Also digital versions for individuals and districts
Developing Independent Hearing Aid Use & Self-Advocacy Skills
The Expanded Core Curriculum for Deaf/Hard of Hearing are those skills that students need to learn in order to fully participate in and benefit from the general curriculum. Increasingly, students with hearing loss are the only ones in their grade/school that use hearing devices. It is to the student’s benefit to be his own ‘technology specialist’ and able to monitor/troubleshoot/report when issues occur as they can arise at any time throughout the school day, not just when the teacher may have the time to monitor hearing aid function.
Because hearing aids can malfunction anytime, it is only the student who can verify he is receiving his typical level of access to classroom communication throughout the day. US Law has made the school responsible for ensuring that hearing devices worn by children who are deaf or hard of hearing are functioning properly. Since only the child (if trained) can identify when issues occur, to truly make certain that devices are working, schools must ensure that children have the skills they need to be able to accurately self-monitor and report arising issues. Building Skills for Independence in the Mainstream was developed as a Guide for DHH professionals to support their work with classroom teachers and with students to develop the skills needed for independence with hearing aids and self-advocacy. In 2011 the Student Expectations for Advocacy & Monitoring (SEAM) was created as a hierarchy of skill development. Similarly, in 2012, the Guide to Self-Advocacy Skill Development hierarchy was created. Building Skills for Independence in the Mainstream is an outgrowth of a simple discussion about just how a DHH professional would go about teaching these skills and working with the classroom teacher to support student independence and self-advocacy.
It has been exciting to team up with the creative and very experienced Gail Wright to develop this extensive Guide! Over 50% of the pages in Building Skills for Independence in the Mainstream are colorful with engaging and thought-provoking images and activities to discuss with your students. Spiral bound, it is designed to be used as a center-piece for your discussions and skill-building practice. Review the 7 sections that comprise the Guide in the Table of Contents listed below. The 50 downloadable files allow students to take information home, they can be given to classroom teachers, posted on classroom walls as a reminder, and of course a number of the materials are provided for data collection. I really think that this material will help support new and veteran DHH professionals alike in their work with classroom teachers to facilitate the independence of students with hearing loss!
Karen Anderson, Director
Printed 128-page Building Skills for Independence in the Mainstream Guide + 50 downloadable files $46.00 + S/H Digital 128-page Building Skills for Independence in the Mainstream e-Guide + 50 downloadable files for Individual DHH professionals $40.00 Digital 128-page Building Skills for Independence in the Mainstream e-Guide + 50 downloadable files for groups of up to 5 DHH professionals $134.00
Building Skills for Independence in the Mainstream
Table of Contents
How this Guide is Organized…2Why it is Important to Develop Hearing Aid Independence and Self-Advocacy Skills…3SEAM – Student Expectations for Advocacy & Monitoring Hearing Technology…4Materials to Use from this Guide for Skill Development by Grade…5Using the SEAM to Support Communication Plan Development…8Examples of IEP Goals Written to Common Core StandardsPre-K/Kindergarten IEP Examples…10First Grade IEP Examples…14Second Grade IEP Examples…17Third Grade IEP Examples…19Fourth Grade IEP Examples…22 Understanding the Importance of Consistent Hearing Aid Use (Information for the DHH professional to Make the Case for Daily Monitoring of Student Hearing Devices….25
Evidence Basis for Focusing on Skill Development for Hearing Aid Independence…26Evidence of Poor Outcomes from Early Childhood…27Need for Independence with Hearing Technology…28Hearing Aid Monitoring and the Law…29Rejection May be Due to Problems with Amplification…30Checking Hearing Aids – Why do I need to do that? 31Only for Students who are Deaf or Hard of Hearing – The Power of Special Considerations…32Attitude is Caught, Not Taught (teacher version)…34 Supporting the Classroom Teacher’s Understanding of the Amplification Issues of the Student with Hearing Loss… 35
The Name of the Game is Access…36Example Teacher Inservice PowerPoint Presentation…37Hearing Loss: Tips for Teachers (handout to accompany inservice presentation)…39Student Listening Challenges – Understanding the Missing Pieces…40The Listening Bubble in the Classroom..41Teacher Self-Talk: Modeling Appropriate Use of Language and Self-Advocacy…42Setting the Stage for Daily Ling Sound Checks…43Inserting Hearing Aids Correctly…44Hearing Aid Monitoring – An Important Daily Activity (summary for classroom teachers)…45Listening is MY responsibility: Supporting Independent Daily Hearing Device Monitoring…47Inspecting a Hearing Aid…48Daily Sound Check: Listening at a Distance in the Classroom…49Paired Student Listening Checks…50Performing the Ling Sound Listening Check with Young Children…51Ling Sound Daily Listening Check (data collection sheet)…53Hearing Technology Daily Listening Check (data collection sheet)…54Cumulative Hearing Device Monitoring Results (data collection sheet)…55 Supporting the Student’s Consistent Use of Amplification (How I check my hearing aids)…56
Putting in your own hearing aids is really easy. You can do it all by yourself! (cartoon)…57Inserting Hearing Aids…58Listen Right, Listen Left, Listen All Around! Tuning into how your hearing aids are working…59Listen Right, Listen Left, Listen All Around! (data collection)…60Inspect Your Hearing Aid Every Day! (cartoon)…61Test, Test, Test – My Turn to Check (cartoon)…62A Special Connection (tell someone when your hearing device is not working) (cartoon)…63Hearing Aid Monitoring Checklist (young child data collection – pictures)…64K-1 Hearing and listening is MY responsibility (data collection including FM)…65Hearing Aid Monitoring Checklist (older child – data collection)…66Grade 2-5 Hearing and listen your best is MY responsibility (data collection)…67 Supporting the Student’s Understanding of Hearing Technology Function and Issues (What I do if there’s a problem)…68
In Your Ear, Not in Here! (cartoon)…69In Your Ear, Not in Here! (activity)…70Hearing Aid Battery Placement…71 Batteries (think ahead so you don’t run out) (cartoon)…72Trouble Shooting a Hearing Aid (cartoon)…73Tell Me About Your Hearing Aid – Learning Parts, Function, Fixes (activity)…74Hearing Aid Troubleshooting Guide card…76 Sweaty Kid Syndrome (cartoon)…77The Football Helmet = FM Unit/Hearing Aids (cartoon)…78Can You Hear Me? (cartoon)…79 The Power of the ‘L’ (cartoon)…80AAACK! I Can’t Hear! Try these Troubleshooting Tips First…81Visual Guide to Using an FM System…82Example FM Troubleshooting Cards…85 Supporting Positive Interactions with Peers Regarding Amplification Use (How I can tell others about my hearing loss. What I do if someone teases me.)..87
Being the Only Student in the Mainstream: Social Acceptance and Identity Implications…88Tips for the Class Inservice…90How do we learn things? (Example PowerPoint Classroom Inservice)…91Creating Brochures so Students can Share “About Me” Information with Teachers…92Example “About Me” Brochure…93Your Teacher is Not a Mind Reader (cartoon)…95HOW You Say It – Is as Important as WHAT You Say! (discussion activity)…96The Curious Friend (discussion activity)…97Teasing: It Happens to Everyone…98Friendly, Curious or Mean? (cartoon)…100Bluffing: Teacher Guidance for Student (discussion activity)…101What Can You Say? (cartoon)…102 Supporting Student Recognition of Listening Challenges (What I do if I can’t understand)…103
Guide to Self-Advocacy Skill Development: Suggestions for Sequence of Attainment…104Student Listening Inventory For Education – Revised (LIFE-R) situations with photos…102LIFE-R: After LIFE Self-Advocacy Questions for Students…109Student Advocacy & Independence Development: SAID Teacher Checklist…112How do you know when a communication breakdown has happened? (activity)…113There’s More to Hearing Than Just Using Technology (cartoon)…114Developing Critical Listening Skills: Did I really hear and understand what was just said?…115Self-Advocacy Strategies – What Can You Do? (activity)…116Stepping Out of Your Comfort Zone (activity)……117Self-Advocacy Tools: Which Tools Do You Use? (activity)…119Self-Advocacy and Communication Repair TOOLS (activity)…120Defining and Applying Use of Tools worksheet (activity)……121Which of These Caused Your Listening or Understanding Problem? (activity)……122Self-Advocacy Tool Use Data Collection Sheet…123Including Communication Repair in the IEP…124What communication breakdowns have you experienced? (activity)……125Communication Repair Strategies Summary…126Examples of Ways to Use Strategies…127