by Karen | Jan 22, 2018 | For Parents, For Professionals, Language and Speech Development Issues, School-Aged Children with Hearing Loss
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...
by Karen | Jan 8, 2018 | Goodies
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...
by Karen | Jan 8, 2018 | For Professionals, Models of Service Delivery
Regardless of the move to full inclusion and the shortage of teachers of the deaf/hard of hearing, school teams remain obligated to the student to identify areas of educational need, appropriate IEP goals, amount of service time needed, by whom, and in what setting....
by Karen | Dec 4, 2017 | Assessment of Student Skills, Challenges, Needs, For Professionals, Self-Concept: How the Child with Hearing Loss Sees Himself
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...
by Karen | Sep 18, 2017 | For Parents, For Professionals, Hearing Loss – Identification, Impact and Next Steps, School-Aged Children with Hearing Loss, Speech Perception & 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...
