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Presentation Descriptions & Objectives

The following topics are Supporting Success for Children with Hearing Loss Presentations. Descriptions and participant objectives have been specified for each presentation. For conferences, the speaker will provide a summary handout of each presentation and frequently include additional supporting handouts. Handouts are to be copied by the conference host and provided to each participant.

 

Access is the Name of the Game: Obtaining Data to Get the Point Across – Michelle Andros & Brenda Wellen

The ADA now requires schools to determine levels of effective access to school communication. This session will describe ways in which hearing loss professionals can gather data to estimate the level of access for students who are hard of hearing and also for primarily visual learners. Differences between ADA and IDEA access and accommodations will be described.

  • Describe assessment procedures to estimate the level of effective communication access for students with hearing loss.
  • Describe how ADA and IDEA differ in regard to access and appropriate accommodations.
  • Access and use available tools to discuss these issues with school teams.
Building Skills for Success in the Fast-Paced Classroom – Michelle Andros & Brenda Wellen

This one-day workshop reviews the information contained within the 500-page Building Skills for Success in the Fast-Paced Classroom book, which is now owned by more than 1/4 of the teachers of the deaf/hard of hearing in the US. The seven chapters cover assessment, understanding the effects of hearing loss on speech perception, auditory development, social and conversational competence, communication repair, self-concept development, self-advocacy, and accessing the general education curriculum. [This workshop is intended to be presented primarily to participants who have been provided the book.]

  • Describe the educational impact of hearing loss 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.
Communication Repair: Strategies for Assessment & Skill Building – Brenda Wellen

Communication breakdowns happen to everyone, but more often to children with hearing loss, especially in large group listening environments and when socializing. An essential part of self-advocacy is the ability to appropriately repair communication breakdowns.While this is a skill that develops naturally in children with typical hearing, those with hearing loss do not develop communication repair skills at the same rate or in the same way without specific skill development. [This can also be a half-day workshop that accompanies purchase of the Student Communication Repair Inventory & Practical Training for each participant.]

  • Describe how communication repair skills develop in the typically hearing young child versus the child with hearing loss
  • Describe a method to assess a student’s communication repair ability in comparison to typically developing peers
  • Describe at least 3 strategies for developing student communication repair skills.
Let’s Hear it for Full Participation! Common Core Standards Based IEP Goals for Children with Hearing Loss – Karen Anderson
Most states are now requiring IEP goals written in accordance with the Common Core State Standards. Described will be the “new DHH learner,” the core standard areas most vulnerable to delay due to hearing loss and a variety of examples for self-advocacy IEP goals related the expanded core curriculum that reflect Common Core State Standards.

  • Describe some characteristics of the “new DHH learner”
  • Describe the importance of aligning habilitation activities with common core state standards
  • Use specific goals to demonstrate how the common core state standards can be aligned to habilitation goals and activities
Showing the Need, Making the Case, Demonstrating Your Unique Expertise – Michelle Andros & Brenda Wellen

Only 1% of students with IEPs receive specialized services primarily due to hearing loss. Thus, school teams often misunderstand the access issues caused by hearing loss as they relate to classroom performance.As such, the involvement of persons with specialized knowledge in the area of education of the deaf/hard of hearing is increasingly being questioned. This presentation will provide justifications for involvement of D/HH professionals and suggestions for making the case for the unique access and learning needs of students with hearing loss.

  • Share legal underpinnings requiring students with hearing loss to receive equal access to communication
  • Describe inservicing steps to get across the needs of students with hearing loss to teachers, parents, school staff
  • Clarify the specific expertise of DHH professionals as part of a team that supports the student with hearing loss
Steps to Assessment: Identifying Educational Needs – Introduction – Michelle Andros & Brenda Wellen or Lynne Price

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 in development due to hearing loss.

  • 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
Steps to Assessment: Identifying Educational Needs Workshop – Michelle Andros , Brenda Wellen & Lynne Price

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 due to hearing loss. Case examples will be provided throughout the presentation to facilitate integration into current practice.

  • 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
Teacher Inservice: A First Step Toward Effective Collaboration – Michelle Andros & Brenda Wellen

Over 80% of children with hearing loss are educated primarily in mainstream classrooms within their neighborhood schools. Most schools that include children with hearing loss have only 1 or 2 in the building.Thus, it is common for classroom teachers to have little or no experience with students with hearing loss before they are assigned to their classes. Getting across the impact of hearing loss on listening, learning and behavior is paramount if the teacher is to understand why accommodations are necessary. Providing this information is a way that invites future collaboration is critical to supporting student success.

  • Relate adult learning principles to communicating with teachers about their student with hearing loss
  • Break the inservice 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