Preparing d/Deaf and Hard of Hearing students for life beyond high school requires a comprehensive, individualized approach that addresses academic, vocational, social, and self-advocacy skills. This workshop explores best practices in secondary transition planning, including how to develop effective IEP transition goals, facilitate student-centered planning, and connect families and students with resources that support postsecondary success.

Objectives:

• Understand the legal framework and key components of secondary transition planning for students who are Deaf or Hard of Hearing.
• Develop individualized and realistic transition goals that reflect each student’s strengths, preferences, interests, and needs.
• Integrate self-advocacy, communication planning, and career readiness skills into daily instruction and IEP development for DHH students.

Length:
90 – 120 minutes

Understanding the legal foundations that protect the rights of deaf and hard of hearing d/Deaf and Hard of Hearing students is essential for ensuring equitable access to education. This course provides an in-depth look at the Individuals with Disabilities Education Act (IDEA), Section 504 of the Rehabilitation Act, and key case law impacting DHH students. Teachers will explore how these legal frameworks guide educational decision-making, access to communication, placement, and services.

Objectives:

• Explain the legal rights of DHH students under IDEA and Section 504, including provisions related to communication access and least restrictive environment.
• Analyze landmark case law and its implications for education planning, accommodations, and service delivery for DHH students.
• Incorporate principles of IDEA and Section 504 to advocate for appropriate supports, placement , and programming that meet the individual needs of DHH students.

Length:
90 – 120 minutes

The Expanded Core curriculum (ECC) addresses the unique learning needs of students who are d/Deaf and Hard of Hearing beyond the classroom curriculum. This course gives teachers practical strategies to integrate ECC components – such as self-advocacy, communication, social-emotional skills, and career readiness – into everyday instruction.

Objectives:

• Explain the components of the Expanded Core Curriculum and their importance in supporting the holistic development of DHH students.
• Design instructional activities that integrate ECC skills into academic content and individualized student goals.
• Implement daily teaching practices that foster independence, self-advocacy, and social-emotional growth in students who are DHH.

Length:
90 – 120 minutes

Let’s face it – raising, and educating a deaf or hard of hearing child takes time, energy and resources. Help build a pathway to success by fostering a close working relationship between families and educators. When IEP team members and families work together on goals, pre-teaching, and self-advocacy skills, the child has a strong example of the power and importance of teamwork and collaboration. Whether your child has similar peers or is the only d/Deaf or Hard of Hearing student in school, learn how getting involved can help nurture relationships in an IEP meeting and beyond!

Objectives:

• Recognize the importance of collaboration between schools and families when preparing for IEP meetings.
• Understand ways to get involved with your child’s school that can help strengthen the relationship with your child’s IEP team.
• Explore creative ways to support your deaf and hard of hearing children when resources don’t readily exist.
• Increase your self-advocacy skill and be a strong role-model for your child during IEP meetings.

Length:
60 minutes

With better child outcomes due to early identification, improved hearing devices and quality early intervention services, more children with hearing loss are being found ineligible for support services. This presentation will review eligibility requirements, the assessment process using the ‘deaf lens’ and provide some examples of assessments to use to identify needs in areas vulnerable delays occur in development due to hearing loss.

Objectives:

• Describe requirements for selecting assessments.
• Describe some norm-referenced assessments to identify adverse educational affect secondary to listening issues.
• Describe functional assessments to identify non-academic adverse educational affect.

Length:
3 hours

Materials:
Steps to Assessment book (add on)

With better child outcomes due to early identification, improved hearing devices and quality early intervention services, more children with hearing loss are being found ineligible for support services. This presentation will review eligibility requirements and provide extensive detail about the assessment process in areas vulnerable delays in development can occur due to hearing differences. Case examples will be provided throughout the presentation to facilitate integration into current practice.

Objectives:

• Describe requirements for selecting assessments.
• Describe some norm-referenced assessments to identify adverse education affect secondary to listening issues.
• Describe functional assessments to identify non-academic adverse educational affect.

Length:
Full Day

Materials:
Steps to Assessment book

The one-day workshop reviews the information contained within the 500-page Building Skills for Success in the Fast-Paced Classroom book, by Dr. Karen Anderson. This book is owned by more than ¼ of the teachers of the d/Deaf and Hard of Hearing in the U.S. Seven chapters cover assessment, understanding the effects of hearing differences on speech perception, auditory development, social and conversational competence, communication repair, self-concept development, self-advocacy, and accessing the general education curriculum.

Objectives:

• Describe the educational impacts of a hearing difference and functional assessment of adverse educational needs.
• Use materials to improve communication skills, including auditory development, social skills, conversational competence.
• Use materials to improve function in the classroom via self-advocacy, communication repair, and accessing the general education curriculum.

Length:
Full Day

Materials:
Building Skills for Success in the Fast-Paced Classroom book

Over 80% of children with hearing loss are educated in mainstream classrooms within their neighborhood schools. In many cases, a school may have only one or two students with a hearing difference, making it likely that a classroom teacher will have little or no prior experience working with this population. As a result, it is essential to help teachers understand how a hearing difference can impact listening, learning, and behavior in the classroom. Communicating this information in a respectful, collaborative way lays the foundation for meaningful support and effective accommodations – ultimately helping the student thrive.

Objectives:

• Relate adult learning principles to communicating with teachers about their student with hearing loss.
• Break the in-service activity into distinct steps and provide examples of information to be shared at each step .
• Provide resource suggestions to inform the classroom teacher of the student issues related to hearing loss and set the stage for effective collaboration.

Length:
60 minutes