severe hearing loss with access to speech via amplification. The students are preschool and in grade 1. Neither are fluent in
- [Advocacy Notes: Family Wants ASL Interpreters](https://successforkidswithhearingloss.com/family-wants-asl-interpreters/) - If the family wants an ASL interpreter is the school required to provide one? Question from the field: We have two students who were raised by Deaf families in ASL environments. Both have moderate to severe hearing loss with access to speech via amplification. The students are preschool and in grade 1. Neither are fluent in
- [Advocacy Notes: Appropriate Programs for Preschool CI Users](https://successforkidswithhearingloss.com/advocacy-notes-appropriate-programs-for-preschool-ci-users-2/) - What program is most appropriate for a preschooler with cochlear implants? While this question needs to be answered on an individual basis, a 2004 court case provides important insights into what an appropriate program is – and is not. Click here to read through the rest of the Early November Update
- [Advocacy Notes: Appropriate Programs for Preschool CI Users](https://successforkidswithhearingloss.com/advocacy-notes-appropriate-programs-for-preschool-ci-users/) - What program is most appropriate for a preschooler with cochlear implants? While this question needs to be answered on an individual basis, a 2004 court case provides important insights into what an appropriate program is – and is not. The many factors that influence a child’s success with a cochlear implant include1: Age
- [Advocacy Notes: Responding to Bullying](https://successforkidswithhearingloss.com/advocacy-notes-responding-to-bullying/) - My student is being bullied but the school isn’t taking it seriously! Question from the field: My student is being bullied but the school isn't taking the situation seriously. What can I do? Students with hearing loss often struggle in social situations due to a variety of situations. They may not have the level of language
- [Advocacy Notes: Responding to Bullying](https://successforkidswithhearingloss.com/responding-to-bullying/) - My student is being bullied but the school isn’t taking it seriously! Question from the field: My student is being bullied but the school isn't taking the situation seriously. What can I do? Students with hearing loss often struggle in social situations due to a variety of situations. They may not have the level of language
- [Advocacy Notes: Why do the Ling Sound Test](https://successforkidswithhearingloss.com/advocacy-notes-why-do-the-ling-sound-test-2/) - Why Should the Ling Sound Test be done at school? Question from the field: Can you please clarify the reason for the LING sound test. Why do families want us to do this at school, and how can we implement this without stressing out the general education teachers? The Ling Sounds let us know how
- [Advocacy Notes: Why do the Ling Sound Test](https://successforkidswithhearingloss.com/advocacy-notes-why-do-the-ling-sound-test/) - Why Should the Ling Sound Test be done at school? Question from the field: Can you please clarify the reason for the LING sound test. Why do families want us to do this at school, and how can we implement this without stressing out the general education teachers? The reason we do a daily listening
- [Advocacy Notes: Key Things for Classroom Teachers to Know](https://successforkidswithhearingloss.com/advocacy-notes-key-things-for-classroom-teachers-to-know-2/) - What are the key things that classroom teachers need to know in order to support my students? Question from the field: I have students whose IEPs call for staff inservice training prior to school starting or within the first couple of weeks. Some use hearing aids and others use cochlear implants, but they are
- [Advocacy Notes: Key Things for Classroom Teachers to Know](https://successforkidswithhearingloss.com/advocacy-notes-key-things-for-classroom-teachers-to-know/) - What are the key things that classroom teachers need to know in order to support my students? Question from the field: I have students whose IEPs call for staff inservice training prior to school starting or within the first couple of weeks. Some use hearing aids and others use cochlear implants, but they are
- [Advocacy Notes: My Supervisor Says I Can’t Advocate for My Students!](https://successforkidswithhearingloss.com/advocacy-notes-my-supervisor-says-i-cant-advocate-for-my-students-2/) - Hearing loss/deafness is a low incidence disability that requires specialists in the field to assess, plan and provide appropriate instructional programs. Yet, in some schools, the DHH specialist is told they cannot advocate for their students. This is primarily due to resistance to funding the extra costs to providing appropriate supports and services to students
- [Advocacy Notes: My Supervisor Says I Can’t Advocate for My Students!](https://successforkidswithhearingloss.com/advocacy-notes-my-supervisor-says-i-cant-advocate-for-my-students/) - Advocacy Notes: My Supervisor says I can’t advocate for my students! Hearing loss/deafness is a low incidence disability that requires specialists in the field to assess, plan and provide appropriate instructional programs. Yet, in some schools, the DHH specialist is told they cannot advocate for their students. This is primarily due to resistance
- [Advocacy Notes: Interpreting Service Options](https://successforkidswithhearingloss.com/advocacy-notes-interpreting-service-options-2/) - Question from the field: We are a small school district and only offer an ASL interpreter for students with hearing loss, but more and more students are now using spoken language. Are there interpreting services or supports that we need to offer these students who do not use ASL? Depending on a student’s mode
- [Advocacy Notes: Interpreting Service Options](https://successforkidswithhearingloss.com/advocacy-notes-interpreting-service-options/) - Question from the field: We are a small school district and only offer an ASL interpreter for students with hearing loss, but more and more students are now using spoken language. Are there interpreting services or supports that we need to offer these students who do not use ASL? Depending on a student’s mode
- [Advocacy Notes: No FM Provided](https://successforkidswithhearingloss.com/advocacy-notes-no-fm-provided/) - Question from the field: I have a student whose IEP calls for an FM system. However, the system is not in place, and we are more than half way through the school year. What can I do as the teacher of the deaf to help get this student their system? Why FM/DM Systems? Many
- [Advocacy Notes: No FM Provided](https://successforkidswithhearingloss.com/advocacy-notes-early-april-2019/) - Question from the field: I have a student whose IEP calls for an FM system. However, the system is not in place, and we are more than half way through the school year. What can I do as the teacher of the deaf to help get this student their system? Why FM/DM Systems? Many
- [Self-Advocacy Instruction – Necessary for Full Participation](https://successforkidswithhearingloss.com/self-advocacy-instruction-necessary-for-full-participation/) - 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 supporting language is linked to academics, training in self-advocacy is too often considered to be non-academic and therefore not necessary. One
- [Advocacy Notes: Early Intervention](https://successforkidswithhearingloss.com/advocacy-notes-early-intervention-2/) - Question from the field: Can early intervention pay for audiology evaluations and hearing aids? Approximately 50% of young children served by early intervention programs are eligible due to communication development concerns. Are early intervention programs responsible for providing audiology evaluations to children referred to Part C and have communication delay concerns? Click Here to
- [Advocacy Notes: Early Intervention](https://successforkidswithhearingloss.com/advocacy-notes-early-intervention/) - Question from the field: Can early intervention pay for audiology evaluations and hearing aids? Approximately 50% of young children served by early intervention programs are eligible due to communication development concerns. Are early intervention programs responsible for providing audiology evaluations to children referred to Part C and have communication delay concerns? Audiology Services -
- [Advocacy Notes: Due Process](https://successforkidswithhearingloss.com/advocacy-notes-due-process-2/) - Question from the field: We keep going around and around in the IEP process, not agreeing. What are our options? We have had 4 amendment meetings since our daughter’s last IEP meeting. We are not in agreement, and at every meeting we seem to be going in circles. We have heard about due process, but
- [Advocacy Notes: Due Process](https://successforkidswithhearingloss.com/advocacy-notes-due-process/) - Question from the field: We keep going around and around in the IEP process, not agreeing. What are our options? We have had 4 amendment meetings since our daughter’s last IEP meeting. We are not in agreement, and at every meeting we seem to be going in circles. We have heard about due process, but
- [Advocacy Notes: Addressing Reading and Literacy in the IEP](https://successforkidswithhearingloss.com/advocacy-notes-feb-2019/) - Question from the field: My child’s IEP team shared that he is “a good reader,” but I know that he is not understanding what he reads. He struggles with vocabulary and comprehension, but because he is getting good grades and reads the words, I am having trouble getting goals and services in the IEP. How
- [Advocacy Notes: Eligibility for Fully Mainstreamed, High Functioning Students with Hearing Loss](https://successforkidswithhearingloss.com/advocacy-notes-eligibility-for-fully-mainstreamed-high-functioning-students-with-hearing-loss/) - Question from the field: “I have several students with hearing loss who are high functioning, fully mainstreamed, and get good grades. My administrators feel like the students can be dismissed from the IEP process, but I know there are still areas of need for me to work on. How can I support these students?”
- [Advocacy Notes: How do I start the process of getting services for my child?](https://successforkidswithhearingloss.com/advocacy-notes-how-do-i-start-the-process-of-getting-services-for-my-child/) - Author: Melinda Gillinger, Advocacy Consultant 2 questions from the field - same answer: “My child was just diagnosed with hearing loss. How and where do I even start the process of getting services with our school district?” “ Our child was attending a private school when we found out about his hearing loss. We
- [Advocacy Notes: Who should be the “DHH expert” on the student’s team?](https://successforkidswithhearingloss.com/advocacy-notes-who-should-be-the-dhh-expert-on-the-students-team/) - Who should be the “DHH expert” on the student’s team? Melinda Gillinger, Advocacy Consultant Our question from the field: “We recently had a student move into our district. She has bilateral cochlear implants and uses spoken language to communicate. Her previous district had completed a triennial IEP meeting which includes DHH Itinerant services as
- [The Power of an Appropriate Program of Special Education Support](https://successforkidswithhearingloss.com/the-power-of-an-appropriate-program-of-special-education-support/) - The special education pendulum has swung away from segregated settings where students with special needs minimally mixed with ‘regular’ students in the 1980s to the current full inclusion model, where direct 1:1 instructional services are becoming rare. Students with hearing loss are already at high risk for ‘academic slippage’ due to their inability to completely
- [Can You Guess the Big 5?](https://successforkidswithhearingloss.com/can-you-guess-the-big-5/) - I am often asked, if I had to choose, which would be the most important assessments for teachers of the deaf/hard of hearing to routinely use during initial or triennial assessments. Assessments that reflect unique needs of our students Assessments to tease out performance issues in students who are ‘okay’ academically Assessments that will be
- [Advocacy Notes - Early October 2018](https://successforkidswithhearingloss.com/advocacy-notes-early-october-2018/) - Can a 504 Plan be ENOUGH Support? Many more students with hearing loss are being denied eligibility for specialized instruction and provided 504 Plans to meet their accommodation needs. The US Department of Education provides extensive answers to 47 FAQs on Section 504. Because hearing loss substantially limits one or more major life activities (hearing)
- [Advocacy Notes - August 2018](https://successforkidswithhearingloss.com/advocacy-notes-august-2018/) - Assessment of Students with Hearing Loss MUST Consider Their Full Range of Needs Speech Language Results and Observation Alone are Insufficient S.P. v. East Whittier City School District, Pasadena, California One June 1, 2018, the Ninth Circuit Court of Appeals reversed and remanded the district court’s decision in favor of the plaintiff (parents) on the
- [Advocacy Notes](https://successforkidswithhearingloss.com/advocacy-notes-9/) - Grade Retention Question from the field: I was wondering if there was any research or insight on retaining kids who are Deaf/HH for one school year. There have been a few small cases where student who were able to repeat one grade level helped to close that wide gap that they had and eventually (with
- [Advocacy Notes](https://successforkidswithhearingloss.com/advocacy-notes-8/) - The Power of an Appropriate Program of Special Education Support The special education pendulum has swung away from segregated settings where students with special needs minimally mixed with ‘regular’ students in the 1980s to the current full inclusion model, where direct 1:1 instructional services are becoming rare. Students with hearing loss are already at high
- [Advocacy Notes](https://successforkidswithhearingloss.com/advocacy-notes-7/) - Who is Responsible for Providing FAPE? I enjoy receiving e-newsletters from WrightsLaw and found their information on a free and appropriate public education (FAPE) in the least restrictive environment (LRE) to be very interesting. Although it is written for the parent’s perspective, the responses may be equally appropriate when professionals are advocating for access and

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- [Home](https://successforkidswithhearingloss.com/) - Supporting Success for Kids with Hearing Loss provides educational materials for Professionals working with these students, including Study Materials.
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- [Test of Auditory Functioning Learning Series](https://successforkidswithhearingloss.com/test-of-auditory-functioning-learning-series/) - The Test of Auditory Functioning is one of our best-selling listening tests since it was introduced. Join us for a 3-part learning series.
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- [Professor Request](https://successforkidswithhearingloss.com/professor-request/) - [et_pb_section fb_built=”1″ _builder_version=”4.27.4″ _module_preset=”default” da_disable_devices=”off|off|off” global_colors_info=”{}” da_is_popup=”off” da_exit_intent=”off” da_has_close=”on” da_alt_close=”off” da_dark_close=”off” da_not_modal=”on” da_is_singular=”off” da_with_loader=”off” da_has_shadow=”on”][et_pb_row _builder_version=”4.27.4″ _module_preset=”default” global_colors_info=”{}”][et_pb_column type=”4_4″ _builder_version=”4.27.4″ _module_preset=”default” global_colors_info=”{}”][/et_pb_column][/et_pb_row][et_pb_row column_structure=”1_2,1_2″ _builder_version=”4.27.4″ _module_preset=”default” hover_enabled=”0″ global_colors_info=”{}” custom_css_main_element_last_edited=”on|phone” custom_css_main_element=” display: flex;|| align-items: center;” sticky_enabled=”0″ custom_css_main_element_tablet=” display: flex;|| align-items: center;” custom_css_main_element_phone=” display: block;”][et_pb_column type=”1_2″ _builder_version=”4.27.4″ _module_preset=”default” global_colors_info=”{}”][et_pb_code _builder_version=”4.27.4″ _module_preset=”default” global_colors_info=”{}”] Professor Request Form Director/Professor Name Email
- [Skill Shops](https://successforkidswithhearingloss.com/skill-shops/) - [et_pb_section fb_built=”1″ _builder_version=”4.22.1″ background_color=”rgba(255,255,255,0.38)” background_image=”https://successforkidswithhearingloss.com/wp-content/uploads/2021/04/927a9a70139a4e3a876b622ccb1f1b49.jpg” background_blend=”overlay” min_height=”350px” da_disable_devices=”off|off|off” locked=”off” global_colors_info=”{}” da_is_popup=”off” da_exit_intent=”off” da_has_close=”on” da_alt_close=”off” da_dark_close=”off” da_not_modal=”on” da_is_singular=”off” da_with_loader=”off” da_has_shadow=”on”][et_pb_row _builder_version=”4.22.1″ _module_preset=”default” min_height=”76.6px” custom_padding=”86px||68px|||” global_colors_info=”{}”][et_pb_column type=”4_4″ _builder_version=”4.22.1″ _module_preset=”default” global_colors_info=”{}”][et_pb_text _builder_version=”4.27.4″ _module_preset=”default” header_2_font=”|700|||||||” header_2_text_align=”center” header_2_text_color=”#112655″ header_2_font_size=”42px” global_colors_info=”{}”] SKILL SHOPS [/et_pb_text][/et_pb_column][/et_pb_row][/et_pb_section][et_pb_section fb_built=”1″ _builder_version=”4.22.1″ _module_preset=”default” background_enable_color=”off” da_disable_devices=”off|off|off” global_colors_info=”{}” da_is_popup=”off” da_exit_intent=”off” da_has_close=”on” da_alt_close=”off” da_dark_close=”off” da_not_modal=”on” da_is_singular=”off” da_with_loader=”off” da_has_shadow=”on”][et_pb_row _builder_version=”4.27.4″ _module_preset=”default”
- [Presentation Descriptions & Objectives](https://successforkidswithhearingloss.com/supporting-success-publishing/presentation-descriptions-objectives/) - [et_pb_section fb_built=”1″ inner_shadow=”on” _builder_version=”4.22.1″ background_color=”rgba(255,255,255,0.71)” background_image=”https://successforkidswithhearingloss.com/wp-content/uploads/2023/12/Rectangle-169-1.jpg” background_blend=”overlay” da_disable_devices=”off|off|off” locked=”off” global_colors_info=”{}” da_is_popup=”off” da_exit_intent=”off” da_has_close=”on” da_alt_close=”off” da_dark_close=”off” da_not_modal=”on” da_is_singular=”off” da_with_loader=”off” da_has_shadow=”on”][et_pb_row _builder_version=”4.22.1″ _module_preset=”default” global_colors_info=”{}”][et_pb_column type=”4_4″ _builder_version=”4.22.1″ _module_preset=”default” global_colors_info=”{}”][et_pb_text _builder_version=”4.22.1″ _module_preset=”default” header_2_font=”|700||on|||||” header_2_text_align=”center” header_2_text_color=”#112655″ header_2_font_size=”42px” global_colors_info=”{}”] Supporting Success offers Customized Professional Development [/et_pb_text][/et_pb_column][/et_pb_row][/et_pb_section][et_pb_section fb_built=”1″ disabled_on=”off|off|off” admin_label=”section” _builder_version=”4.22.1″ background_color=”#f0f5ff” da_disable_devices=”off|off|off” global_colors_info=”{}” da_is_popup=”off” da_exit_intent=”off” da_has_close=”on” da_alt_close=”off” da_dark_close=”off” da_not_modal=”on” da_is_singular=”off” da_with_loader=”off”
- [The Supporting Success Team](https://successforkidswithhearingloss.com/sschl-team/) - [et_pb_section fb_built=”1″ _builder_version=”4.22.1″ background_color=”rgba(255,255,255,0.61)” background_image=”https://successforkidswithhearingloss.com/wp-content/uploads/2021/04/sub-banner-1-1.png” background_blend=”overlay” min_height=”350px” da_disable_devices=”off|off|off” locked=”off” global_colors_info=”{}” da_is_popup=”off” da_exit_intent=”off” da_has_close=”on” da_alt_close=”off” da_dark_close=”off” da_not_modal=”on” da_is_singular=”off” da_with_loader=”off” da_has_shadow=”on”][et_pb_row _builder_version=”4.22.1″ custom_margin=”1px|auto||auto||” custom_padding=”34px||18px||false|false” global_colors_info=”{}”][et_pb_column type=”4_4″ _builder_version=”4.16″ global_colors_info=”{}”][et_pb_text _builder_version=”4.27.4″ header_2_font=”|700|||||||” header_2_text_color=”#112655″ header_2_font_size=”42px” background_enable_color=”off” text_orientation=”center” custom_margin=”1px||0px||false|false” custom_padding=”||||false|true” header_2_font_size_tablet=”” header_2_font_size_phone=”36px” header_2_font_size_last_edited=”on|desktop” border_radii=”on|4px|4px|4px|4px” global_colors_info=”{}”] The Supporting Success for Children with Hearing Loss Team [/et_pb_text][et_pb_text _builder_version=”4.22.1″ text_text_color=”#000000″ text_font_size=”17px” header_text_align=”center” text_orientation=”center” max_width=”600px”
- [Contact Us Questions](https://successforkidswithhearingloss.com/contact-us-questions/) - [et_pb_section fb_built=”1″ _builder_version=”4.22.1″ background_color=”rgba(255,255,255,0.49)” background_image=”https://successforkidswithhearingloss.com/wp-content/uploads/2019/09/banner-contact-2.jpg” background_blend=”overlay” da_disable_devices=”off|off|off” global_colors_info=”{}” da_is_popup=”off” da_exit_intent=”off” da_has_close=”on” da_alt_close=”off” da_dark_close=”off” da_not_modal=”on” da_is_singular=”off” da_with_loader=”off” da_has_shadow=”on”][et_pb_row _builder_version=”4.22.1″ width=”90%” max_width=”1100px” custom_padding=”11px||11px||true|false” global_colors_info=”{}”][et_pb_column type=”4_4″ _builder_version=”4.22.1″ background_enable_color=”off” custom_padding=”2rem|1.5rem|2rem|1.5rem|true|true” border_radii=”on|4px|4px|4px|4px” global_colors_info=”{}”][et_pb_text _builder_version=”4.22.1″ header_text_align=”center” header_2_font=”|700|||||||” header_2_text_color=”#112655″ header_2_font_size=”42px” header_2_line_height=”1.2em” background_enable_color=”off” text_orientation=”center” custom_margin=”||||false|false” custom_padding=”||||false|true” header_2_font_size_tablet=”” header_2_font_size_phone=”36px” header_2_font_size_last_edited=”on|desktop” border_radii=”on|4px|4px|4px|4px” global_colors_info=”{}”] CONTACT US / QUESTIONS [/et_pb_text][et_pb_text _builder_version=”4.22.1″ text_text_color=”#000000″ text_font_size=”17px” text_orientation=”center” max_width=”600px” module_alignment=”center” global_colors_info=”{}”]
- [About](https://successforkidswithhearingloss.com/about/) - About | Teaching Materials, Instructional Materials and Resources for Students with Hearing Loss or Deafness.
- [About Us](https://successforkidswithhearingloss.com/about_us/) - [et_pb_section fb_built=”1″ admin_label=”section” _builder_version=”4.16″ da_disable_devices=”off|off|off” global_colors_info=”{}” da_is_popup=”off” da_exit_intent=”off” da_has_close=”on” da_alt_close=”off” da_dark_close=”off” da_not_modal=”on” da_is_singular=”off” da_with_loader=”off” da_has_shadow=”on”][et_pb_row admin_label=”row” _builder_version=”4.16″ background_size=”initial” background_position=”top_left” background_repeat=”repeat” global_colors_info=”{}”][et_pb_column type=”4_4″ _builder_version=”4.16″ custom_padding=”|||” global_colors_info=”{}” custom_padding__hover=”|||”][et_pb_text admin_label=”Text” _builder_version=”4.16″ background_size=”initial” background_position=”top_left” background_repeat=”repeat” custom_margin=”0px|0px|0px|0px|false|false” use_border_color=”off” border_color=”#ffffff” border_style=”solid” global_colors_info=”{}”] About Us Supporting Success for Children with Hearing Loss began in 2011 with the goal of creating an ‘umbrella
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- [For professionals](https://successforkidswithhearingloss.com/for-professionals/) - https://successforkidswithhearingloss.com/for-professionals/ For professionals [et_pb_section fb_built=”1″ admin_label=”section” _builder_version=”4.27.4″ da_disable_devices=”off|off|off” collapsed=”off” global_colors_info=”{}” da_is_popup=”off” da_exit_intent=”off” da_has_close=”on” da_alt_close=”off” da_dark_close=”off” da_not_modal=”on” da_is_singular=”off” da_with_loader=”off” da_has_shadow=”on”][et_pb_row padding_mobile=”off” column_padding_mobile=”on” admin_label=”row” _builder_version=”4.16″ background_size=”initial” background_position=”top_left” background_repeat=”repeat” make_fullwidth=”off” use_custom_width=”off” width_unit=”on” global_colors_info=”{}”][et_pb_column type=”4_4″ _builder_version=”4.16″ custom_padding=”|||” global_colors_info=”{}” custom_padding__hover=”|||”][et_pb_text admin_label=”Text” _builder_version=”4.27.4″ background_size=”initial” background_position=”top_left” background_repeat=”repeat” use_border_color=”off” border_color=”#ffffff” border_style=”solid” global_colors_info=”{}”] Resources for Professionals [/et_pb_text][/et_pb_column][/et_pb_row][et_pb_row padding_mobile=”off” column_padding_mobile=”on” admin_label=”Row” module_id=”four_professionals_page” _builder_version=”4.16″ background_size=”initial” background_position=”top_left” background_repeat=”repeat” make_fullwidth=”off” use_custom_width=”off” #
- [Resources for Professionals](https://successforkidswithhearingloss.com/for-professionals/resources-for-professionals/) - [et_pb_section fb_built=”1″ custom_padding_last_edited=”on|desktop” admin_label=”section” module_id=”sub_page_condent” module_class=”professionals-point” _builder_version=”4.16″ background_color=”#ffffff” custom_padding_tablet=”50px|0|50px|0″ transparent_background=”off” padding_mobile=”off” make_fullwidth=”off” use_custom_width=”off” width_unit=”on” global_colors_info=”{}” da_is_popup=”off” da_exit_intent=”off” da_has_close=”on” da_alt_close=”off” da_dark_close=”off” da_not_modal=”on” da_is_singular=”off” da_with_loader=”off” da_has_shadow=”on” da_disable_devices=”off|off|off” custom_padding_phone=”50px|0|50px|0″][et_pb_row admin_label=”Row” _builder_version=”4.16″ background_size=”initial” background_position=”top_left” background_repeat=”repeat” global_colors_info=”{}”][et_pb_column type=”4_4″ _builder_version=”4.16″ custom_padding=”|||” global_colors_info=”{}” custom_padding__hover=”|||”][et_pb_text admin_label=”Text” _builder_version=”4.16″ background_size=”initial” background_position=”top_left” background_repeat=”repeat” use_border_color=”off” border_color=”#ffffff” border_style=”solid” global_colors_info=”{}”] Resources for Professionals [/et_pb_text][/et_pb_column][/et_pb_row][et_pb_row admin_label=”row” _builder_version=”4.16″ background_size=”initial” background_position=”top_left” background_repeat=”repeat”
- [Childhood Ear Infections](https://successforkidswithhearingloss.com/for-professionals/childhood-ear-infections/) - Supporting Success For Children With Hearing Loss: Learn How Childhood Ear Infections Affect Hearing Indefinitely
- [Home](https://successforkidswithhearingloss.com/home-3/) - [et_pb_section fb_built=”1″ fullwidth=”on” _builder_version=”4.16″ _module_preset=”default” da_disable_devices=”off|off|off” global_colors_info=”{}” da_is_popup=”off” da_exit_intent=”off” da_has_close=”on” da_alt_close=”off” da_dark_close=”off” da_not_modal=”on” da_is_singular=”off” da_with_loader=”off” da_has_shadow=”on”][et_pb_fullwidth_slider _builder_version=”4.16″ _module_preset=”default” background_enable_image=”off” text_orientation=”left” content_width=”100%” auto=”on” global_colors_info=”{}”][et_pb_slide heading=”A SMALLER HEADER” button_text=”Click Here” _builder_version=”4.16″ _module_preset=”default” header_font=”|600|||||||” header_text_color=”#000000″ header_font_size=”15px” body_text_color=”#000000″ body_font_size=”14px” background_image=”http://taaah-com.stackstaging.com/wp-content/uploads/2021/07/Oticon_Amigo-School_020_A4.jpg” background_enable_image=”on” custom_button=”on” button_text_size=”15px” button_text_color=”#FFFFFF” button_bg_color=”#0C71C3″ button_font=”|||on|||||” global_colors_info=”{}” sticky_transition=”on”] ADD SOME CORPORATE HEADER HERE Your content goes here. Edit or
- [Opportunities with the Supporting Success Team](https://successforkidswithhearingloss.com/opportunities-with-the-supporting-success-team/) - [et_pb_section fb_built=”1″ _builder_version=”4.22.1″ background_color=”rgba(255,255,255,0.38)” background_image=”https://successforkidswithhearingloss.com/wp-content/uploads/2021/04/927a9a70139a4e3a876b622ccb1f1b49.jpg” background_blend=”overlay” min_height=”350px” da_disable_devices=”off|off|off” global_colors_info=”{}” da_is_popup=”off” da_exit_intent=”off” da_has_close=”on” da_alt_close=”off” da_dark_close=”off” da_not_modal=”on” da_is_singular=”off” da_with_loader=”off” da_has_shadow=”on”][et_pb_row _builder_version=”4.22.1″ _module_preset=”default” min_height=”76.6px” custom_padding=”86px||68px|||” global_colors_info=”{}”][et_pb_column type=”4_4″ _builder_version=”4.22.1″ _module_preset=”default” global_colors_info=”{}”][et_pb_text _builder_version=”4.22.1″ _module_preset=”default” header_2_font=”|700|||||||” header_2_text_align=”center” header_2_text_color=”#112655″ header_2_font_size=”42px” global_colors_info=”{}”] Opportunities with the Supporting Success Team [/et_pb_text][/et_pb_column][/et_pb_row][/et_pb_section][et_pb_section fb_built=”1″ _builder_version=”4.22.1″ _module_preset=”default” background_color=”#f0f5ff” da_disable_devices=”off|off|off” global_colors_info=”{}” da_is_popup=”off” da_exit_intent=”off” da_has_close=”on” da_alt_close=”off” da_dark_close=”off” da_not_modal=”on” da_is_singular=”off” da_with_loader=”off”
- [Product List Alphabetical](https://successforkidswithhearingloss.com/product-list-alphabetical/) - [et_pb_section fb_built=”1″ _builder_version=”4.16″ da_disable_devices=”off|off|off” global_colors_info=”{}” da_is_popup=”off” da_exit_intent=”off” da_has_close=”on” da_alt_close=”off” da_dark_close=”off” da_not_modal=”on” da_is_singular=”off” da_with_loader=”off” da_has_shadow=”on”][et_pb_row _builder_version=”4.16″ background_size=”initial” background_position=”top_left” background_repeat=”repeat” global_colors_info=”{}”][et_pb_column type=”4_4″ _builder_version=”4.16″ custom_padding=”|||” global_colors_info=”{}” custom_padding__hover=”|||”][et_pb_text _builder_version=”4.22.1″ link_text_color=”#0c71c3″ background_size=”initial” background_position=”top_left” background_repeat=”repeat” hover_enabled=”0″ global_colors_info=”{}” sticky_enabled=”0″] A-C | D-F | G-L | M-R | S-Z Teacher Tools Takeout | MyASL | Streamer | 2025 Virtual Conference Clear Cart
- [Streamer Privacy](https://successforkidswithhearingloss.com/streamer-privacy/) - [et_pb_section fb_built=”1″ _builder_version=”4.22.1″ background_color=”rgba(255,255,255,0.61)” background_image=”https://successforkidswithhearingloss.com/wp-content/uploads/2021/04/sub-banner-1-1.png” background_blend=”overlay” da_disable_devices=”off|off|off” locked=”off” global_colors_info=”{}” da_is_popup=”off” da_exit_intent=”off” da_has_close=”on” da_alt_close=”off” da_dark_close=”off” da_not_modal=”on” da_is_singular=”off” da_with_loader=”off” da_has_shadow=”on”][et_pb_row _builder_version=”4.22.1″ custom_padding=”||||false|false” global_colors_info=”{}”][et_pb_column type=”4_4″ _builder_version=”4.16″ global_colors_info=”{}”][et_pb_text _builder_version=”4.22.1″ header_2_font=”|700|||||||” header_2_text_color=”#112655″ header_2_font_size=”42px” background_enable_color=”off” text_orientation=”center” custom_margin=”||0px||false|false” custom_padding=”||||false|true” header_2_font_size_tablet=”” header_2_font_size_phone=”36px” header_2_font_size_last_edited=”on|desktop” border_radii=”on|4px|4px|4px|4px” global_colors_info=”{}”] Streamer Privacy [/et_pb_text][et_pb_text _builder_version=”4.22.1″ text_text_color=”#000000″ text_font_size=”17px” header_text_align=”center” text_orientation=”center” max_width=”100%” module_alignment=”center” global_colors_info=”{}”][/et_pb_text][/et_pb_column][/et_pb_row][/et_pb_section][et_pb_section fb_built=”1″ admin_label=”section” _builder_version=”4.22.1″ background_color=”#f0f5ff” custom_padding=”97px|||||” da_disable_devices=”off|off|off” global_colors_info=”{}”
- [2025 Virtual Conference Sessions](https://successforkidswithhearingloss.com/2025-virtual-conference-sessions/) - [et_pb_section fb_built=”1″ custom_padding_last_edited=”off|desktop” admin_label=”hero section” _builder_version=”4.16″ use_background_color_gradient=”on” background_color_gradient_type=”circular” background_color_gradient_stops=”#ff0066 0%|#660028 100%” background_color_gradient_start=”#ff0066″ background_color_gradient_end=”#660028″ custom_margin=”|||” custom_padding=”100px||100px|” custom_padding_tablet=”130px||130px|” da_disable_devices=”off|off|off” collapsed=”on” global_colors_info=”{}” da_is_popup=”off” da_exit_intent=”off” da_has_close=”on” da_alt_close=”off” da_dark_close=”off” da_not_modal=”on” da_is_singular=”off” da_with_loader=”off” da_has_shadow=”on”][et_pb_row column_structure=”1_2,1_2″ admin_label=”title and illustration” _builder_version=”4.16″ background_size=”initial” background_position=”top_left” background_repeat=”repeat” custom_margin=”|||” global_colors_info=”{}”][et_pb_column type=”1_2″ _builder_version=”4.16″ custom_padding=”|||” global_colors_info=”{}” custom_padding__hover=”|||”][et_pb_text _builder_version=”4.16″ text_font=”||||||||” header_font=”Montserrat|700|||||||” header_text_color=”#FFFFFF” header_font_size=”46px” header_line_height=”1.3em” custom_margin=”||0px|” animation_style=”flip” animation_direction=”top” global_colors_info=”{}”] 2025 Virtual
- [2025 Virtual Conference Speakers](https://successforkidswithhearingloss.com/2025-virtual-conference-speakers/) - [et_pb_section fb_built=”1″ custom_padding_last_edited=”off|desktop” admin_label=”Hero” _builder_version=”4.16″ use_background_color_gradient=”on” background_color_gradient_type=”circular” background_color_gradient_stops=”#ff0066 0%|#600029 100%” background_color_gradient_start=”#ff0066″ background_color_gradient_end=”#600029″ min_height=”308.6px” custom_margin=”|||” custom_padding=”100px||3px|||” custom_padding_tablet=”130px||130px|” da_disable_devices=”off|off|off” collapsed=”on” global_colors_info=”{}” da_is_popup=”off” da_exit_intent=”off” da_has_close=”on” da_alt_close=”off” da_dark_close=”off” da_not_modal=”on” da_is_singular=”off” da_with_loader=”off” da_has_shadow=”on”][et_pb_row column_structure=”1_2,1_2″ admin_label=”title and illustration” _builder_version=”4.16″ background_size=”initial” background_position=”top_left” background_repeat=”repeat” custom_margin=”|||” global_colors_info=”{}”][et_pb_column type=”1_2″ _builder_version=”4.16″ custom_padding=”|||” global_colors_info=”{}” custom_padding__hover=”|||”][et_pb_text _builder_version=”4.16″ header_font=”Montserrat|700|||||||” header_text_color=”#FFFFFF” header_font_size=”46px” header_line_height=”1.3em” custom_margin=”||0px|” animation_style=”flip” animation_direction=”top” global_colors_info=”{}”] 2025 Virtual Conference
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- [Streamer](https://successforkidswithhearingloss.com/streamer-page/) - Streamer Captioning for Onsite and Remote Learning Situations
- [Streamer Prices](https://successforkidswithhearingloss.com/streamer-prices/) - [et_pb_section fb_built=”1″ _builder_version=”4.22.1″ background_color=”rgba(255,255,255,0.49)” background_image=”https://successforkidswithhearingloss.com/wp-content/uploads/2023/12/Rectangle-2.jpg” background_blend=”overlay” da_disable_devices=”off|off|off” locked=”off” global_colors_info=”{}” da_is_popup=”off” da_exit_intent=”off” da_has_close=”on” da_alt_close=”off” da_dark_close=”off” da_not_modal=”on” da_is_singular=”off” da_with_loader=”off” da_has_shadow=”on”][et_pb_row _builder_version=”4.22.1″ width=”90%” max_width=”1100px” custom_padding=”11px||11px||true|false” global_colors_info=”{}”][et_pb_column type=”4_4″ _builder_version=”4.22.1″ background_enable_color=”off” custom_padding=”2rem|1.5rem|2rem|1.5rem|true|true” border_radii=”on|4px|4px|4px|4px” global_colors_info=”{}”][et_pb_text _builder_version=”4.16″ text_font=”Arial|700|||||||” text_font_size=”20px” header_font=”Arial||||||||” header_3_font=”Lato|600|||||||” header_3_text_color=”#000000″ header_3_font_size=”25px” text_orientation=”center” custom_margin=”||-2px|||” header_3_font_size_tablet=”18px” header_3_font_size_phone=”13px” header_3_font_size_last_edited=”on|tablet” global_colors_info=”{}”] Use StreamerTM for Real-time Captioning Anywhere, Anytime, with Any Device [/et_pb_text][/et_pb_column][/et_pb_row][/et_pb_section][et_pb_section fb_built=”1″ _builder_version=”4.16″
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- [information and resources](https://successforkidswithhearingloss.com/information-and-resources/) - [et_pb_section admin_label=”section”][et_pb_row admin_label=”row”][et_pb_column type=”4_4″][et_pb_tabs admin_label=”Tabs” use_border_color=”off” border_color=”#ffffff” border_style=”solid”][et_pb_tab title=”Resources for Professionals” tab_font_select=”default” tab_font=”||||” tab_line_height=”2em” tab_line_height_tablet=”2em” tab_line_height_phone=”2em” body_font_select=”default” body_font=”||||” body_line_height=”2em” body_line_height_tablet=”2em” body_line_height_phone=”2em”] Amplification Hearing Aids Understanding Your Student’s Aided Hearing using the Desired Sensation Level (DSL) Approach Strategies for Keeping Hearing Aids on Young Children Cochlear Implants FM Systems – Improved perception of speech over background
- [Presentation Descriptions & Objectives](https://successforkidswithhearingloss.com/presentation-descriptions-objectives/) - [et_pb_section admin_label=”section”][et_pb_row admin_label=”row”][et_pb_column type=”4_4″][et_pb_text admin_label=”Text” background_layout=”light” text_orientation=”left” use_border_color=”off” border_color=”#ffffff” border_style=”solid”] Amplification The purpose of this section is to provide information about the various hearing technology that may be appropriate for their child or students. Our thanks to our manufacturers who have provided information on their hearing technology products! You will find contact information for these companies
- [For parents](https://successforkidswithhearingloss.com/for-parents/) - [et_pb_section admin_label=”section”][et_pb_row admin_label=”row”][et_pb_column type=”4_4″][et_pb_text admin_label=”Text” background_layout=”light” text_orientation=”left” use_border_color=”off” border_color=”#ffffff” border_style=”solid”] Resources for Parents Most parents and family members of children with hearing loss never expected that their child would be hard of hearing or deaf. You may have many questions. Just when you feel like you understand how to help your child, he or she
- [Achieving Effective Hearing Aid Use in Early Childhood](https://successforkidswithhearingloss.com/achieving-effective-hearing-aid-use-in-early-childhood/) - [et_pb_section admin_label=”section”][et_pb_row admin_label=”row”][et_pb_column type=”4_4″][et_pb_text admin_label=”Text” background_layout=”light” text_orientation=”left” use_border_color=”off” border_color=”#ffffff” border_style=”solid”] Achieving Effective Hearing Aid Use in Early Childhood Printed Guide $35.00 + S/H Other versions of this product are listed below. Guidance for Families and Professionals of Children with Hearing Loss from Infancy to Preschool I was very disturbed to read the results of
- [Questions Families Often Ask about their child with hearing loss](https://successforkidswithhearingloss.com/questions-families-often-ask-about-their-child-with-hearing-loss/) - [et_pb_section admin_label=”section”][et_pb_row admin_label=”row”][et_pb_column type=”4_4″][et_pb_text admin_label=”Text” background_layout=”light” text_orientation=”left” use_border_color=”off” border_color=”#ffffff” border_style=”solid”] Questions Families Often Ask About Their Child with Hearing Loss Frequently Asked Questions About Hearing Loss This information was derived from a meaningful article written for audiologists titled Anticipate Families’ Most Common Hearing Healthcare Questions by Joanne Smith and Jace Wolfe in The Hearing Journal, 68(4),
- [Speech & Language Development at Home](https://successforkidswithhearingloss.com/speech-language-development-at-home/) - [et_pb_section admin_label=”section”][et_pb_row admin_label=”row”][et_pb_column type=”4_4″][et_pb_text admin_label=”Text” background_layout=”light” text_orientation=”left” use_border_color=”off” border_color=”#ffffff” border_style=”solid”] Speech & Language Development at Home Developing a child’s ability to speak clearly is not the priority of all families as “what works for your child is what makes the choice right.” However, now that universal newborn hearing screening has been available in most states
- [Hearing Aid Retention for Young Children](https://successforkidswithhearingloss.com/hearing-aid-retention-for-young-children/) - [et_pb_section admin_label=”section”][et_pb_row admin_label=”row”][et_pb_column type=”4_4″][et_pb_text admin_label=”Text” background_layout=”light” text_orientation=”left” use_border_color=”off” border_color=”#ffffff” border_style=”solid”] Hearing Aid Retention for Young Children Hearing Devices, Malfunction Rates, and Monitoring Requirement: Studies reporting hearing aid malfunction rates include: a) Bess, F. H. (1977). Condition of Hearing Aids Worn by Children in a Public School Setting. U.S. Department of Health, Education, and Welfare, Publication
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- [Home_Section_Featured_Products](https://successforkidswithhearingloss.com/home_section_featured_products/) - Heard About Streamer? App for Automated Captioning and Translation GREAT OPTION TO ACCOMMODATE STUDENT ACCESS Low Cost | Easy to Try | Use Your Mic | Works on Any Media Device Support Students that are Hard of Hearing or Deaf 1 or 2-Way Language Translation; Many Languages Available For Individual Students, Whole Classrooms or Throughout
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- [Home-B](https://successforkidswithhearingloss.com/home-b/) - Products Only Available from Supporting Success For Children With Hearing Loss! Teacher Tools Membership E-Magazine for Winter 2021 Now Available!A Teacher Tools membership includes materials such as Worksheets and activities appropriate for all school age levels Extensive information resource library Access to Kool Kidz Vidz –student made videos describing their successes and challenges as a
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- [candidacy-interact-as](https://successforkidswithhearingloss.com/products/candidacy-interact-as/) - [et_pb_section fb_built=”1″ admin_label=”section” _builder_version=”3.22″][et_pb_row admin_label=”row” _builder_version=”3.25″ background_size=”initial” background_position=”top_left” background_repeat=”repeat”][et_pb_column type=”4_4″ _builder_version=”3.25″ custom_padding=”|||” custom_padding__hover=”|||”][et_pb_text admin_label=”Text” _builder_version=”4.3.2″ background_size=”initial” background_position=”top_left” background_repeat=”repeat” hover_enabled=”0″ use_border_color=”off” border_color=”#ffffff” border_style=”solid”] StreamerTM – Candidacy for Students Who should decide whether a student is a candidate for Interact? A team that knows the student’s capabilities and daily performance. Americans with Disabilities Act policy clarification of
- [Ideas for Assessing the Benefit of Interact Streamer Automated Captioning](https://successforkidswithhearingloss.com/products/ideas-for-assessing-the-benefit-of-interact/) - [et_pb_section fb_built=”1″ admin_label=”section” _builder_version=”3.22″][et_pb_row admin_label=”row” _builder_version=”3.25″ background_size=”initial” background_position=”top_left” background_repeat=”repeat”][et_pb_column type=”4_4″ _builder_version=”3.25″ custom_padding=”|||” custom_padding__hover=”|||”][et_pb_text admin_label=”Text” _builder_version=”4.3.2″ background_size=”initial” background_position=”top_left” background_repeat=”repeat” hover_enabled=”0″ use_border_color=”off” border_color=”#ffffff” border_style=”solid”] Ideas for Assessing the Benefit of StreamerTM Automated Captioning How do we know when an accommodation really benefits the student? The student: Keeps up with classroom pace of learning so it is more
- [Purchasing Interact Streamer Automated Captioning](https://successforkidswithhearingloss.com/products/purchasing-interact/) - [et_pb_section fb_built=”1″ disabled_on=”on|on|on” admin_label=”section” _builder_version=”4.3.2″ disabled=”on”][et_pb_row admin_label=”row” _builder_version=”3.25″ background_size=”initial” background_position=”top_left” background_repeat=”repeat”][et_pb_column type=”4_4″ _builder_version=”3.25″ custom_padding=”|||” custom_padding__hover=”|||”][et_pb_text admin_label=”Text” _builder_version=”3.27.4″ background_size=”initial” background_position=”top_left” background_repeat=”repeat” use_border_color=”off” border_color=”#ffffff” border_style=”solid”] Purchasing Interact Automated Captioning PURCHASING OPTIONS: Interact Software: $99 Trial Period Upgrade Trial Software to Permanent License After Trial Purchasing a Permanent License Ongoing Software Upgrades and Support Microphones: Dual Wireless Mic
- [Real-Time Speech-to-Text Captioning](https://successforkidswithhearingloss.com/products/real-time-speech-to-text-translation/) - [et_pb_section fb_built=”1″ disabled_on=”on|on|on” admin_label=”section” _builder_version=”3.22″ disabled=”on”][et_pb_row admin_label=”row” _builder_version=”3.25″ background_size=”initial” background_position=”top_left” background_repeat=”repeat”][et_pb_column type=”4_4″ _builder_version=”3.25″ custom_padding=”|||” custom_padding__hover=”|||”][et_pb_text admin_label=”Text” _builder_version=”3.27.4″ background_size=”initial” background_position=”top_left” background_repeat=”repeat” use_border_color=”off” border_color=”#ffffff” border_style=”solid”] Real-Time Speech-to-Text Translation WHAT IS IT? Automated captioning. Interact-AS provides what the teacher just said in text form on a laptop computer or media device on the student’s desk. The software analyzes
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- [Parent Participation in Early Intervention](https://successforkidswithhearingloss.com/parent-participation-in-early-intervention/) - [et_pb_section admin_label=”section”][et_pb_row admin_label=”row”][et_pb_column type=”4_4″][et_pb_text admin_label=”Text” background_layout=”light” text_orientation=”left” use_border_color=”off” border_color=”#ffffff” border_style=”solid”] Parent Participation in Early Intervention Families, most particularly parents, are vital participants in early intervention. Your contributions are invaluable: at the individual level where you are intimately involved in determining the services that your own child will receive; and at an organizational level determining policies and scope for EI programs.
- [Improving the Outcomes of Children with Hearing Loss](https://successforkidswithhearingloss.com/improving-the-outcomes-of-children-with-hearing-loss/) - [et_pb_section admin_label=”section”][et_pb_row admin_label=”row”][et_pb_column type=”4_4″][et_pb_text admin_label=”Text” background_layout=”light” text_orientation=”left” use_border_color=”off” border_color=”#ffffff” border_style=”solid”] Improving the Outcomes of Children with Hearing Loss Our mission is to help YOU to improve the futures of children who are hard of hearing or deaf. How we help improve children’s futures: 1) Accessible Information & Resources 2) Relevant Bi-Monthly Newsletters (FREE) 3) Professional Development Webcasts 4) Products to improve
- [Writing the IFSP for Your Child](https://successforkidswithhearingloss.com/writing-the-ifsp-for-your-child/) - [et_pb_section admin_label=”section”][et_pb_row admin_label=”row”][et_pb_column type=”4_4″][et_pb_text admin_label=”Text” background_layout=”light” text_orientation=”left” use_border_color=”off” border_color=”#ffffff” border_style=”solid”] Writing the IFSP for Your Child After your young child’s evaluation is complete and he or she is found eligible for early intervention services, you, as parents, and a team will meet to develop a written plan for providing early intervention services to your child
- [Overview of Early Intervention](https://successforkidswithhearingloss.com/overview-of-early-intervention/) - [et_pb_section admin_label=”section”][et_pb_row admin_label=”row”][et_pb_column type=”4_4″][et_pb_text admin_label=”Text” background_layout=”light” text_orientation=”left” use_border_color=”off” border_color=”#ffffff” border_style=”solid”] Overview of Early Intervention If you’re concerned about the development of an infant or toddler, or you suspect that a little one has a disability, this page will summarize one terrific source of help—the early intervention system in your state. Early intervention services can help infants
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- [email page](https://successforkidswithhearingloss.com/email-page/) - Name Email Company City State Country Your group (select 1) —Please choose an option—Parent of child with hearing lossEarly intervention providerTeacher of the Deaf/Hard of hearingAudiologistSpeech Language PathologistStudent:D/HH TeachingStudent:SLPStudent:AudiologyStudent:other Age of child/children you serve —Please choose an option—Birth through age 23-5 years(pre-school)Elementary schoolSecondary schoolBirth-21Preschool-HighschoolI do not work with children with hearing loss Ideas for information
- [Connecting Hearing Devices to Computers or iPads](https://successforkidswithhearingloss.com/connecting-hearing-devices-to-computers-or-ipads/) - [et_pb_section admin_label=”section”][et_pb_row admin_label=”row”][et_pb_column type=”4_4″][et_pb_text admin_label=”Text” background_layout=”light” text_orientation=”left” use_border_color=”off” border_color=”#ffffff” border_style=”solid”] Connecting Hearing Devices to Computers or iPads Increasingly students are expected to be able to listen to iPads or computers in the classroom and to also respond verbally. For children with typical hearing this is accomplished with standard headphones or with earpieces with integrated microphones
- [Interact – Candidacy for Students](https://successforkidswithhearingloss.com/interact-candidacy-for-students/) - [et_pb_section admin_label=”section”][et_pb_row admin_label=”row”][et_pb_column type=”4_4″][et_pb_text admin_label=”Text” background_layout=”light” text_orientation=”left” use_border_color=”off” border_color=”#ffffff” border_style=”solid”] Streamer Captioning – Candidacy for Students Who should decide whether a student is a candidate for Interact? A team that knows the student’s capabilities and daily performance. The Americans with Disabilities Act policy clarification of 2014 specifies that schools ensure that communication is AS EFFECTIVE for
- [Use Streamer at Your Next Conference](https://successforkidswithhearingloss.com/products/use-streamer-at-your-next-conference/) - [et_pb_section admin_label=”section”][et_pb_row admin_label=”row”][et_pb_column type=”4_4″][et_pb_text admin_label=”Text” background_layout=”light” text_orientation=”left” use_border_color=”off” border_color=”#ffffff” border_style=”solid”] Use Streamer at Your Next Conference Want to give people a ‘taste’ of Streamer captioning? Want to try an alternative to expensive CART accommodations? Request a FREE, limited use trial for your next conference or meeting! The ADA requires that you provide equal access for
- [AtoZ products](https://successforkidswithhearingloss.com/atoz-products/) - [et_pb_section admin_label=”section”][et_pb_row admin_label=”row”][et_pb_column type=”4_4″][et_pb_text admin_label=”Text” background_layout=”light” text_orientation=”left” use_border_color=”off” border_color=”#ffffff” border_style=”solid”] Product List-Alphabetical [/et_pb_text][/et_pb_column][/et_pb_row][et_pb_row admin_label=”Row”][et_pb_column type=”1_3″][et_pb_button admin_label=”Button” url_new_window=”off” button_text=”View Products by Category” button_alignment=”left” background_layout=”light” custom_button=”off” button_letter_spacing=”0″ button_use_icon=”default” button_icon_placement=”right” button_on_hover=”on” button_letter_spacing_hover=”0″ module_class=”prod-btn” button_url=”https://successforkidswithhearingloss.com/category-listing/”][/et_pb_button][/et_pb_column][et_pb_column type=”1_3″][et_pb_button admin_label=”Button” button_url=”https://successforkidswithhearingloss.com/2019/08/09/fall-2019-catalog/” url_new_window=”off” button_text=” View Full Product Catalog” button_alignment=”left” background_layout=”light” custom_button=”off” button_letter_spacing=”0″ button_use_icon=”default” button_icon_placement=”right” button_on_hover=”on” button_letter_spacing_hover=”0″ module_class=”prod-btn”][/et_pb_button][/et_pb_column][et_pb_column type=”1_3″][/et_pb_column][/et_pb_row][/et_pb_section]
- [Communication – whatever fits your child and family](https://successforkidswithhearingloss.com/communication-whatever-fits-your-child-and-family-2/) - [et_pb_section admin_label=”section”][et_pb_row admin_label=”row”][et_pb_column type=”4_4″][et_pb_text admin_label=”Text” background_layout=”light” text_orientation=”left” use_border_color=”off” border_color=”#ffffff” border_style=”solid”] Communication – whatever fits your child and family We just found out our child has a hearing loss. People are talking about communication choices and how we need to decide. What is this all about? We aren’t sure, but our child may have other needs
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- [Literacy Development Products](https://successforkidswithhearingloss.com/literacy-development-products-2/) - [et_pb_section admin_label=”section”][et_pb_row admin_label=”row”][et_pb_column type=”4_4″][et_pb_text admin_label=”Text” background_layout=”light” text_orientation=”left” use_border_color=”off” border_color=”#ffffff” border_style=”solid”] Literacy Development Products Offered by Supporting Success for Children with Hearing Loss Click on an item to be redirected to a page describing this product. After clicking Add to Cart you can Continue Shopping. If you have a question about ordering go to the Contact Us page.
- [presentation-speaker-info](https://successforkidswithhearingloss.com/supporting-success-publishing/presentation-speaker-info/) - [et_pb_section admin_label=”section”][et_pb_row admin_label=”row”][et_pb_column type=”4_4″][et_pb_text admin_label=”Text” background_layout=”light” text_orientation=”left” use_border_color=”off” border_color=”#ffffff” border_style=”solid”] Presentation Speaker Information Supporting Success for Children with Hearing Loss Presentations are provided by Karen Anderson. Karen L. Anderson, PhD Karen Anderson PhD has worked in clinical, public school and state-level (EHDI) settings and currently is Director of Supporting Success for Children with Hearing Loss.
- [Hearing Aids, Cochlear Implants – Ways to Help Daily Hearing](https://successforkidswithhearingloss.com/hearing-aids-cochlear-implants-ways-to-help-daily-hearing-2/) - [et_pb_section admin_label=”section”][et_pb_row admin_label=”row”][et_pb_column type=”4_4″][et_pb_text admin_label=”Text” background_layout=”light” text_orientation=”left” use_border_color=”off” border_color=”#ffffff” border_style=”solid”] Hearing Aids, Cochlear Implants – Ways to Help Daily Hearing I want my child with hearing loss to learn how to talk. I know he needs to wear hearing aids even though he has some hearing. How much does he really need to wear them?
- [Early consistent hearing: building trust & confidence](https://successforkidswithhearingloss.com/early-consistent-hearing-building-trust-confidence-2/) - [et_pb_section admin_label=”section”][et_pb_row admin_label=”row”][et_pb_column type=”4_4″][et_pb_text admin_label=”Text” background_layout=”light” text_orientation=”left” use_border_color=”off” border_color=”#ffffff” border_style=”solid”] Early consistent hearing: building trust & confidence Ultimately, our goal for all children is to become confident communicators who feel good about themselves as people. What is confidence? One definition states that an ingredient of confidence is a reliance on one’s circumstances. The type of
- [Language Development Products](https://successforkidswithhearingloss.com/language-development-products/) - [et_pb_section admin_label=”section”][et_pb_row admin_label=”row”][et_pb_column type=”4_4″][et_pb_text admin_label=”Text” background_layout=”light” text_orientation=”left” use_border_color=”off” border_color=”#ffffff” border_style=”solid”] Language Development Products Offered by Supporting Success for Children with Hearing Loss Click on an item to be redirected to a page describing this product. After clicking Add to Cart you can Continue Shopping. If you have a question go to the Contact Us page. Ask and Answer
- [self-concept-infants-to-preschoolers](https://successforkidswithhearingloss.com/for-professionals/self-concept-infants-to-preschoolers/) - [et_pb_section admin_label=”section”][et_pb_row admin_label=”row”][et_pb_column type=”4_4″][et_pb_text admin_label=”Text” background_layout=”light” text_orientation=”left” use_border_color=”off” border_color=”#ffffff” border_style=”solid”] Self-Concept: Infants, Toddlers, Preschoolers INFANCY TO PRESCHOOL: Exploring new thoughts, feelings, objects and people Social-Emotional Milestones A child’s self-concept begins to develop at birth. It begins with how adults respond to him. Parents and caregivers create a positive emotional bond with an infant through warm
- [Social Issues and Your Child](https://successforkidswithhearingloss.com/social-issues-and-your-child/) - [et_pb_section admin_label=”section”][et_pb_row admin_label=”row”][et_pb_column type=”4_4″][et_pb_text admin_label=”Text” background_layout=”light” text_orientation=”left” use_border_color=”off” border_color=”#ffffff” border_style=”solid”] Social Issues and Your Child Improving Your Child’s Social Skills What are the rules you are supposed to follow in making a friend? What are you supposed to say, and what are you not supposed to say? What is a joke, and what is
- [Unilateral Hearing Loss](https://successforkidswithhearingloss.com/unilateral-hearing-loss/) - [et_pb_section admin_label=”section”][et_pb_row admin_label=”row”][et_pb_column type=”4_4″][et_pb_text admin_label=”Text” background_layout=”light” text_orientation=”left” use_border_color=”off” border_color=”#ffffff” border_style=”solid”] Unilateral Hearing Loss Hearing Loss in Only One Ear We just found out that our child has a permanent hearing loss, but it’s only in one ear. This doesn’t seem like a big deal. What should we know? Why it’s a big deal: One ear
- [Possible educational effects of hearing loss](https://successforkidswithhearingloss.com/possible-educational-effects-of-hearing-loss-2/) - [et_pb_section admin_label=”section”][et_pb_row admin_label=”row”][et_pb_column type=”4_4″][et_pb_text admin_label=”Text” background_layout=”light” text_orientation=”left” use_border_color=”off” border_color=”#ffffff” border_style=”solid”] Possible educational effects of hearing loss My child is now old enough to be starting school. How might his hearing loss affect his education? What should I know before I meet with the school team? How will I know what to ask for? Possible effects
- [Preparing for your child to start school](https://successforkidswithhearingloss.com/preparing-for-your-child-to-start-school-2/) - [et_pb_section admin_label=”section”][et_pb_row admin_label=”row”][et_pb_column type=”4_4″][et_pb_text admin_label=”Text” background_layout=”light” text_orientation=”left” use_border_color=”off” border_color=”#ffffff” border_style=”solid”] Preparing for your child to start school My child is now old enough to be starting school. How might his hearing loss affect his education? What should I know before I meet with the school team? How will I know what to ask for? As
- [Information to discuss with your child’s teacher](https://successforkidswithhearingloss.com/information-to-discuss-with-your-childs-teacher-2/) - [et_pb_section admin_label=”section”][et_pb_row admin_label=”row”][et_pb_column type=”4_4″][et_pb_text admin_label=”Text” background_layout=”light” text_orientation=”left” use_border_color=”off” border_color=”#ffffff” border_style=”solid”] Information to discuss with your child’s teacher My child is in elementary school. What should I share with his new teacher? What should I be aware of when I meet with the school team? How will I know what to ask for? Complete the first
- [Understanding your baby’s hearing loss](https://successforkidswithhearingloss.com/understanding-your-babys-hearing-loss-2/) - [et_pb_section admin_label=”section”][et_pb_row admin_label=”row”][et_pb_column type=”4_4″][et_pb_text admin_label=”Text” background_layout=”dark” text_orientation=”left” use_border_color=”off” border_color=”#ffffff” border_style=”solid”] Understanding your baby’s hearing loss I recently found out my baby has a hearing loss. I know he hears something. How can I understand what the hearing loss means to my child and my family? Discovering how hearing loss impacts listening at home: Early Listening
- [pragmatics](https://successforkidswithhearingloss.com/pragmatics-2/) - [et_pb_section admin_label=”section”][et_pb_row admin_label=”row”][et_pb_column type=”4_4″][et_pb_text admin_label=”Text” background_layout=”light” text_orientation=”left” use_border_color=”off” border_color=”#ffffff” border_style=”solid”] Social Communication – PRAGMATICS When we think of the needs of children with hearing loss, it is widely known that they are very likely to have significant delays in language skills without early, effective and meaningful interactions with those around them. Hearing loss is
- [Transition to Preschool](https://successforkidswithhearingloss.com/transition-to-preschool/) - [et_pb_section admin_label=”section”][et_pb_row admin_label=”row”][et_pb_column type=”4_4″][et_pb_text admin_label=”Text” background_layout=”light” text_orientation=”left” use_border_color=”off” border_color=”#ffffff” border_style=”solid”] Transition to Preschool Kids grow fast, don’t they? And early intervention is designed for children from birth up to age three. At that point, services under EI end. If the child will need continued support once he or she moves on to preschool, it’s very important
- [Social Skills / Pragmatic Skill Development Products](https://successforkidswithhearingloss.com/social-skills-pragmatic-skill-development-products-2/) - [et_pb_section admin_label=”section”][et_pb_row admin_label=”row”][et_pb_column type=”4_4″][et_pb_text admin_label=”Text” background_layout=”light” text_orientation=”left” use_border_color=”off” border_color=”#ffffff” border_style=”solid”] Social Skills / Pragmatic Skill Development Products Offered by Supporting Success for Children with Hearing Loss Click on an item to be redirected to a page describing this product. After clicking Add to Cart you can Continue Shopping. If you have a question about ordering
- [Games](https://successforkidswithhearingloss.com/games/) - [et_pb_section admin_label=”section”][et_pb_row admin_label=”row”][et_pb_column type=”4_4″][et_pb_text admin_label=”Text” background_layout=”light” text_orientation=”left” use_border_color=”off” border_color=”#ffffff” border_style=”solid”] Games Offered by Supporting Success for Children with Hearing Loss Click on an item to be redirected to a page describing this product. After clicking Add to Cart you can Continue Shopping. If you have a question go to the Contact Us page. $30.00 printed $18.00 digital Ask
- [Student Materials for Learning About Hearing Loss & Hearing Aids](https://successforkidswithhearingloss.com/student-materials-for-learning-about-hearing-loss-hearing-aids/) - [et_pb_section admin_label=”section”][et_pb_row admin_label=”row”][et_pb_column type=”4_4″][et_pb_text admin_label=”Text” background_layout=”light” text_orientation=”left” use_border_color=”off” border_color=”#ffffff” border_style=”solid”] Student Materials for Learning About Hearing Loss & Hearing Aids There are a large number of publications that provide information to assist students in learning about the impact of hearing loss, hearing aids and how to care for them. The following are a few readily
- [Understanding How Well Your Child Hears with Hearing Aids](https://successforkidswithhearingloss.com/understanding-how-well-your-child-hears-with-hearing-aids-2/) - [et_pb_section admin_label=”section”][et_pb_row admin_label=”row”][et_pb_column type=”4_4″][et_pb_text admin_label=”Text” background_layout=”light” text_orientation=”left” use_border_color=”off” border_color=”#ffffff” border_style=”solid”] Understanding How Well Your Child Hears with Hearing Aids Written by Pam Millett, PhD It is a stressful journey through unfamiliar territory, from a child’s first hearing screening, through hearing tests, specialist appointments, and talks about amplification, to earmold impressions and anticipating getting those first
- [Self-Concept Development Products](https://successforkidswithhearingloss.com/self-concept-development-products/) - [et_pb_section admin_label=”section”][et_pb_row admin_label=”row”][et_pb_column type=”4_4″][et_pb_text admin_label=”Text” background_layout=”light” text_orientation=”left” use_border_color=”off” border_color=”#ffffff” border_style=”solid”] Self-Concept Development Products Offered by Supporting Success for Children with Hearing Loss Click on an item to be redirected to a page describing this product. After clicking Add to Cart you can Continue Shopping. If you have a question about ordering go to the Contact Us page.
- [About the Authors](https://successforkidswithhearingloss.com/about-the-authors/) - [et_pb_section admin_label=”section”][et_pb_row admin_label=”row”][et_pb_column type=”4_4″][et_pb_text admin_label=”Text” background_layout=”light” text_orientation=”left” use_border_color=”off” border_color=”#ffffff” border_style=”solid”] About the Authors Building Skills for Success in the Fast-PacedClassroom: Optimizing Achievement for Students with Hearing Loss About the Authors Karen L. Anderson: Karen L. Anderson PhD is a past president of the Educational Audiology Association and has been awarded the 2003 Fred Berg Award
- [School-Aged Children with Hearing Loss](https://successforkidswithhearingloss.com/school-aged-children-with-hearing-loss-2/) - [et_pb_section admin_label=”section”][et_pb_row admin_label=”row”][et_pb_column type=”4_4″][et_pb_text admin_label=”Text” background_layout=”light” text_orientation=”left” use_border_color=”off” border_color=”#ffffff” border_style=”solid”] School-Aged Children with Hearing Loss School-Aged Children with Hearing Loss Select any of the questions below to be directed to resources that will help you to understand this issue Effect on Learning What are the possible effects the hearing loss can cause at school? My
- [home_section_carousel](https://successforkidswithhearingloss.com/home_section_carousel/) - Resources Just For Young Ones!
- [Hearing Loss Identification and Diagnosis](https://successforkidswithhearingloss.com/hearing-loss-identification-and-diagnosis/) - [et_pb_section admin_label=”section”][et_pb_row admin_label=”row”][et_pb_column type=”4_4″][et_pb_text admin_label=”Text” background_layout=”light” text_orientation=”left” use_border_color=”off” border_color=”#ffffff” border_style=”solid”] Hearing Loss Identification and Diagnosis “Does my child have a hearing loss?” Hearing loss is invisible – it is not always apparent that a child is having hearing difficulties. US Hospitals routinely perform hearing screening on infants in the first 24-48 hours after birth. If
- [self-concept](https://successforkidswithhearingloss.com/self-concept/) - [et_pb_section admin_label=”section”][et_pb_row admin_label=”row”][et_pb_column type=”4_4″][et_pb_text admin_label=”Text” background_layout=”light” text_orientation=”left” use_border_color=”off” border_color=”#ffffff” border_style=”solid”] Self-Concept: How the Child with Hearing Loss Sees Himself Self-concept is a big topic! Refer to the age-specific web pages on this site for more information on assessing and supporting children and adolescents improve their self-concept. More information will be added over time! Karen Anderson,
- [Auditory Skill Development Products](https://successforkidswithhearingloss.com/auditory-skill-development-products/) - [et_pb_section admin_label=”section”][et_pb_row admin_label=”row”][et_pb_column type=”4_4″][et_pb_text admin_label=”Text” background_layout=”light” text_orientation=”left” use_border_color=”off” border_color=”#ffffff” border_style=”solid”] Auditory Skill Development Products Offered by Supporting Success for Children with Hearing Loss Click on an item to be redirected to a page describing this product. After clicking Add to Cart you can Continue Shopping. If you have any questions go to the Contact Us page. 4 book
- [Oticon Medical Ponto System](https://successforkidswithhearingloss.com/oticon-medical-ponto-system/) - [et_pb_section admin_label=”section”][et_pb_row admin_label=”row”][et_pb_column type=”4_4″][et_pb_text admin_label=”Text” background_layout=”light” text_orientation=”left” use_border_color=”off” border_color=”#ffffff” border_style=”solid”] Oticon Medical Ponto System Be sure to see case study video! info@oticonmedical.com 1-888-277-8014 What is a bone conduction hearing device? A bone anchored hearing device is a sound processor that picks up signals in the air and transfers them to
- [Personal FM vs Sound Field FM (Classroom Audio Distribution System)](https://successforkidswithhearingloss.com/personal-fm-vs-sound-field-fm-classroom-audio-distribution-system/) - [et_pb_section admin_label=”section”][et_pb_row admin_label=”row”][et_pb_column type=”4_4″][et_pb_text admin_label=”Text” background_layout=”light” text_orientation=”left” use_border_color=”off” border_color=”#ffffff” border_style=”solid”] Personal FM vs Sound Field FM (Classroom Audio Distribution System) Case Law: K.M. v. Tustin Unified School District (9th Cir. 2013) Compliance with the IDEA does not necessarily demonstrate compliance with Title II of the ADA. Districts must ensure that communication with hearing impaired students
- [self-confidence](https://successforkidswithhearingloss.com/self-confidence/) - [et_pb_section admin_label=”section”][et_pb_row admin_label=”row”][et_pb_column type=”4_4″][et_pb_text admin_label=”Text” background_layout=”light” text_orientation=”left” use_border_color=”off” border_color=”#ffffff” border_style=”solid”] Building your child’s self-confidence An Essential Ingredient for Success! Self-confidence is an essential ingredient for healthy development and school success.Confidence is a belief in your ability to master your body, behavior, and the challenges you encounter. Children who are confident are eager to face
- [Individual Education Plans (IEP) and 504 Plans](https://successforkidswithhearingloss.com/individual-education-plans-iep-and-504-plans/) - [et_pb_section admin_label=”section”][et_pb_row admin_label=”row”][et_pb_column type=”4_4″][et_pb_text admin_label=”Text” background_layout=”light” text_orientation=”left” use_border_color=”off” border_color=”#ffffff” border_style=”solid”] Individual Education Plans (IEP) and 504 Plans As a parent are you highly concerned about what you may hear at your child’s IEP meeting? Or are you upset by a recent meeting. Refer here and here for useful suggestions on how to prepare/react during the meeting
- [teens-tweens-products](https://successforkidswithhearingloss.com/for-professionals/teens-tweens-products/) - [et_pb_section admin_label=”section”][et_pb_row admin_label=”row”][et_pb_column type=”4_4″][et_pb_text admin_label=”Text” background_layout=”light” text_orientation=”left” use_border_color=”off” border_color=”#ffffff” border_style=”solid”] Teens and Tweens Products Offered by Supporting Success for Children with Hearing Loss Click on an item to be redirected to a page describing this product. After clicking Add to Cart you can Continue Shopping. If you have a question about ordering go to the
- [Providing Early Intervention Services in Natural Environments](https://successforkidswithhearingloss.com/providing-early-intervention-services-in-natural-environments/) - [et_pb_section admin_label=”section”][et_pb_row admin_label=”row”][et_pb_column type=”4_4″][et_pb_text admin_label=”Text” background_layout=”light” text_orientation=”left” use_border_color=”off” border_color=”#ffffff” border_style=”solid”] Providing Early Intervention Services in Natural Environments A very sweet resource page! Be sure to visit and explore it. http://www.nectac.org/topics/natenv/natenv.asp Join a community of practice–or just explore what they offer. This CoP is on Part C Settings–Services in Natural Environments, whose purpose is to share
- [connecting hearing devices](https://successforkidswithhearingloss.com/connecting-hearing-devices/) - [et_pb_section admin_label=”section”][et_pb_row admin_label=”row”][et_pb_column type=”4_4″][et_pb_text admin_label=”Text” background_layout=”light” text_orientation=”left” use_border_color=”off” border_color=”#ffffff” border_style=”solid”] Connecting Hearing Devices to Computers or iPads Mom of a successful high schooler with hearing loss. Consider these Connection Options BEWARE: it is important to check that the student is not receiving feedback while wearing the headphones. It would be inaudible to anyone but the student.
- [Infants and Toddlers with Hearing Loss](https://successforkidswithhearingloss.com/parents-infants-toddlers-2/) - [et_pb_section admin_label=”section”][et_pb_row admin_label=”row”][et_pb_column type=”4_4″][et_pb_text admin_label=”Text” background_layout=”light” text_orientation=”left” use_border_color=”off” border_color=”#ffffff” border_style=”solid”] Infants and Toddlers with Hearing Loss Below are just a few questions you may be experiencing. Be sure to look through the different topics available in Parent Resources for more information! What does it mean to have a baby with hearing loss? Help me understand. I
- [How to start to help your child](https://successforkidswithhearingloss.com/how-to-start-to-help-your-child-2/) - [et_pb_section admin_label=”section”][et_pb_row admin_label=”row”][et_pb_column type=”4_4″][et_pb_text admin_label=”Text” background_layout=”light” text_orientation=”left” use_border_color=”off” border_color=”#ffffff” border_style=”solid”] How to start to help your child I recently found out my baby has a hearing loss. How can I help him? Where do I start? First, there are resources available and people to help you. There is much to learn but you are not
- [Building Success with Intelligible Speech](https://successforkidswithhearingloss.com/building-success-with-intelligible-speech/) - [et_pb_section admin_label=”section”][et_pb_row admin_label=”row”][et_pb_column type=”4_4″][et_pb_text admin_label=”Text” background_layout=”light” text_orientation=”left” use_border_color=”off” border_color=”#ffffff” border_style=”solid”] For Students with Hearing Loss or Others with Speech Pronunciation Issues Building Success with Intelligible Speech – Intro (4 Minutes) Building Success with Intelligible Speech – Description (11 Minutes) One of the basic premises of education is that students will be fully engaged and be able
- [bulk mail send](https://successforkidswithhearingloss.com/bulk-mail-send/)
- [Bone-Anchored Hearing Solutions](https://successforkidswithhearingloss.com/bone-anchored-hearing-solutions/) - [et_pb_section admin_label=”section”][et_pb_row admin_label=”row”][et_pb_column type=”4_4″][et_pb_text admin_label=”Text” background_layout=”light” text_orientation=”left” use_border_color=”off” border_color=”#ffffff” border_style=”solid”] Bone-Anchored Hearing Solutions A bone-anchored hearing aid (BAHA) or bone-anchored hearing device, is a type of hearing aid based on bone conduction. Candidates for bone anchored amplification options include children with outer and/or middle ear deformities causing significant longstanding conductive hearing loss or children who have singled-sided deafness. How it works to help people
- [FM Systems – Improved perception of speech over background noise and distance](https://successforkidswithhearingloss.com/fm-systems-improved-perception-of-speech-over-background-noise-and-distance/) - [et_pb_section admin_label=”section”][et_pb_row admin_label=”row”][et_pb_column type=”4_4″][et_pb_text admin_label=”Text” background_layout=”light” text_orientation=”left” use_border_color=”off” border_color=”#ffffff” border_style=”solid”] FM Systems – Improved perception of speech over background noise and distance Hearing aids and cochlear implants provide children who have hearing loss with crucial access to their auditory environments. However, hearing aids and cochlear implants are typically not enough to help children in listening situations
- [reminder-test](https://successforkidswithhearingloss.com/reminder-test/) - Subscribe to our mailing list * indicates required First Name Last Name Email Address * State/Province Check the required ones : DHH Teacher Speech Language Clinician Educational Audiologist Parent Administrator Other
- [home_section_Webcasts](https://successforkidswithhearingloss.com/home_section_webcasts/) - Webcasts Webcasts to help you improve the success of your students or children. Learn about effects of hearing loss on learning and techniques to improve child outcomes in the comfort of your own home or school. Enhance your skill set, learn new techniques while earning your CEUs. Courses are designed to be practical with "use
- [sports](https://successforkidswithhearingloss.com/sports/) - [et_pb_section admin_label=”section”][et_pb_row admin_label=”row”][et_pb_column type=”4_4″][et_pb_text admin_label=”Text” background_layout=”light” text_orientation=”left” use_border_color=”off” border_color=”#ffffff” border_style=”solid”] Accommodations: Sports and Extracurricular Activities Summary: If it is known that a student with a HA/CI/FM system or sign language interpreter is going to participate in a school sanctioned sport, it is the school’s responsibility (whether it’s the athletic department, teacher of the deaf/hard of
- [facilitating-transition](https://successforkidswithhearingloss.com/facilitating-transition/) - [et_pb_section admin_label=”section”][et_pb_row admin_label=”row”][et_pb_column type=”4_4″][et_pb_text admin_label=”Text” background_layout=”light” text_orientation=”left” use_border_color=”off” border_color=”#ffffff” border_style=”solid”] Facilitating the Transition of Students who are Deaf or Hard of Hearing Facilitating the Transition of Students who are DHH $17.00 + S/H Although there are a variety of resources for transition of students with hearing loss, this 79 page guide by John Luckner is
- [Update - Teacher Inservice Time](https://successforkidswithhearingloss.com/teacher-inservice-time/) - [et_pb_section admin_label=”section”][et_pb_row admin_label=”row”][et_pb_column type=”3_4″][et_pb_text admin_label=”Text” background_layout=”light” text_orientation=”left” use_border_color=”off” border_color=”#ffffff” border_style=”solid”] School Start = Teacher Inservice Time! Each Fall, teachers of the deaf/hard of hearing scramble to get into each of their student’s classrooms and inservice the teacher(s) about the impact of hearing loss on educational performance and what the teacher needs to do to accommodate
- [Update - Hearing Loss is an Access Issue](https://successforkidswithhearingloss.com/hearing-loss-is-an-access-issue/) - [et_pb_section admin_label=”section”][et_pb_row admin_label=”row”][et_pb_column type=”2_3″][et_pb_text admin_label=”Text” background_layout=”light” text_orientation=”left” use_border_color=”off” border_color=”#0c71c3″ border_style=”solid”] Hearing Loss is an Access Issue – Not a Disorder Share the News with Zebra Decal and Stickers Call attention to the access needs of students with hearing loss! The decal is heavy plastic 5” diameter. Moisture resistant and moveable. Put it on your laptop,
- [Update - Advocacy Notes](https://successforkidswithhearingloss.com/advocacy-notes/) - [et_pb_section admin_label=”section”][et_pb_row admin_label=”row” make_fullwidth=”off” use_custom_width=”off” width_unit=”on” use_custom_gutter=”off” custom_padding=”||10px|” padding_mobile=”off” allow_player_pause=”off” parallax=”off” parallax_method=”off” make_equal=”off” parallax_1=”off” parallax_method_1=”off” parallax_2=”off” parallax_method_2=”off” column_padding_mobile=”on”][et_pb_column type=”2_3″][et_pb_text admin_label=”Text” background_layout=”light” text_orientation=”left” use_border_color=”off” border_color=”#ffffff” border_style=”solid”] Advocacy Notes 504 Plans for Students with Hearing Loss Question from the Field: I work for a Co-op that has a number of teachers of the deaf/hard of hearing. Our
- [SSCHL Conference Presentation Services](https://successforkidswithhearingloss.com/supporting-success-publishing/presentation-services/) - [et_pb_section admin_label=”section”][et_pb_row admin_label=”row”][et_pb_column type=”4_4″][et_pb_text admin_label=”Text” background_layout=”light” text_orientation=”left” use_border_color=”off” border_color=”#ffffff” border_style=”solid”] SSCHL Conference Presentation Services One of the purposes of Supporting Success for Children with Hearing Loss is to provide Professional Development primarily to teachers of the deaf/hard of hearing. The goal to expand understanding of the typical adverse educational effects of hearing loss, appropriate assessment
- [Smiling, Eye Contact and Early Development](https://successforkidswithhearingloss.com/smiling-eye-contact-and-early-development/) - [et_pb_section admin_label=”section”][et_pb_row admin_label=”row”][et_pb_column type=”4_4″][et_pb_text admin_label=”Text” background_layout=”light” text_orientation=”left” use_border_color=”off” border_color=”#ffffff” border_style=”solid”] Smiling, Eye Contact and Early Development The importance of encouraging parent eye contact & smiling Making eye contact is the most powerful mode of establishing a communicative link between humans. Research results show that, from birth, human infants prefer to look at faces that engage them in
- [Signia – Hearing Solutions for Kids and Teens](https://successforkidswithhearingloss.com/signia-hearing-solutions-for-kids-and-teens/) - [et_pb_section admin_label=”section”][et_pb_row admin_label=”row”][et_pb_column type=”4_4″][et_pb_text admin_label=”Text” background_layout=”light” text_orientation=”left” use_border_color=”off” border_color=”#ffffff” border_style=”solid”] Signia – Hearing Solutions for Kids and Teens 1-800-766-4500 https://usa.bestsoundtechnology.com/pro https://pro.signiausa.com/ For questions about Kids & Teens products email activekidsandteens.healthcare@signiausa.com. Signia has a wide range of hearing solutions and accessories that effectively meet the needs of active kids and teens. A lot is
- [Ready or Not – Your Child has a Hearing Loss! Explaining the Urgency](https://successforkidswithhearingloss.com/ready-or-not-your-child-has-a-hearing-loss-explaining-the-urgency-2/) - [et_pb_section admin_label=”section”][et_pb_row admin_label=”row”][et_pb_column type=”4_4″][et_pb_text admin_label=”Text” background_layout=”light” text_orientation=”left” use_border_color=”off” border_color=”#ffffff” border_style=”solid”] Ready or Not – Your Child has a Hearing Loss! Explaining the Urgency We were just told that our child has a hearing loss. What’s the urgency? Why can’t we just enjoy our baby now and deal with the hearing loss later? As much as
- [Presentation Speaker Information](https://successforkidswithhearingloss.com/presentation-speaker-information/) - [et_pb_section admin_label=”section”][et_pb_row admin_label=”row”][et_pb_column type=”4_4″][et_pb_text admin_label=”Text” background_layout=”light” text_orientation=”left” use_border_color=”off” border_color=”#ffffff” border_style=”solid”] Presentation Speaker Information Supporting Success for Children with Hearing Loss Presentations are provided by Karen Anderson. Karen L. Anderson, PhD Karen Anderson PhD has worked in clinical, public school and state-level (EHDI) settings and currently is Director of Supporting Success for Children with Hearing Loss.
- [Oticon Streaming Options](https://successforkidswithhearingloss.com/oticon-streaming-options-2/) - [et_pb_section admin_label=”section”][et_pb_row admin_label=”row”][et_pb_column type=”4_4″][et_pb_text admin_label=”Text” background_layout=”light” text_orientation=”left” use_border_color=”off” border_color=”#ffffff” border_style=”solid”] Oticon Streaming Options Pediatrics Help Line 1-888-684-7331 Pediatrics Email: pediatrics@oticonusa.com [/et_pb_text][/et_pb_column][/et_pb_row][/et_pb_section]
- [Key Terms to Know in Early Intervention](https://successforkidswithhearingloss.com/key-terms-to-know-in-early-intervention/) - [et_pb_section admin_label=”section”][et_pb_row admin_label=”row”][et_pb_column type=”4_4″][et_pb_text admin_label=”Text” background_layout=”light” text_orientation=”left” use_border_color=”off” border_color=”#ffffff” border_style=”solid”] Key Terms to Know in Early Intervention ________________ Early Intervention Services Do you really want to know how the Part C regulations define the term early intervention services? Of course you do. Brace yourself, though, because it’s a long one. Here goes… §303.13 Early intervention services.
- [Growing up with hearing loss: challenges & resistance](https://successforkidswithhearingloss.com/growing-up-with-hearing-loss-challenges-resistance-2/) - [et_pb_section admin_label=”section”][et_pb_row admin_label=”row”][et_pb_column type=”4_4″][et_pb_text admin_label=”Text” background_layout=”light” text_orientation=”left” use_border_color=”off” border_color=”#ffffff” border_style=”solid”] Here you can create the content that will be used within the module. [/et_pb_text][/et_pb_column][/et_pb_row][/et_pb_section]
- [Growing up with hearing loss: challenges & resistance](https://successforkidswithhearingloss.com/growing-up-with-hearing-loss-challenges-resistance/) - [et_pb_section admin_label=”section”][et_pb_row admin_label=”row”][et_pb_column type=”4_4″][et_pb_text admin_label=”Text” background_layout=”light” text_orientation=”left” use_border_color=”off” border_color=”#ffffff” border_style=”solid”] Growing up with hearing loss: challenges & resistance I have a child with hearing loss who is in upper Elementary (or Middle School, Jr. High, High School). He still seems to have learning challenges. Sometimes he resists wearing his hearing aids. What can be done
- [Cued Speech Information](https://successforkidswithhearingloss.com/cued-speech-information-2/) - [et_pb_section admin_label=”section”][et_pb_row admin_label=”row”][et_pb_column type=”4_4″][et_pb_text admin_label=”Text” background_layout=”light” text_orientation=”left” use_border_color=”off” border_color=”#ffffff” border_style=”solid”] Cued Speech Information Cued Speech: Visual Access to Traditionally Spoken Languages IDEA (2004) and Cued Speech “Interpreting services, as used with respect to children who are deaf or hard of hearing, includes oral transliteration services, cued language transliteration services, and sign language interpreting services.” IDEA
- [Characteristics of Children as Communicators](https://successforkidswithhearingloss.com/characteristics-of-children-as-communicators-2/) - [et_pb_section admin_label=”section”][et_pb_row admin_label=”row”][et_pb_column type=”4_4″][et_pb_text admin_label=”Text” background_layout=”light” text_orientation=”left” use_border_color=”off” border_color=”#ffffff” border_style=”solid”] Characteristics of Children as Communicators GUIDE FOR DETERMINING CHARACTERISTICS OF CHILDREN WHO FUNCTION AS DIFFERENT TYPES OF COMMUNICATORS Listed in Developmental Sequence Adapted from: INSITE Characteristics of children who may use speech Auditory Behaviors -Child quiets to voice or gazes at speaker’s face -Child attends
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- [Steps to Assessment-Individual](https://successforkidswithhearingloss.com/product/steps-to-assessment/) - Guide to Identifying Educational Needs for Students with Hearing Loss
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- [Library Builder Subscription in the Takeout Marketplace](https://successforkidswithhearingloss.com/product/library-builder-subscription-in-the-takeout-marketplace/) - The Library Builder Subscription provides you with $299 of buying power for any Takeout items of your choice, plus you have full access to the extensive Teacher Tools Library, our Kool Kidz Vidz, and Tips for Teachers Vidz to share with your staff and students.
- [ESP – Early Speech Perception Test](https://successforkidswithhearingloss.com/product/esp-early-speech-perception-test/) - Although more and more students with hearing loss develop spoken language, we still deal with children who have very limited auditory skills. The ESP helps us answer “Just what does this child perceive with his hearing?” starting from a low level, prior to what is needed for listening in the classroom. I was thrilled to
- [ASL Teaching Resources – ASL for Beginners](https://successforkidswithhearingloss.com/product/asl-teaching-resources-asl-for-beginners/) - Learn ASL in 60 Days! Have you ever wanted to learn another language but didn’t have time? Then this is the course for you. Each class is packed with new concepts, grammar, culture, vocabulary, and much more. At the end of 5 weeks, you will be able to communicate and understand sign language on a
- [Cracking The Grammar Code-Set of Four Workbooks](https://successforkidswithhearingloss.com/product/cracking-the-grammar-code/) - Cracking the Grammar Code Download Free: Cracking the Grammar Code: Syntax Skills Pretests and Sample Activities Test one or more students with the FREE criterion-referenced pretests and see how easy it is to identify learning gaps. Then purchase one of the 4 downloadable books with the pinpointed instruction you need, or purchase them all together at

## Categories

- [What's New Blog](https://successforkidswithhearingloss.com/category/uncategorized/)
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- [He Failed Hearing Screening What's Next](https://successforkidswithhearingloss.com/category/for-parents/he-failed-hearing-screening-whats-next/)
- [Hearing Aids and Your Child](https://successforkidswithhearingloss.com/category/for-parents/hearing-aids-and-your-child/)
- [Infants and Toddlers with Hearing Loss](https://successforkidswithhearingloss.com/category/for-parents/infants-and-toddlers-with-hearing-loss/)
- [School-Aged Children with Hearing Loss](https://successforkidswithhearingloss.com/category/for-parents/school-aged-children-with-hearing-loss/) - The education materials we have for deaf students help to plan and provide for a child with special needs, including the possible effects the hearing loss can cause at school or how students can learn to be responsible for their hearing devices. These deaf student education materials answer those questions like “What should I expect, when?” “What information can I share with the school as my child starts a new school year or in a new school?” “What should I share with his new teacher?” “What should I be aware of when I meet with the school team?” “How will I know what to ask for?” etc
- [For Professionals](https://successforkidswithhearingloss.com/category/for-professionals/)
- [Amplification](https://successforkidswithhearingloss.com/category/for-professionals/amplification/)
- [Assessment of Student Skills, Challenges, Needs](https://successforkidswithhearingloss.com/category/for-professionals/assessment-of-student-skills-challenges-needs/) - Our Steps to Assessment teaching materials have evaluation procedures for deaf and hard of hearing children from the age of three through high school. Many types of assessments are discussed. The teaching materials also discuss methods for extracting information from assessment results in order to demonstrate how to identify needs to support eligibility. The teaching materials for students with hearing loss have a variety of assessments described in them. Case studies are offered to demonstrate how a teacher can select appropriate test instruments and evaluate the findings, as well as identify possible goal areas. A section on self-learning application exercises assists readers in integrating the information into daily practice, making these teaching materials an ideal topic for a Professional Learning Community.
- [Early Childhood: Infants, Toddlers, Preschool](https://successforkidswithhearingloss.com/category/for-professionals/early-childhood-infants-toddlers-preschool/)
- [Hearing Loss – Identification, Impact and Next Steps](https://successforkidswithhearingloss.com/category/for-professionals/hearing-loss-identification-impact-and-next-steps/)
- [Language and Speech Development Issues](https://successforkidswithhearingloss.com/category/for-professionals/language-and-speech-development-issues/)
- [Legal Issues in Serving Children with Hearing Loss](https://successforkidswithhearingloss.com/category/for-professionals/legal-issues-in-serving-children-with-hearing-loss/)
- [Listening (Auditory Skills) Development](https://successforkidswithhearingloss.com/category/for-professionals/listening-auditory-skills-development/)
- [Planning to Meet Student Needs](https://successforkidswithhearingloss.com/category/for-professionals/planning-to-meet-student-needs/)
- [Self-Concept: How the Child with Hearing Loss Sees Themselves](https://successforkidswithhearingloss.com/category/for-professionals/self-concept/)
- [Self-Advocacy Skills for Students with Hearing Loss](https://successforkidswithhearingloss.com/category/for-professionals/self-advocacy/) - Professional teaching resources for deaf students can help in many situations. Due to a variety of circumstances, students with hearing loss frequently suffer in social interactions. They may not be as linguistically sophisticated as their peers. They may mishear or misunderstand, or they may not have access to what their peers are saying. All of these factors can contribute to peer bullying and teasing, as well as systemic bullying. Our kids with hearing loss, like the rest of the student body, may be bullied in a variety of ways and situations. Even when there is no bullying, there are built-in conditions that might make kids feel singled out and isolated. If there is more bullying, we must address it and assist non-DHH experts in understanding our students’ needs. Professional teaching resources for deaf students can help to overcome situations like these.
- [Social Skills](https://successforkidswithhearingloss.com/category/for-professionals/social-skills/)
- [Speech Perception & Learning](https://successforkidswithhearingloss.com/category/for-professionals/speech-perception-learning/)
- [Self-Concept: How the Child with Hearing Loss Sees Himself](https://successforkidswithhearingloss.com/category/self-concept-how-the-child-with-hearing-loss-sees-himself/)
- [Social Issues and Your Child](https://successforkidswithhearingloss.com/category/for-parents/social-issues-and-your-child/)
- [Legal Plans](https://successforkidswithhearingloss.com/category/for-professionals/legal-issues-in-serving-children-with-hearing-loss/legal-plans/)
- [Online Access](https://successforkidswithhearingloss.com/category/for-professionals/legal-issues-in-serving-children-with-hearing-loss/online-access/)
- [Progressive Plans](https://successforkidswithhearingloss.com/category/for-professionals/legal-issues-in-serving-children-with-hearing-loss/progressive-plans/)
- [Accommodations for Students with Hearing Loss](https://successforkidswithhearingloss.com/category/for-professionals/planning-to-meet-student-needs/accommodations-for-students-with-hearing-loss/)
- [Assessment of Student Skills, Challenges, Needs](https://successforkidswithhearingloss.com/category/for-professionals/planning-to-meet-student-needs/assessment-of-student-skills-challenges-needs-planning-to-meet-student-needs/)
- [Models of Service Delivery](https://successforkidswithhearingloss.com/category/for-professionals/planning-to-meet-student-needs/models-of-service-delivery/)
- [E-Learning](https://successforkidswithhearingloss.com/category/for-professionals/planning-to-meet-student-needs/e-learning/)
- [Virtual Instruction](https://successforkidswithhearingloss.com/category/for-professionals/virtual-instruction/)
- [Virtual Education](https://successforkidswithhearingloss.com/category/for-professionals/virtual-education/)
- [Secondary Transition](https://successforkidswithhearingloss.com/category/for-professionals/secondary-transition/)

## Tags

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- [equal educational access](https://successforkidswithhearingloss.com/tag/equal-educational-access/)
- [visual learning supports](https://successforkidswithhearingloss.com/tag/visual-learning-supports/)
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- [accessible classroom instruction](https://successforkidswithhearingloss.com/tag/accessible-classroom-instruction/)
- [video captioning](https://successforkidswithhearingloss.com/tag/video-captioning/)
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- [inclusive classroom tools](https://successforkidswithhearingloss.com/tag/inclusive-classroom-tools/)
- [UDL](https://successforkidswithhearingloss.com/tag/udl/)
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- [listening fatigue](https://successforkidswithhearingloss.com/tag/listening-fatigue/)
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- [educational accommodations](https://successforkidswithhearingloss.com/tag/educational-accommodations/)
- [hearing technology](https://successforkidswithhearingloss.com/tag/hearing-technology/)
- [assistive hearing devices](https://successforkidswithhearingloss.com/tag/assistive-hearing-devices/)
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- [sports accommodations](https://successforkidswithhearingloss.com/tag/sports-accommodations/)
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- [FM systems in school](https://successforkidswithhearingloss.com/tag/fm-systems-in-school/)
- [school modifications for hearing aids](https://successforkidswithhearingloss.com/tag/school-modifications-for-hearing-aids/)
- [auditory access](https://successforkidswithhearingloss.com/tag/auditory-access/)
- [classroom acoustics](https://successforkidswithhearingloss.com/tag/classroom-acoustics/)
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- [hearing assistive technology](https://successforkidswithhearingloss.com/tag/hearing-assistive-technology/)
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- [online school accommodations](https://successforkidswithhearingloss.com/tag/online-school-accommodations/)
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- [captioning for zoom classes](https://successforkidswithhearingloss.com/tag/captioning-for-zoom-classes/)
- [special education evaluations](https://successforkidswithhearingloss.com/tag/special-education-evaluations/)
- [evaluations in school](https://successforkidswithhearingloss.com/tag/evaluations-in-school/)
- [communication access evaluation](https://successforkidswithhearingloss.com/tag/communication-access-evaluation/)
- [IEP eligibilty](https://successforkidswithhearingloss.com/tag/iep-eligibilty/)
- [classroom assessments](https://successforkidswithhearingloss.com/tag/classroom-assessments/)
- [individualized supports](https://successforkidswithhearingloss.com/tag/individualized-supports/)
- [incidental learning](https://successforkidswithhearingloss.com/tag/incidental-learning/)
- [academic benchmarks](https://successforkidswithhearingloss.com/tag/academic-benchmarks/)
- [educational equity](https://successforkidswithhearingloss.com/tag/educational-equity/)
- [language deprivation](https://successforkidswithhearingloss.com/tag/language-deprivation/)
- [learning trajectory](https://successforkidswithhearingloss.com/tag/learning-trajectory/)
- [acedemic performance trends](https://successforkidswithhearingloss.com/tag/acedemic-performance-trends/)
- [present levels](https://successforkidswithhearingloss.com/tag/present-levels/)
- [commuication access](https://successforkidswithhearingloss.com/tag/commuication-access/)
- [educational progress](https://successforkidswithhearingloss.com/tag/educational-progress/)
- [laguage development](https://successforkidswithhearingloss.com/tag/laguage-development/)
- [learning barriers](https://successforkidswithhearingloss.com/tag/learning-barriers/)
- [online accessibility](https://successforkidswithhearingloss.com/tag/online-accessibility/)
- [remote participation](https://successforkidswithhearingloss.com/tag/remote-participation/)
- [asynchronous learning](https://successforkidswithhearingloss.com/tag/asynchronous-learning/)
- [digital accessibility](https://successforkidswithhearingloss.com/tag/digital-accessibility/)
- [inclusive instruction](https://successforkidswithhearingloss.com/tag/inclusive-instruction/)
- [distance education](https://successforkidswithhearingloss.com/tag/distance-education/)
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- [low-tech teaching ideas](https://successforkidswithhearingloss.com/tag/low-tech-teaching-ideas/)
- [virtual classroom supports](https://successforkidswithhearingloss.com/tag/virtual-classroom-supports/)
- [e-learning accessibility](https://successforkidswithhearingloss.com/tag/e-learning-accessibility/)
- [communication barriers](https://successforkidswithhearingloss.com/tag/communication-barriers/)
- [self-determination](https://successforkidswithhearingloss.com/tag/self-determination/)
- [accessible education](https://successforkidswithhearingloss.com/tag/accessible-education/)
- [assistive listening technology](https://successforkidswithhearingloss.com/tag/assistive-listening-technology/)
- [virtual learning accommodations](https://successforkidswithhearingloss.com/tag/virtual-learning-accommodations/)
- [virtual classroom accommodations](https://successforkidswithhearingloss.com/tag/virtual-classroom-accommodations/)
- [online learning accommodations](https://successforkidswithhearingloss.com/tag/online-learning-accommodations/)
- [least restrictive environment virtual learning](https://successforkidswithhearingloss.com/tag/least-restrictive-environment-virtual-learning/)
- [accessible online classrooms](https://successforkidswithhearingloss.com/tag/accessible-online-classrooms/)
- [communication access online education](https://successforkidswithhearingloss.com/tag/communication-access-online-education/)
- [captioning](https://successforkidswithhearingloss.com/tag/captioning/)
- [interpreter services](https://successforkidswithhearingloss.com/tag/interpreter-services/)
- [IDEA compliance](https://successforkidswithhearingloss.com/tag/idea-compliance/)
- [virtual LRE](https://successforkidswithhearingloss.com/tag/virtual-lre/)
- [virtual instruction accommodations](https://successforkidswithhearingloss.com/tag/virtual-instruction-accommodations/)
- [accessible e-learning](https://successforkidswithhearingloss.com/tag/accessible-e-learning/)
- [online learning](https://successforkidswithhearingloss.com/tag/online-learning/)
- [e-learning accommodations](https://successforkidswithhearingloss.com/tag/e-learning-accommodations/)
- [virtual learning](https://successforkidswithhearingloss.com/tag/virtual-learning/)
- [accessible online instruction](https://successforkidswithhearingloss.com/tag/accessible-online-instruction/)
- [communication access online learning](https://successforkidswithhearingloss.com/tag/communication-access-online-learning/)
- [virtual classroom accessibility](https://successforkidswithhearingloss.com/tag/virtual-classroom-accessibility/)
- [virtual instruction](https://successforkidswithhearingloss.com/tag/virtual-instruction/)
- [covid-19](https://successforkidswithhearingloss.com/tag/covid-19/)
- [coronavirus](https://successforkidswithhearingloss.com/tag/coronavirus/)
- [covid](https://successforkidswithhearingloss.com/tag/covid/)
- [coronavirus online learning](https://successforkidswithhearingloss.com/tag/coronavirus-online-learning/)
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- [remote learning survey results](https://successforkidswithhearingloss.com/tag/remote-learning-survey-results/)
- [student experiences virtual learning](https://successforkidswithhearingloss.com/tag/student-experiences-virtual-learning/)
- [teacher survey](https://successforkidswithhearingloss.com/tag/teacher-survey/)
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- [inclusive education Deaf Plus](https://successforkidswithhearingloss.com/tag/inclusive-education-deaf-plus/)
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- [deaf plus classroom strategies](https://successforkidswithhearingloss.com/tag/deaf-plus-classroom-strategies/)
- [assistive technology for Deaf Plus students](https://successforkidswithhearingloss.com/tag/assistive-technology-for-deaf-plus-students/)
- [deaf plus](https://successforkidswithhearingloss.com/tag/deaf-plus/)
- [multi-sensory learning](https://successforkidswithhearingloss.com/tag/multi-sensory-learning/)
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- [educational service delivery](https://successforkidswithhearingloss.com/tag/educational-service-delivery/)
- [service delivery strategies](https://successforkidswithhearingloss.com/tag/service-delivery-strategies/)
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- [least restrictive environment](https://successforkidswithhearingloss.com/tag/least-restrictive-environment/)
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- [educational participation](https://successforkidswithhearingloss.com/tag/educational-participation/)
- [student-centered planning](https://successforkidswithhearingloss.com/tag/student-centered-planning/)
- [service delivery decisions](https://successforkidswithhearingloss.com/tag/service-delivery-decisions/)
- [special education planning](https://successforkidswithhearingloss.com/tag/special-education-planning/)
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- [mainstream classroom supports](https://successforkidswithhearingloss.com/tag/mainstream-classroom-supports/)
- [push-in support model](https://successforkidswithhearingloss.com/tag/push-in-support-model/)
- [collaborative teaching](https://successforkidswithhearingloss.com/tag/collaborative-teaching/)
- [classroom accessibility](https://successforkidswithhearingloss.com/tag/classroom-accessibility/)
- [special education inclusion](https://successforkidswithhearingloss.com/tag/special-education-inclusion/)
- [classroom participation](https://successforkidswithhearingloss.com/tag/classroom-participation/)
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- [dropout prevention](https://successforkidswithhearingloss.com/tag/dropout-prevention/)
- [college success](https://successforkidswithhearingloss.com/tag/college-success/)
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- [self-advocacy skill development](https://successforkidswithhearingloss.com/tag/self-advocacy-skill-development/)
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- [self-advocacy checklist](https://successforkidswithhearingloss.com/tag/self-advocacy-checklist/)
- [self-determination skills](https://successforkidswithhearingloss.com/tag/self-determination-skills/)
- [communication repair strategies](https://successforkidswithhearingloss.com/tag/communication-repair-strategies/)
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- [self-advocacy skill](https://successforkidswithhearingloss.com/tag/self-advocacy-skill/)
- [self-advocacy in the classroom](https://successforkidswithhearingloss.com/tag/self-advocacy-in-the-classroom/)
- [IEP self-advocacy goals](https://successforkidswithhearingloss.com/tag/iep-self-advocacy-goals/)
- [student independence](https://successforkidswithhearingloss.com/tag/student-independence/)
- [self-advocacy instruction](https://successforkidswithhearingloss.com/tag/self-advocacy-instruction/)
- [teaching self-advocacy](https://successforkidswithhearingloss.com/tag/teaching-self-advocacy/)
- [direct educational services](https://successforkidswithhearingloss.com/tag/direct-educational-services/)
- [indpendence skills](https://successforkidswithhearingloss.com/tag/indpendence-skills/)
- [studet self-advocacy](https://successforkidswithhearingloss.com/tag/studet-self-advocacy/)
- [expanded core curriculum](https://successforkidswithhearingloss.com/tag/expanded-core-curriculum/)
- [direct instruction for self-advocacy](https://successforkidswithhearingloss.com/tag/direct-instruction-for-self-advocacy/)
- [independent advocacy skills](https://successforkidswithhearingloss.com/tag/independent-advocacy-skills/)
- [self-advocacy skills](https://successforkidswithhearingloss.com/tag/self-advocacy-skills/)
- [assistive technology for students](https://successforkidswithhearingloss.com/tag/assistive-technology-for-students/)
- [hearing loss independence](https://successforkidswithhearingloss.com/tag/hearing-loss-independence/)
- [transition skills hearing loss](https://successforkidswithhearingloss.com/tag/transition-skills-hearing-loss/)
- [teach self-advocacy skills](https://successforkidswithhearingloss.com/tag/teach-self-advocacy-skills/)
- [digital self-advocacy tools](https://successforkidswithhearingloss.com/tag/digital-self-advocacy-tools/)
- [deaf student bullying](https://successforkidswithhearingloss.com/tag/deaf-student-bullying/)
- [hearing loss bullying prevention](https://successforkidswithhearingloss.com/tag/hearing-loss-bullying-prevention/)
- [disability bullying at school](https://successforkidswithhearingloss.com/tag/disability-bullying-at-school/)
- [bullying and special education](https://successforkidswithhearingloss.com/tag/bullying-and-special-education/)
- [bullying accommodations](https://successforkidswithhearingloss.com/tag/bullying-accommodations/)
- [school bullying advocacy](https://successforkidswithhearingloss.com/tag/school-bullying-advocacy/)
- [student rights bullying](https://successforkidswithhearingloss.com/tag/student-rights-bullying/)
- [bullying intervention strategies](https://successforkidswithhearingloss.com/tag/bullying-intervention-strategies/)
- [hearing loss social challenges](https://successforkidswithhearingloss.com/tag/hearing-loss-social-challenges/)
- [safe school environment](https://successforkidswithhearingloss.com/tag/safe-school-environment/)
- [peer victimization. protect your child from bullying](https://successforkidswithhearingloss.com/tag/peer-victimization-protect-your-child-from-bullying/)
- [self-advocate](https://successforkidswithhearingloss.com/tag/self-advocate/)
- [student self-advocacy](https://successforkidswithhearingloss.com/tag/student-self-advocacy/)
- [Deaf Awareness Month](https://successforkidswithhearingloss.com/tag/deaf-awareness-month/)
- [Deaf culture activities](https://successforkidswithhearingloss.com/tag/deaf-culture-activities/)
- [Deaf Awareness Month classroom ideas](https://successforkidswithhearingloss.com/tag/deaf-awareness-month-classroom-ideas/)
- [Deaf history](https://successforkidswithhearingloss.com/tag/deaf-history/)
- [Deaf culture](https://successforkidswithhearingloss.com/tag/deaf-culture/)
- [asl classroom activities](https://successforkidswithhearingloss.com/tag/asl-classroom-activities/)
- [deaf awareness month for students](https://successforkidswithhearingloss.com/tag/deaf-awareness-month-for-students/)
- [deaf role models](https://successforkidswithhearingloss.com/tag/deaf-role-models/)
- [postsecondary goals](https://successforkidswithhearingloss.com/tag/postsecondary-goals/)
- [independent living](https://successforkidswithhearingloss.com/tag/independent-living/)
- [college readiness](https://successforkidswithhearingloss.com/tag/college-readiness/)
- [IEP transition goals](https://successforkidswithhearingloss.com/tag/iep-transition-goals/)
- [transition services](https://successforkidswithhearingloss.com/tag/transition-services/)
- [transition planning high school students](https://successforkidswithhearingloss.com/tag/transition-planning-high-school-students/)
- [transition goals for students with hearing loss](https://successforkidswithhearingloss.com/tag/transition-goals-for-students-with-hearing-loss/)
- [transition services IDEA](https://successforkidswithhearingloss.com/tag/transition-services-idea/)
- [transition planning checklist](https://successforkidswithhearingloss.com/tag/transition-planning-checklist/)
- [dhh transition skills](https://successforkidswithhearingloss.com/tag/dhh-transition-skills/)
- [vocational rehabilitation](https://successforkidswithhearingloss.com/tag/vocational-rehabilitation/)
- [self-advocacy and self-determination](https://successforkidswithhearingloss.com/tag/self-advocacy-and-self-determination/)
- [deaf student independence](https://successforkidswithhearingloss.com/tag/deaf-student-independence/)
- [transition planning skills](https://successforkidswithhearingloss.com/tag/transition-planning-skills/)
- [self-determination examples](https://successforkidswithhearingloss.com/tag/self-determination-examples/)
- [self-determination activities](https://successforkidswithhearingloss.com/tag/self-determination-activities/)
- [self-determination goals](https://successforkidswithhearingloss.com/tag/self-determination-goals/)
- [self-determination for teens](https://successforkidswithhearingloss.com/tag/self-determination-for-teens/)
- [self-esteem and hearing loss](https://successforkidswithhearingloss.com/tag/self-esteem-and-hearing-loss/)
- [deaf student confidence](https://successforkidswithhearingloss.com/tag/deaf-student-confidence/)
- [hearing loss and self-identity](https://successforkidswithhearingloss.com/tag/hearing-loss-and-self-identity/)
- [fitting in with hearing loss](https://successforkidswithhearingloss.com/tag/fitting-in-with-hearing-loss/)
- [social emotional development hearing loss](https://successforkidswithhearingloss.com/tag/social-emotional-development-hearing-loss/)
- [self-confidence for deaf children](https://successforkidswithhearingloss.com/tag/self-confidence-for-deaf-children/)
- [self-advocacy and self-esteem](https://successforkidswithhearingloss.com/tag/self-advocacy-and-self-esteem/)
- [hearing aid stigma](https://successforkidswithhearingloss.com/tag/hearing-aid-stigma/)
- [deaf teen self-esteem](https://successforkidswithhearingloss.com/tag/deaf-teen-self-esteem/)
- [positive self-image](https://successforkidswithhearingloss.com/tag/positive-self-image/)
- [peer acceptance](https://successforkidswithhearingloss.com/tag/peer-acceptance/)
- [self-identiy](https://successforkidswithhearingloss.com/tag/self-identiy/)
- [self-acceptance](https://successforkidswithhearingloss.com/tag/self-acceptance/)
- [social skills](https://successforkidswithhearingloss.com/tag/social-skills/)
- [mainstream classroom](https://successforkidswithhearingloss.com/tag/mainstream-classroom/)
- [school success](https://successforkidswithhearingloss.com/tag/school-success/)
- [belonging](https://successforkidswithhearingloss.com/tag/belonging/)
- [confidence](https://successforkidswithhearingloss.com/tag/confidence/)
- [fitting in](https://successforkidswithhearingloss.com/tag/fitting-in/)
- [positive self-concept](https://successforkidswithhearingloss.com/tag/positive-self-concept/)
- [self-identity](https://successforkidswithhearingloss.com/tag/self-identity/)
- [self-concept activities](https://successforkidswithhearingloss.com/tag/self-concept-activities/)
- [self-advocacy and self-concept](https://successforkidswithhearingloss.com/tag/self-advocacy-and-self-concept/)
- [building self-confidence in students](https://successforkidswithhearingloss.com/tag/building-self-confidence-in-students/)
- [self-esteem](https://successforkidswithhearingloss.com/tag/self-esteem/)
- [resilience](https://successforkidswithhearingloss.com/tag/resilience/)
- [self-awareness](https://successforkidswithhearingloss.com/tag/self-awareness/)
- [bullying deaf students](https://successforkidswithhearingloss.com/tag/bullying-deaf-students/)
- [bullying hard of hearing students](https://successforkidswithhearingloss.com/tag/bullying-hard-of-hearing-students/)
- [bullying prevention](https://successforkidswithhearingloss.com/tag/bullying-prevention/)
- [school bullying](https://successforkidswithhearingloss.com/tag/school-bullying/)
- [social isolation](https://successforkidswithhearingloss.com/tag/social-isolation/)
- [disability bullying in schools](https://successforkidswithhearingloss.com/tag/disability-bullying-in-schools/)
- [emotional impact of bullying](https://successforkidswithhearingloss.com/tag/emotional-impact-of-bullying/)
- [self-esteem and bullying](https://successforkidswithhearingloss.com/tag/self-esteem-and-bullying/)
- [social skills and bullying](https://successforkidswithhearingloss.com/tag/social-skills-and-bullying/)
- [peer relationships](https://successforkidswithhearingloss.com/tag/peer-relationships/)
- [self-advocacy and bullying](https://successforkidswithhearingloss.com/tag/self-advocacy-and-bullying/)
- [student mental health](https://successforkidswithhearingloss.com/tag/student-mental-health/)
- [peer victimization](https://successforkidswithhearingloss.com/tag/peer-victimization/)
- [family and bullying support](https://successforkidswithhearingloss.com/tag/family-and-bullying-support/)
- [deaf student peer victimization](https://successforkidswithhearingloss.com/tag/deaf-student-peer-victimization/)
- [preventing bullying in special education](https://successforkidswithhearingloss.com/tag/preventing-bullying-in-special-education/)
- [relational exclusion hearing loss](https://successforkidswithhearingloss.com/tag/relational-exclusion-hearing-loss/)
- [dhh routine screening for bullying](https://successforkidswithhearingloss.com/tag/dhh-routine-screening-for-bullying/)
- [social exclusion](https://successforkidswithhearingloss.com/tag/social-exclusion/)
- [warning signs of teasing](https://successforkidswithhearingloss.com/tag/warning-signs-of-teasing/)
- [cyberbullying deaf students](https://successforkidswithhearingloss.com/tag/cyberbullying-deaf-students/)
- [stigma and teasing](https://successforkidswithhearingloss.com/tag/stigma-and-teasing/)
- [hearing loss stigma](https://successforkidswithhearingloss.com/tag/hearing-loss-stigma/)
- [bullying and teasing](https://successforkidswithhearingloss.com/tag/bullying-and-teasing/)
- [stigma](https://successforkidswithhearingloss.com/tag/stigma/)
- [reducing stigma and teasing](https://successforkidswithhearingloss.com/tag/reducing-stigma-and-teasing/)
- [peer support](https://successforkidswithhearingloss.com/tag/peer-support/)
- [inclusion](https://successforkidswithhearingloss.com/tag/inclusion/)
- [school climate](https://successforkidswithhearingloss.com/tag/school-climate/)
- [adolescent self-concept](https://successforkidswithhearingloss.com/tag/adolescent-self-concept/)
- [self-concept strategies](https://successforkidswithhearingloss.com/tag/self-concept-strategies/)
- [self-esteem in adolescents](https://successforkidswithhearingloss.com/tag/self-esteem-in-adolescents/)
- [social-emotional development](https://successforkidswithhearingloss.com/tag/social-emotional-development/)
- [self-concept intervention](https://successforkidswithhearingloss.com/tag/self-concept-intervention/)
- [adolescent mental health](https://successforkidswithhearingloss.com/tag/adolescent-mental-health/)
- [assessing self-concept in teens](https://successforkidswithhearingloss.com/tag/assessing-self-concept-in-teens/)
- [self-concept and academic success](https://successforkidswithhearingloss.com/tag/self-concept-and-academic-success/)
- [positive self-concept strategies](https://successforkidswithhearingloss.com/tag/positive-self-concept-strategies/)
- [self-concept assessment strategies](https://successforkidswithhearingloss.com/tag/self-concept-assessment-strategies/)
- [self-concept](https://successforkidswithhearingloss.com/tag/self-concept/)
- [self-worth](https://successforkidswithhearingloss.com/tag/self-worth/)
- [supporting positive self-concept](https://successforkidswithhearingloss.com/tag/supporting-positive-self-concept/)
- [infant self-concept](https://successforkidswithhearingloss.com/tag/infant-self-concept/)
- [toddler self-concept](https://successforkidswithhearingloss.com/tag/toddler-self-concept/)
- [preschool self-concept](https://successforkidswithhearingloss.com/tag/preschool-self-concept/)
- [self-concept development early childhood development](https://successforkidswithhearingloss.com/tag/self-concept-development-early-childhood-development/)
- [hearing loss and self-concept](https://successforkidswithhearingloss.com/tag/hearing-loss-and-self-concept/)
- [confidence in young children](https://successforkidswithhearingloss.com/tag/confidence-in-young-children/)
- [self-concept in school-age children](https://successforkidswithhearingloss.com/tag/self-concept-in-school-age-children/)
- [school-age children with hearing loss](https://successforkidswithhearingloss.com/tag/school-age-children-with-hearing-loss/)
- [confidence in children](https://successforkidswithhearingloss.com/tag/confidence-in-children/)
- [belonging at school](https://successforkidswithhearingloss.com/tag/belonging-at-school/)
- [school confidence](https://successforkidswithhearingloss.com/tag/school-confidence/)
- [emotional development](https://successforkidswithhearingloss.com/tag/emotional-development/)
- [developing self-identity](https://successforkidswithhearingloss.com/tag/developing-self-identity/)
- [self-advocacy and identity](https://successforkidswithhearingloss.com/tag/self-advocacy-and-identity/)
- [school mental health](https://successforkidswithhearingloss.com/tag/school-mental-health/)
- [behavior concerns](https://successforkidswithhearingloss.com/tag/behavior-concerns/)
- [supporting mental health](https://successforkidswithhearingloss.com/tag/supporting-mental-health/)
- [mental health support](https://successforkidswithhearingloss.com/tag/mental-health-support/)
- [signs for mental health concerns](https://successforkidswithhearingloss.com/tag/signs-for-mental-health-concerns/)
- [educators supporting mental health](https://successforkidswithhearingloss.com/tag/educators-supporting-mental-health/)
- [teens with hearing loss and identity](https://successforkidswithhearingloss.com/tag/teens-with-hearing-loss-and-identity/)
- [peer presure](https://successforkidswithhearingloss.com/tag/peer-presure/)
- [passing as normal](https://successforkidswithhearingloss.com/tag/passing-as-normal/)
- [mental health](https://successforkidswithhearingloss.com/tag/mental-health/)
- [ten hearing loss](https://successforkidswithhearingloss.com/tag/ten-hearing-loss/)
- [supporting teens with hearing loss](https://successforkidswithhearingloss.com/tag/supporting-teens-with-hearing-loss/)
- [self-advocacy for teens](https://successforkidswithhearingloss.com/tag/self-advocacy-for-teens/)
- [teaching students with hearing loss](https://successforkidswithhearingloss.com/tag/teaching-students-with-hearing-loss/)
- [inclusive education](https://successforkidswithhearingloss.com/tag/inclusive-education/)
- [classroom accommodations](https://successforkidswithhearingloss.com/tag/classroom-accommodations/)
- [mainstream education](https://successforkidswithhearingloss.com/tag/mainstream-education/)
- [strategies for educating students](https://successforkidswithhearingloss.com/tag/strategies-for-educating-students/)
- [classroom tips](https://successforkidswithhearingloss.com/tag/classroom-tips/)
- [supporting students in school](https://successforkidswithhearingloss.com/tag/supporting-students-in-school/)

## Product categories

- [Assessment Products](https://successforkidswithhearingloss.com/product-category/assessment-products/) - The purpose of this website is to provide information and guidance for conducting assessments and monitoring deaf students. Assessment and evaluation of deaf and hard-of-hearing students is a complex process. Challenges often go undetected by individuals unfamiliar with the hidden impact of a hearing loss. Our website features many assessment products. Effective deaf teachers have always understood the link between evaluation, access, and instruction that leads to increased learning; however, they have never faced the current level of mandates related to measuring their students’ academic achievement levels, rate of progress, and reporting of their student’s academic achievement levels. Our products are designed to assist teachers in fulfilling their responsibilities and to assess the deaf or hard-of-students.
- [Games](https://successforkidswithhearingloss.com/product-category/games/) - Games
- [Language Development Products](https://successforkidswithhearingloss.com/product-category/language-development-products/) - Language Development Products
- [Self-Advocacy Skill Development Products](https://successforkidswithhearingloss.com/product-category/self-advocacy-skill-development-products/) - Self-Advocacy Skill Development Products
- [Self-Concept Development Products](https://successforkidswithhearingloss.com/product-category/self-concept-development-products/) - Self-Concept Development Products
- [Children's Books](https://successforkidswithhearingloss.com/product-category/childrens-books/) - Children’s Books
- [Materials for Infants / Toddlers - Transition to Preschool](https://successforkidswithhearingloss.com/product-category/materials-for-infants-toddlers-transition-to-preschool/) - Materials for Infants / Toddlers – Transition to Preschool
- [Best Sellers](https://successforkidswithhearingloss.com/product-category/best-sellers/)
- [Sign Language](https://successforkidswithhearingloss.com/product-category/sign-language/)
- [Transition Skills](https://successforkidswithhearingloss.com/product-category/transition-skills/) - Transition Skills
- [Hearing Loss Understanding/Technology](https://successforkidswithhearingloss.com/product-category/hearing-loss-understanding-technology/) - Hearing Loss Understanding/Technology
- [Subscriptions in Takeout Marketplace](https://successforkidswithhearingloss.com/product-category/subscriptions-in-takeout-marketplace/)
- [Social Skills/Pragmatic Skill Development Products](https://successforkidswithhearingloss.com/product-category/social-skills-pragmatic-skill-development-products/)
- [Reading/Literacy Development Products](https://successforkidswithhearingloss.com/product-category/reading-literacy-development-products/) - Literacy Developmemnt Products
- [Auditory/Listening Skill Development Products](https://successforkidswithhearingloss.com/product-category/auditory-listening-skill-development-products/) - Auditory Skill Development Products
- [Books (Professionals)](https://successforkidswithhearingloss.com/product-category/books-professionals/) - Books
- [Products and Resources for Families](https://successforkidswithhearingloss.com/product-category/products-and-resources-for-families/) - The resources for deaf students available on this website provide encouragement and information for parents who have recently discovered their child has hearing loss or who are already attempting to help them as they face life obstacles. These instructional materials for deaf students contain valuable observations and perspectives for families who care for children with hearing loss. Some of the resources for deaf students featured here are written by a father of a deaf child with numerous impairments, the book discusses the joys, hopes, dreams, anxieties, and challenges of raising a child with special needs. It features his and his family’s lives, and how his son’s exceptional needs have impacted their lives – frequently for the better. We also carry an extensive list of books with main characters who are deaf or hard of hearing to increase the self-concept of our students and understanding of friends, peers, teachers, and family who do not have hearing loss. Families of deaf and hard-of-hearing pupils must consider each student’s individual needs and learning style, as well as the task’s requirements. The strategies listed in the resources for deaf students available are provided as a starting point for considering possible adjustments. It’s vital to note that while deciding on educational tactics for a deaf or hard-of-hearing learner, the family should have a say.
- [Early Intervention](https://successforkidswithhearingloss.com/product-category/materials-for-infants-toddlers-transition-to-preschool/early-intervention/) - Early Intervention
- [Transition to Preschool/Preschool](https://successforkidswithhearingloss.com/product-category/materials-for-infants-toddlers-transition-to-preschool/transition-to-preschool-preschool/) - Transition to Preschool/Preschool
- [myASL-Individual](https://successforkidswithhearingloss.com/product-category/myasl/myasl-individual/)
- [MyASL-Small](https://successforkidswithhearingloss.com/product-category/myasl/myasl-small/)
- [MyASL-Large](https://successforkidswithhearingloss.com/product-category/myasl/myasl-large/)
- [myASL](https://successforkidswithhearingloss.com/product-category/myasl/)

## Product tags

- [cochlear implant](https://successforkidswithhearingloss.com/product-tag/cochlear-implant/)
- [family with deaf child](https://successforkidswithhearingloss.com/product-tag/family-with-deaf-child/)
- [hearing loss](https://successforkidswithhearingloss.com/product-tag/hearing-loss/)
- [cochlear](https://successforkidswithhearingloss.com/product-tag/cochlear/)
- [deaf characters](https://successforkidswithhearingloss.com/product-tag/deaf-characters/)
- [deaf](https://successforkidswithhearingloss.com/product-tag/deaf/)
- [hard of hearing](https://successforkidswithhearingloss.com/product-tag/hard-of-hearing/)
- [dhh children](https://successforkidswithhearingloss.com/product-tag/dhh-children/)
- [deaf and hard of hearing](https://successforkidswithhearingloss.com/product-tag/deaf-and-hard-of-hearing/)
- [dhh](https://successforkidswithhearingloss.com/product-tag/dhh/)
- [autism](https://successforkidswithhearingloss.com/product-tag/autism/)
- [social skills](https://successforkidswithhearingloss.com/product-tag/social-skills/)
- [pragmatics](https://successforkidswithhearingloss.com/product-tag/pragmatics/)
- [social skill development](https://successforkidswithhearingloss.com/product-tag/social-skill-development/)
- [adolescent](https://successforkidswithhearingloss.com/product-tag/adolescent/)
- [teen](https://successforkidswithhearingloss.com/product-tag/teen/)
- [social communication](https://successforkidswithhearingloss.com/product-tag/social-communication/)
- [HOW](https://successforkidswithhearingloss.com/product-tag/how/)
- [listening skills](https://successforkidswithhearingloss.com/product-tag/listening-skills/)
- [listening and spoken language](https://successforkidswithhearingloss.com/product-tag/listening-and-spoken-language/)
- [language development](https://successforkidswithhearingloss.com/product-tag/language-development/)
- [phonological awareness](https://successforkidswithhearingloss.com/product-tag/phonological-awareness/)
- [emergent reading](https://successforkidswithhearingloss.com/product-tag/emergent-reading/)
- [phonological](https://successforkidswithhearingloss.com/product-tag/phonological/)
- [listening comprehension](https://successforkidswithhearingloss.com/product-tag/listening-comprehension/)
- [language](https://successforkidswithhearingloss.com/product-tag/language/)
- [auditory skills](https://successforkidswithhearingloss.com/product-tag/auditory-skills/)
- [auditory hierarchy](https://successforkidswithhearingloss.com/product-tag/auditory-hierarchy/)
- [auditory skills hierarchy](https://successforkidswithhearingloss.com/product-tag/auditory-skills-hierarchy/)
- [auditory processing](https://successforkidswithhearingloss.com/product-tag/auditory-processing/)
- [self-advocacy](https://successforkidswithhearingloss.com/product-tag/self-advocacy/)
- [transition skills](https://successforkidswithhearingloss.com/product-tag/transition-skills/)
- [independence](https://successforkidswithhearingloss.com/product-tag/independence/)
- [advocacy](https://successforkidswithhearingloss.com/product-tag/advocacy/)
- [deaf and hard of hearing transition](https://successforkidswithhearingloss.com/product-tag/deaf-and-hard-of-hearing-transition/)
- [transition to high school](https://successforkidswithhearingloss.com/product-tag/transition-to-high-school/)
- [dhh assessment](https://successforkidswithhearingloss.com/product-tag/dhh-assessment/)
- [assessment for deaf](https://successforkidswithhearingloss.com/product-tag/assessment-for-deaf/)
- [assessment for hard of hearing](https://successforkidswithhearingloss.com/product-tag/assessment-for-hard-of-hearing/)
- [formal testing](https://successforkidswithhearingloss.com/product-tag/formal-testing/)
- [informal testing](https://successforkidswithhearingloss.com/product-tag/informal-testing/)
- [functional assessment](https://successforkidswithhearingloss.com/product-tag/functional-assessment/)
- [vocabulary development](https://successforkidswithhearingloss.com/product-tag/vocabulary-development/)
- [audiogram](https://successforkidswithhearingloss.com/product-tag/audiogram/)
- [hearing level](https://successforkidswithhearingloss.com/product-tag/hearing-level/)
- [children's books](https://successforkidswithhearingloss.com/product-tag/childrens-books/)
- [audiology](https://successforkidswithhearingloss.com/product-tag/audiology/)
- [hearing loss understanding](https://successforkidswithhearingloss.com/product-tag/hearing-loss-understanding/)
- [teacher of the deaf](https://successforkidswithhearingloss.com/product-tag/teacher-of-the-deaf/)
- [professional books](https://successforkidswithhearingloss.com/product-tag/professional-books/)
- [literacy instruction](https://successforkidswithhearingloss.com/product-tag/literacy-instruction/)
- [empowerment](https://successforkidswithhearingloss.com/product-tag/empowerment/)
- [special education law](https://successforkidswithhearingloss.com/product-tag/special-education-law/)
- [IDEA](https://successforkidswithhearingloss.com/product-tag/idea/)
- [section 504](https://successforkidswithhearingloss.com/product-tag/section-504/)
- [phonological skills](https://successforkidswithhearingloss.com/product-tag/phonological-skills/)
- [parents](https://successforkidswithhearingloss.com/product-tag/parents/)
- [caregivers](https://successforkidswithhearingloss.com/product-tag/caregivers/)

## Notify Type

- [Streamer Automated Captioning](https://successforkidswithhearingloss.com/notify/streamer-automated-captioning/) - info@auditorysciences.com,orders@success4kidswhl.com,accounting@success4kidswhl.com
- [myASL](https://successforkidswithhearingloss.com/notify/myasl/) - sales@idrt.com,orders@success4kidswhl.com,accounting@success4kidswhl.com,questions@success4kidswhl.com,rvinopol@idrt.com,karen@success4kidswhl.com,questions@success4kidswhl.com
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