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 a systemic one.

You’re Not Alone and the Research Agrees With You

The gap between Teacher of the Deaf and Hard of Hearing preparation and early intervention practice isn’t something a few teachers quietly experience. It is documented in peer-reviewed research, national policy reports, and the position statements of major professional organizations.

Maryilyn Sass-Lehrer at Gallaudet University, one of the leading researchers in early intervention for deaf and hard of hearing children, has written that the growth of newborn hearing screening has created a surge in infants needing services, while the pipeline of specialists prepared to serve them has not kept pace. She notes that some families end up with providers “who do not understand the complex issues related to being deaf and who may inadvertently misguide” them – not out of carelessness, but out of a system that hasn’t prepared them. (Sass-Lehrer, Early Beginnings, Galludet/Laurent Clerc National Deaf Education Center)

A 2016 study published by the National Institutes of Health found that even among credentialed teachers of the deaf and hard of hearing working in early intervention, preparation levels were only weakly to moderately correlated with comfort providing specific early intervention (EI) skills particularly around supporting spoken language development in infants. In other words: a credential is not the same as preparation. (Factors Affecting Early Services for Children Who Are Hard of Hearing, PMC 4766183)

Dr. Harold Johnson, Emeritus Professor at Kent State University, said it plainly: “There is a gap between the preparation that deaf education preservice teachers receive and the roles thay are expected to fill.” (Hands and Voices, Fall 2019)

And the pipeline itself is shrinking. A 2025 study in the Journal of Deaf Studies and Deaf Education confirmed that teacher of the deaf and hard of hearing preparation programs have continued to close even as demand for qualified teachers grows. (Scott, Pagliaro, et al., 2025)

What Makes Infant and Toddler EI Different From What You Were Trained For

Happy loving family. mother and child girl playing, kissing and hugging at home

Before looking at what to do, it helps to name exactly what the early intervention context requires that may not have been part of your training. This is not a list of what you may have done wrong; it is a map of the terrain.

• Your primary “student” is the family, not the child.  In EI, you are working to build caregiver capacity. Your role is to help parents understand their child’s hearing difference, become confident communication partners, and learn how to weave language-rich interaction into everyday routines. This requires coaching skills, empathy for families in crisis, and comfort with a much more collaborative dynamic than the typical teacher-student relationship.
• The framework is family-centered, not child-centered. Under IDEA Part C, EI services are built around an Individualized Family Service Plan (IFSP) not an Individual Education Plan (IEP). The family sets the priorities. Your job is to support their goals within the rhythm of their daily life. This is a fundamentally different orientation than school-based services, and it takes intentional adjustment.
• You need 0-3 developmental knowledge.  Infant language acquisition, attachment and bonding, parent-infant interaction, and developmental red flags in babies are foundational to EI work. These topics are rarely covered in depth in K-12 TODHH preparation programs, and they matter enormously when you’re sitting across from a four-month-old and her parents.
• Communication modality decisions are immediate and emotionally loaded.  Families of newly identified babies are often making decisions about spoken language, ASL, or a bilingual approach within weeks of diagnosis, and sometimes with little information and a great deal of pressure from muliple directions. You need to be prepared to offer balanced, unbiased information across communication approaches, regardless of your own training emphasis.
• The home is your classroom. EI is typically delivered in the home or other natural environments. That changes everything: how you structure a visit, how you observe and coach in real time, how you embed learning into feeding, bathtime, and play. This is not a pullout session at a table with materials you prepared in advance.

What “Qualified” Actually Means for This Work

Several national organizations have issued clear guidance on what early intervention providers for DHH infants should know and be able to do. It is worth reading this list not as a judgment, but as an honest picture of what these families need.

According to the National Association of the Deaf (NAD), drawing on the Joint Committee on Infant Hearing (JCIH), early interventionists serving DHH infants should be able to:

• Provide families with information specific to their child’s hearing difference
• Offer information about family activities that facilitate language development
• Share information about the full range of communication approaches used by deaf and hard of hearing people
• Connect families to peer and language models – including Deaf community resources
• Help families understand their infant’s strengths and needs
• Promote the family’s confidence and ability to advocate for their child
• Build family support systems

The JCIH also specifies that all EI providers for this poulation should have training and expertise in auditory, speech, and language development across both spoken and signed language as well as child development in the 0-3 range. (JCIH Position Statement, 2007; Supplement 2013)

Practical Steps If You’re In This Situation Right Now

If you have a newly identified infant on your caseload and you’re feeling the weight of that responsibility, here is a grounded path forward. You don’t have to know everything before you walk in the door, but you do deserve support, and there are real resouces available.

1. Name the gap kindly, clearly, and in writing.  You are not refusing the work. You are being a responsible professional. Let your supervisor know that you want to serve this family well. That requires EI-specific training and support. Request mentoring, professional development, or consultation as part of taking on the caseload. Document the conversation. This protects you and the family.
2. Connect with your state EHDI program. Every state has an Early Hearing Detection and Intervention (EHDI) program. Many offer training, technical assistance, and connections to EI specialists. Find yours through the National Center for hearing Assessment and Management (NCHAM) – an invaluable hub for everything related to early intervention and DHH children.
3. Get grounded in the SKI-HI Model.  The SKI-HI curriculum, developed at Utah State University, is one of the most widely used evidence-based farmeworks for home-based EI with deaf and hard of hearing children. It is family-centered, communication-approach neutral, and practical. Available through NCHAM.
4. Reach out to your state’s Hands & Voices chapter.  Hands & Voices is a parent-led organization with state chapters across the country. Their Advocate Support Training (ASTra) program and regional networks can connect your with family support coordinators, Deaf mentors, and experienced EI professionals in your area.
5. Find a mentor, not just a manual.  Ask your state school for the deaf, regional DHH programs, or early intervention coordinators whether there is an experienced EI specialist who could serve as a consultant or mentor. Someone who has actually sat in living rooms with newly identified families brings a kind of wisdom no textbook can fully capture.
6. Consider specialized graduate-level training.  Gallaudet University offers a graduate certificate program in Deaf and Hard of Hearing Infants, Toddlers, and Families designed specifically to prepare professionals for this work. If early intervention is a regular part of your role (or likely to become one) it is worth exploring.

Resources:

• NCHAM – infanthearing.org – National Center for EHDI; EI curriculum library including SKI-HI Model, Colorado Model, IDEA Part C guidance, and more.
• Gallaudet/Clerc Center – clerccenter.gallaudet.edu – Early Beginnings (Sass-Lehrer); research and resources on EI for DHH children and families.
• NAD: EI Provider Qualifications – Position statement on what qualified EI providers should know and be able to do.
• JCIH Position Statement (2007; 2013 Supplement) – Joint Committee on Infant Hearing guidelines for EI for DHH infants; available through the American Academy of Pediatrics (AAP) and American Speech-Language-Hearing Association (ASHA).
• Hands & Voices – handsandvoices.org – ASTra advocacy program; state chapter connections; TODHH shortage resources and parent support.
• Sass-Lehrer, M. (Oxford University Press, 2015) Early Intervention for Deaf and Hard-of-Hearing Infants, Toddlers, and Their Families.
• Lenihan, S. (2010). Trends and challenges in teacher preparation in deaf education. The Volta Review, 110(2), 117–128. https://doi.org/10.17955/tvr.110.2.m.632
• Scott, Pagliaro et al. (2025) – Updates and current trends in deaf education teacher preparation programs. Journal of Deaf Studies and Deaf Education. pubmed.ncbi.nlm.nih.gov/40318217
• Pub Med Central 4766183 (2016) – Factors Affecting Early Services for Children Who Are Hard of Hearing – provider preparation and EI skill comfort data.
• Supporting Success for Children with Hearing Loss  – successforkidswithhearingloss.com – Resources, assessment tools, and professional development for teachers of the deaf and hard of hearing.

Article by Brenda Wellen, M.S. for Supporting Success for Children with Hearing Loss Bi-Monthly Update, March 2026

The post The Gap Between Teacher of the Deaf Training and Early Intervention Practice first appeared on Supporting Success For Children With Hearing Loss.

● Studies repeatedly demonstrate that children identified and receiving intervention before 6 months of age perform significantly better on measures of vocabulary, grammar, comprehension, and expressive language than those who begin later. PubMed+2PubMed+2
● Cochlear implantation before age one is associated with substantially better language outcomes—both receptive (understanding) and expressive (speaking)—compared to implantation later. Wiley Online Library+2PubMed+2

Social well‑being encompasses self‑esteem, peer relationships, experiences of inclusion,
psychological well‑being, and participation in activities. Multiple studies show that children
with HI can achieve social outcomes close to those of their hearing peers, especially when early
intervention is in place. BioMed Central+1
● For example, children identified early via newborn hearing screening, with early auditory access (via technology and therapy), report rates of bullying, victimization, social difficulties, and self‑reported distress that are similar to hearing peers. PubMed

November Article 2025

The post Key Factors in Language, Social, and Developmental Outcomes for Children with Hearing Differences first appeared on Supporting Success For Children With Hearing Loss.

4. Teaching Self-Regulation Skills
– Implement metacognitive strategies like self-monitoring checklists and mindfulness exercises to enhance inhibitory control and emotional regulation.

The post Supporting Executive Function in Deaf and Hard of Hearing Students first appeared on Supporting Success For Children With Hearing Loss.

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 children are wearing their hearing aids only 40% of the time – and babies wear their hearing aids only 20% of the time.

If a baby wears hearing aids only 2 ½ hours out of 12 waking hours, it is like missing out on 4 years of early listening and language! Like a mitten string for hearing devices, Ear Gear is a “no brainer” solution to keeping the hearing aids from getting lost, keeping them away from the baby’s mouth, and protecting the devices from moisture and dirt.

The result:

It is easier for parents to keep hearing devices on children so that they can hear their best for all of their waking hours. The spandex covers add extra comfort and come in bright colors that children can choose for themselves. For use with hearing aids, CI processors, and FM systems, Ear Gear truly supports the success of children with hearing loss! -Karen L. Anderson, PhD Director

Ear Gear was selected as the #1 choice for hearing aid retention accessories by parents!

Coupon offer below!

Ear Gear is:

• Acoustically transparent
• Easily cleaned – just wash and dry
• A great solution for mouthing babies, active kids, athletic teens
• In 8 colors so your child can choose, inexpensive enough to collect a ‘wardrobe’ of Ear Gear looks
• I love that it is fully warrantied – if you don’t like it for any reason, just return it

Ear Gear is sold in pairs but can be purchased for children who wear a device on only one ear. Cords to assist in hearing device retention are standard, but for individuals who want to use Ear Gear mainly for sweat/dirt protection there are also cordless models.

How many kinds / sizes of Ear Gear are there?

Lots! If your child or pediatric client uses a hearing device, there is a style of Ear Gear that will fit. Even with glasses!

There are so many kinds and sizes of Ear Gear that it is not practical for Supporting Success to sell it directly. Instead, we have negotiated a GREAT DISCOUNT!

For a 20% one-use discount, send an email to questions@success4kidswhl.com with your ‘keeping hearing aids on’ challenges, strategies and successes! This offer is open to parents, teachers and audiologists. Write Ear Gear in the subject line of your email and I will reply with the coupon code good for 20% off for one month. Note: the 20% coupon cannot be applied to custom orders, applied during flash sales or combined with other coupons. With your help, more great strategies can be added to https://successforkidswithhearingloss.com/hearing-aids-on and more kids can benefit from Ear Gear to help keep their hearing devices on safely and effectively.

“As an infant, our daughter would pull out her aides and safety pins and fishing line were often a tangled mess. Ear Gear was a blessing to our dilemma. At 13 she continues to wear the Ear Gear for security reasons. We appreciate the protection Ear Gear offers her aids. Her current pair is 6 years old but looks like new thanks to Ear Gear keeping sweat and dirt away.”

Just measure the length of your child’s hearing aid to select the style or contact Ear Gear at 1-888-766-1838.
Ear Gear is sent by airmail which takes about 2 weeks to reach the U.S.A., UK, Europe and Australia, and about 3 weeks for Asia, South America, and Africa.

The post Ear Gear – Parent’s choice as most effective for keeping hearing aids on kids! first appeared on Supporting Success For Children With Hearing Loss.

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 they are hearing. In order to provide auditory skill development instruction, teachers need to know how typically developing children develop auditory skills in order to determine the needs of a student with hearing loss.

Before beginning instruction in auditory skill development, assessment is absolutely necessary. Use an assessment that has been vetted as appropriate for children with hearing loss.  Use assessments that will yield results that help determine where exactly instruction should begin. Check out this resource that will help to determine what assessments are appropriate here.

After assessment, teachers and therapists can target areas that will need to have direct instruction.

What do you do with the results of assessment? First, build your knowledge of typical auditory development.

After determining what skill area(s) the student is currently in need of developing, begin instruction with the areas of skill deficits.¹Auditory skills are typically defined in 4 areas of concentration:

• Detection: Detection is the ability to respond to the presence or absence of so It is the essential first step in learning to listen.
• Discrimination: Discrimination is the ability to perceive similarities and differences between two or more speech stimuli. In discrimination activities, same-different tasks are often used. (Example: dog vs. dogs, “Do they sound the same or different?”)
• Identification: Identification is the ability to label by repea.ng, poin.ng to or wri.ng the speech stimulus hear
• Comprehension: Comprehension is the ability to understand the meaning of speech by answering questions, following directions, paraphrasing, or participating in a conversation.

While there is a hierarchy of auditory skill development these skills are not developed independently of one another. Auditory skills are developed in tandem, however instruction can be delivered specifically in each auditory skill development concentration. Consider these factors when evalua.ng and determining service delivery: age on onset, age of amplification, access to consistent auditory training, and language rich environments should be considered when determining type and amount of services for children with hearing loss.

Children need constant exposure to language. Developing language and auditory skills are critical for students who are learning to use amplification. Amplifying a student’s hearing levels doesn’t automatically develop their ability to identify, locate, discriminate, and comprehend what they are hearing. In addition, according to the auditory scaffolding hypothesis, deafness may especially affect cognitive abilities related to learning, recalling, and producing sequential information.  In addition, research indicates that

²Although it is common to consider deafness as affecting the sense of hearing alone, we argue that because sound is the primary gateway to understanding temporal and sequential events, auditory deprivation may result in significant disturbances on a wide range of other tasks (Conway, Karpicke, & Pisoni, 2007). For instance, Bavelier, Dye, and Hauser (2006) have argued that deafness results in a reorganization of cortical function. Therefore, losing the sense of audition early in development may set up a cascade of complex effects that alter a child’s entire suite of perceptual and cognitive abilities, not just those directly related to hearing and the processing of acoustic signals.

According to the auditory scaffolding hypothesis, deafness may especially affect cognitive abilities related to learning, recalling, and producing sequential information. A delay or disorder in domain-general sequencing skills, triggered by lack of auditory stimulation at an early age, could provide a significant impediment to normal development. Indeed, previous work suggests that the profoundly deaf show disturbances in (non-auditory) functions related to time and serial order, including immediate serial recall (Marschark, 2006). (“The Importance of Sound for Cognitive Sequencing Abilities: The Auditory Scaffolding Hypothesis – PMC”).

In conclusion, amplification providing access to sound, access to spoken language, and direct instruction in auditory skill development, will impact a student’s ability for cognitive sequencing.  Early amplification and targeted therapy enhances a student’s probability for auditory-cognitive success.

Works Cited:

¹Compiled by Denise Wray et. al., University of Akron, 2007 from: Erber, N. (1977) “Evalua.ng Speech Perception Ability in Hearing Impaired Children” [Bess, Fred H. (ed): Childhood deafness: Causation, Assessment, and Management.] New York, Grune & StraKon. Estabrooks, W. (2006). Auditory-Verbal Therapy and Practice. Washington, DC: A.G. Bell

²Conway, Christopher M et al. “The Importance of Sound for Cogni.ve Sequencing Abili.es: The Auditory Scaffolding Hypothesis.”  Current directions in psychological science vol. 18,5 (2009) 275-279. Doi:10.1111/j. 1467-8721.2009.01651.x

Author: Michelle Andros, MSEd

Click here to download this article.

The post Hearing Aids are NOT “Glasses” for the Ears first appeared on Supporting Success For Children With Hearing Loss.

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 contain important goals and objectives to address a child’s unique needs as they prepare for kindergarten.  Under Individuals with Disabilities Education Act (IDEA) every state is responsible for ensuring services are available to eligible children from birth to age 5 through Part C or Part B.  Follow these four simple guidelines to ensure a smooth transition for the families and their children.

Children who are deaf and hard of hearing most likely receive supports of Early Intervention through an Individualized Family Service Plan (IFSP) until age 3 under Part C (Early Intervention) services. An IFSP supports the family of a child with a disability while addressing specific needs of the child and how they function.  This is done through an Individualized Educational Program (IEP) and falls under Part B (Early Childhood Special Education) services once they turn three years old.

Four Considerations to a Smooth (t)Transition

1. Help families prepare!

Arguably most important when considering the transition from an IFSP to an Individualized Education Plan (IEP), is to help your families prepare for changes in services and service providers.  Since family needs and desires will differ greatly based on the individual needs of their deaf or hard of hearing child, be sure to offer a variety of options to help families navigate the transition process.  Consider connecting the family with other families in their area who have already made the transition, arrange a visit to the new classroom and discuss program options and communication modes.   Work with your families to understand their priorities and concerns as their child transitions to preschool.  Generally, these conversations and process’ happen during the spring so a plan is in place for the start of the school year in fall.  However, it’s never too early to begin considering specific needs for the children you support and having those honest discussions with the families/caregivers!

2. Out-of-pocket Costs

Be sure to explain to families their potential out-of-pocket costs and services their child may be entitled to.  Early Intervention (Part C services) provided through an IFSP including evaluations, assessments and service coordination comes with no expense to a family.  Depending on the state EI program rules, services including but not limited to assistive technology, audiology, vision services and speech-language therapy may be provided at the expense of a family, however, per IDEA, however, families cannot be denied services due to their inability to pay.  Early Intervention services must be provided in a child’s natural environment and can take place in the home, childcare setting, local park, etc.  Once a child transitions to an IEP, all services must be provided through the public school and at no cost to families.

3. The Decision Makers

Identify the lead agency in your state to ensure the delivery of programs and services according to the federal regulations supporting Parts C and B of IDEA. The designated lead agency may be the same agency for both Part C and B or two different agencies.  Often, a state program housing Early Intervention will be the lead agency for Part C services and your state’s Department of Education will be the lead agency for Part B services.  The lead agency(ies) must ensure services and programs provided to eligible children and families under IDEA meet federal requirements in order to receive federal financial assistance. The local school district will conduct eligibility determination and individual educational planning as appropriate.

4. Eligibility

A parent/caregiver’s consent must be received to complete an evaluation, referral or placement in order to receive Part B services.  During an evaluation, assessment tools, strategies and evaluation data is compiled from parents, teachers and other professionals who work with the child.  Tests must be administered in the child’s native language and selection of assessments tailored to the suspected disability area .  The process to determine eligibility (from Part C to Part B) happens within 60 days of the referral of the initial evaluation or the date the child turns age 3, if the IFSP team has not determined that no further services are necessary. 

Parents must be given the opportunity to be a part of this ‘eligibility team’ and may obtain their own independent educational evaluation (IEE). The IEE may be paid at their own expense or possibly by the school system.  ).  The one question an eligibility team is looking to answer is ‘Does the child have a disability and need special education and required services?’ Once eligibility for special education services has been determined and a disability category has been assigned, a written plan of service (IEP) is required based on the child’s individual need(s). The IEP will include goals and objectives. The extent of needs identified will be used by the IEP team when determining the frequency, type and location of services. 

Knowledge truly is power and equipping yourself and families with resources and knowledge can help make the transition easier for students and parents.  A prepared team can ease the bridge to school age for students and parents.

Author: Teri Urban

Click here to download this article

The post 4 Considerations for Smooth (t)Transition first appeared on Supporting Success For Children With Hearing Loss.

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 identify and educate yourself about bullying in schools.

Did You Know?

Statistical research reported on the United States, stopbullying.gov website, indicates that 20% of students ages 12-18 have reported having experienced some form bullying.  Additionally, 19% of students in grades 9-12 report being bullied on school property, within the year of the survey.  A 2018 study found that adolescents with hearing loss endured significantly higher incidence of bullying versus the general population (50.0% vs. 28.0%), particularly for exclusion (26.3% vs. 4.7%) and coercion (17.5% vs. 3.6%). Children younger than 12 years with hearing loss reported a rate of 38.7% bullying.   

Bullying occurs most often in the hallways or stairwells, classroom, cafeteria, outside on school grounds, via social media/online, in the bathroom or locker room and in other various locations within school boundaries. Most often, victims of bullying are at the center of rumors or lies (13.4%) and being made fun of, called names, or insulted (13%).  Students are pushed, tripped, or even spit on!  Leaving students out or excluding targeted students from activities and events, and even threatening harm have been reported. 

Cyberbullying occurs most often between the ages of 12-18 (15%), likely because that is the age most students have personal cell phones.  A popular teen-favorite-social media platform called, Snapchat, allows teens to take pictures and send messages, and the application deletes the evidence of the texts and pictures after they are opened.  This makes bullying on this app much easier than on regular texts because the picture and message can’t be stored. 

Who is Being Bullied?

Bullying happens in all schools, in all towns/cities, to all genders and ethnic backgrounds.  However, we DO know that some groups seem to be targeted more often than others.  Students who appear “different” than their peers tend to have a higher incidence of reported bullying situations.  Students who are overweight, underweight, wear glasses or hearing aids, dress differently, or are unable to afford the “cool” clothes are bullied more frequently.  Those who are perceived as weak and unable to stand up for themselves, depressed or have mental health issues, are less popular, or perceived to be annoying or provoking for attention, can also be victimized.  This puts special needs students and those with hearing loss in the higher risk category for being bullied. 

We know that the students who are bullying others tend to fall into two categories. The socially powerful, popularity seeking, dominant or in charge students, as well as the more isolated, low self-esteem, mental health sufferers who are easily pressured by peers and have little empathy towards others.  Students with aggressive traits, who have less parental involvement, have difficulty following rules and generally gravitate towards aggressive and violent behaviors, can be perpetrators of bullying. 

Signs and Symptoms of Abuse, What Should you Look For?

According to studies, children who are being abused might:

• Experience unexplainable injuries
• Frequent lose or have destroyed clothing, books, electronics, or jewelry
• Suffer frequent headaches or stomach aches (even fake symptoms of illnesses)
• Exhibit changes in eating habits, like suddenly skipping meals or binge eating.
• Come home from school hungry because they did not eat lunch.
• Have difficulty sleeping or frequent nightmares
• Have declining grades, loss of interest in schoolwork, or not wanting to go to school
• Seem to have a sudden loss of friends or avoidance of social situations
• Report feelings of helplessness or decreased self esteem
• Partake in self-destructive behaviors such as running away from home, harming themselves, or talking about suicide

Per the 2018 Indicators of School Crime and Safety, kids don’t report being bullied because they feel helpless, want to try and handle the situation on their own, fear backlash, or fear being seen as a tattle tale.  Being bullied is humiliating so they may not tell adults that they are being bullied because they are embarrassed that the adult might judge them or actually believe the lies and rumors.  Kids want to fit in and are fearful of being isolated or rejected by others.

So, What Do You DO if Your Child/Student is a Victim of Bullying?

Teachers can ask for and attend trainings on bullying.  Teachers can create and use activities to teach students about bullying.  Activities such as presentations, discussions, writing prompts, class meetings, and role playing can be beneficial in helping to reduce bullying situations.  Take a stand on bullying and have a zero-tolerance rule in your classroom and school. Positive reinforcement for students who stick up for others, treat others with kindness, and create a buddy system for the students who are targeted. Schools can focus on providing staff to monitor the areas of the school that have been reported to have the highest incidence of bullying. Environments, such as hallways, stairwells, cafeterias, playgrounds and on buses. Using evidence-based curriculum for prevention of bullying in the younger grades can help address issues of bullying. Create incentives for students and teachers who are invested and engaged in anti-bullying programs.

Resources for Teachers and Parents

• https://www.stopbullying.gov/bullying/what-is-bullying
• http://www.nea.org/tools/lessons/teaching-students-to-prevent-bullying
• https://stompoutbullying.org/get-help/about-bullying-and-cyberbullying
• https://www.lebonheur.org/blogs/practical-parenting/keeping-up-with-your-child-online
• https://www.pacer.org/bullying/classroom/planet-fitness/
• https://youth.gov/feature-article/national-bullying-prevention-month
• Kraizer, S. (2007). 10 Days to a Bully-Proof Child. Marlowe & Co., New York. 
  https://www.amazon.com/10-Days-Bully-Proof-Child-Confidence/dp/1569242534

References

• Warner-Czyz, A. D., et. al. (2018) Effect of hearing loss on peer victimization in school-age children. Exceptional Children. https://medicalxpress.com/news/2018-04-children-loss-bullying.html. Download from: https://successforkidswithhearingloss.com/wp-content/uploads/2019/09/Children-with-hearing-loss-face-more-bullying-2018.pdf

• Indicators of School Crime and Safety: 2019 – National Center for … https://nces.ed.gov/pubs2020/2020063.pdf.
• “Facts About Bullying.” Facts about Bullying, https://www.stopbullying.gov/resources/facts#_Definition_of_Bullying.
• Supporting Success for Children with Hearing Loss | Bullying / Teasing Happens! 7 Oct. 2019, https://successforkidswithhearingloss.com/bullying-teasing-happens/. Accessed 5 Oct. 2022.>



• Anderson, Karen. “Supporting Success for Children with Hearing Loss | Bullying and Students with Hearing Loss.” https://Successforkidswithhearingloss.com/Bullying-And-Students-With-Hearing-Loss-2/, 29 Oct. 2019, https://successforkidswithhearingloss.com/bullying-and-students-with-hearing-loss-2/ . Accessed 5 Oct. 2022.

Author: Michelle Andros

Click here to download this article

The post BE AWARE of the Facts About Bullying first appeared on Supporting Success For Children With Hearing Loss.

1. Communication Can Be Tough!

A child who is DHH may have to work harder than his/her hearing peers while at school, so during summer vacation, it’s ideal to create an environment where auditory access isn’t compromised. However, getting together at a large family gathering or at the pool or beach can quickly lead to a meltdown if too noisy or overstimulating and not accessible. When seeing large groups of family and friends, it’s always a good idea to remind them of some simple rules that benefit your child, such as tapping the child on the shoulder and saying their name to get their attention before talking to them.   Encourage the child to speak up from an early age and to never be embarrassed to say when they didn’t understand something. It can be a challenge for some parents and caregivers to point out the hearing difference of their child, but the more you can show your child that you are accepting of them and encourage them to speak up, the stronger and more confident they will be advocating as they grow.

If your child uses a Remote Microphone System (RMS) at school, you may want to consider purchasing one for personal use to bring along to restaurants, the park, and bike rides.  If your child will be playing with friends and they are responsible (as responsible as a small child can be), encourage them to give the RMS to their friends to wear. This small gesture can encourage self-advocacy, especially as they enter secondary school and will likely be responsible for passing the RMS to each of their teachers. It will also show their friends that your child does hear differently and sometimes needs different things to help them hear, and that’s okay! Ask your child’s audiologist about remote microphone hearing technology.

2. Pals with Hearing Loss are Priceless!

If your child is in a school mainstream setting, use the summer to tailor their social circles to ones where communication is effective for them – which is chatting with other deaf and hard of hearing peers!  Take advantage of all the summer has to offer and build some trips or family outings around events in your area where deaf/hard of hearing events are being offered.  Or connect with families to allow the children to Zoom, text, or otherwise chat through media frequently throughout the summer.

It’s important that our children have the opportunity to grow and understand their self-concept.  There are many national organizations whose focus is connecting families of deaf and hard of hearing children with each other.  We suggest reaching out to your local Hands & Voices chapter or AG Bell chapter to see what is being offered in your state.  These organizations are known to offer a variety of events throughout the year including gatherings, picnics, fundraisers, etc. where your child will be able to meet others just like them.  If connecting virtually fits better with your family, look no farther than the American Society for Deaf Children.  ASDC offers Friends Like Me, a virtual platform hosted weekly by a DHH Adult Mentor.  Choose from different age groups and modes of communication (oral, ASL or both).

Your child may also enjoy attending a summer camp that is geared towards deaf and hard of hearing children.  Many adults who are DHH say their camp experiences as a child were some of the most memorable pieces of their childhood and a time when they could make connections easily with other children who were like them.   There are many sleep-away and day camps that offer programs geared towards all the different age-groups and communication modalities.

3. Reading Rocks!

As a parent, you want what is best for your child.  You want them to succeed in school, ensure they have all the tools needed and not fall victim to what’s referred to as the ‘summer slide’.  Reading is perhaps the easiest, most simple thing that can be done anywhere and anytime to help develop vocabulary, literacy and attention skills!  Preferably, read books that have main characters who are deaf and hard of hearing so the child can better relate by seeing characters like themselves. See our children’s booklist!

Children who are deaf and hard of hearing benefit from having rich conversations, filled with new vocabulary and the chance the understand new words and concepts.  Check with your local library to see what summer programs they offer.  Oftentimes, summer reading programs for children come with prizes once they reach their reading goal which could be a great incentive!  Let book selections be steered by your child’s interest.  Consider reading books that have slightly advanced vocabulary that your child hasn’t been exposed to yet, such as the word ‘yacht’ instead of ‘boat’.  Cherish those teachable moments as to what a yacht is and that different objects, although the same, can have different words to describe them.

We also suggest enabling the captions on everything your child watches whether it’s a movie, TV show or YouTube video.  Even if your child isn’t a proficient reader, captions will encourage your child to begin pairing the written word with the spoken word.  It will also ensure, if they are a reader, that they won’t be missing out on their favorite movie or show.  If your child will be sleeping at a friend’s house, ask the parents if they could enable captions on the screen.  If you are going to a movie theater, plan accordingly and make sure the movie either offers open captions (on the screen), closed captioning glasses or a handheld device for your child to use.  Arrive at the theater early to give the staff time to program the glasses or hand-held device to your selected movie.  It can take additional time to plan but your child will be happy when they can laugh along and understand what’s being said!

4. Water Sports and Wet Tech – Oh No!

The idea of spending the day at the beach or pool with a child who is deaf or hard of hearing can take some additional planning to be a sure a good time is had by all.  If your child uses amplification that is not waterproof, you’ll want to be sure they have a waterproof case and a safe place to store their devices when not in the water.  If your child utilizes cochlear implants and they have a waterproof case, but sure to pack that in your beach bag along with any retention tools.   Look into Ear Gear, which is a water-resistant sleeve that fits over the hearing device to guard against expensive repairs due to sweaty heads (or running through the sprinkler – oops – moments). Regardless of amplification, be sure to bring extra batteries along or recharge your batteries the night before.  If your child is on a swim team and is having trouble following along, talk to the swim coach before practice.  Let them know your child cannot hear once their devices are off and they are in the water.  If you don’t use a visual support (such as American Sign Language or Cued Speech) perhaps your child and coach can develop signs/gestures so they can follow along and ‘see’ when the whistle is blown instead of relying on their hearing, for example.

The mentality of ‘the more the merrier’ isn’t always better when it comes to our children and social settings, especially around the water or during other fun summer activities, as large groups can be difficult to navigate.  Keeping your fun time limited to one other friend for your child can allow them to be more engaged in the conversation and able to follow along more easily.  Of course, not all children are the same, however, if your child also has trouble navigating group settings, pay attention to this when scheduling playdates at the pool or beach.  If you are going to be with a large group around the water, make sure you carve out some time for your child to interact in a small group and have some downtime when they can use their amplification devices.

5. Check, Check, Check!

When summer is in full swing, the last thing you may want to do is schedule a doctor appointment.  However, it’s important to consider scheduling an appointment with your child’s audiologist before the start of the school year.  You want to give your child all the tools they need to succeed once back in the classroom, so making sure their hearing hasn’t changed, ear molds are a proper fit, there aren’t cracks in the tubing, and cochlear implant map and hearing aid programs have been adjusted will give your child the confidence they need to enter the classroom.  Here is a handout with great information and things to remember about wearing hearing devices.

Enjoy the lazy days of summer with your child and cherish life’s teachable moments while on summer vacation!

Author: Teri Urban parent@success4kidswhl.com                                                               

Click here to download this article

The post 5 Ways to Support Deaf or Hard of Hearing Children Over the Summer first appeared on Supporting Success For Children With Hearing Loss.

Since 19 out of 20 children born with hearing loss are raised in families without members who are deaf or have hearing loss, it is likely that most children who are deaf/hard of hearing are the only ones in their family using hearing devices. Older brother has brown hair, sister has freckles, and the youngest child has hearing aids – hearing loss/deafness is just part of the aspects that make up the family. Most families adapt to the child’s needs by communicating within close proximity, carrying extra batteries, and checking that the child heard/understood directions, etcetera.

About the age of 4 years children begin to care about being liked by other children. Children with hearing devices entering preschool or kindergarten are very likely surrounded by peers who have never seen a hearing aid, BAHA, cochlear implant, or any kind of hearing assistance technology. Curiosity and questions are very normal.

HOW the student reacts to these questions can set the tone, along with how the classroom teacher shares information with the large group about ‘different = okay’.  If there is no preparation of the child for this situation, and no help by the teacher, then the student is at high risk for feeling it is not okay, or even bad, to be using hearing devices.

Wanting to be accepted by a group is typical throughout primary school. Our sense of self is influenced by the groups we belong to. Who we compare ourselves to can affect how we feel about ourselves, for better or worse. If the child does not encounter any other children in the group with hearing issues, then there is a subconscious message that to be able to belong, they shouldn’t use their hearing devices. This can be tough to counteract!

IDEA 1 – Read books with characters where the child can identify ‘he’s just like me!’.  These books can be read at home, long before the child starts school. SEE HERE FOR A LIST OF BOOKS. The characters may have dealt with teasing, or fitting in, or making friends. Books can introduce these concepts and open the door to discussions at home and at school. There are chapter books and young adult books that have characters with hearing loss too! Reading together, discussing ideas, and making the connection that other kids deal with being hard of hearing or deaf too, will strengthen the child or youth’s feelings that they are not alone, and that they are OKAY being a kid with hearing loss. A teacher reading a book that features a character with hearing loss to the whole class is a great way to start the early school years (suggestions: 1, 2, 3).

 
IDEA 2 – Prepare for questions or teasing. Whether the child is 4, in 4^th grade, or age 14, chances are that someone will make a comment about hearing issues or devices. Count on it. Prepare for it. Humor, sarcasm, and yes – teasing, are all a part of language development and word play. Some children are raised in families where teasing happens and are likely to tease others – in a light-hearted manner, or not. Teasing can happen when someone feels threatened or upset, and they lash out at others.

Finally teasing/bullying can occur as a way for a child to feel more powerful due to their own low self-esteem. The key is to not ‘feed’ the bully by tears, embarrassment, anger or any other negative reaction. Ignore the bully, or respond as matter of fact, i.e., ‘I know’, ‘You told me that yesterday’, ‘Yeah I wear hearing aids.’ Role playing to practice responses is vital. For preschoolers and kindergarten students, practice ways they can respond to questions like, “What are those things?” “Why do you wear that thing?”. Kids are curious and the child needs to be prepared to provide simple answers!

IDEA 3 – Connect kids with other kids who use hearing devices and/or sign.

The most POWERFUL tool we have to increase self-concept, create a strong and healthy identity that it is ‘okay to be a kid with hearing loss’ is to foster the feeling that the child is part of a group of ‘cool kids with hearing aids’ or other devices, and/or ‘cool kids who sign’.

Play dates or Zoom chats arranged by the family are fabulous! Working on self-advocacy skill development in school where students from a number of buildings can join in virtually to learn strategies, discuss issues, and realize they are not alone – terrific!  Both family and school connections – AWESOME!

Starting with ages 4-5 and going all the way through high school, opportunities to connect, complain, strategize, and celebrate cannot be underestimated in their overall effect on self-concept, less rejection of using hearing devices, greater motivation to self-advocate, and more!

Want to learn more?  Check out Building Self-Confidence & Resilience to Maximize Acceptance of Hearing Devices available inexpensively in print from Supporting Success or digitally from Teacher Tools Takeout.

Author: Karen Anderson

Click here to download this article

The post Go-to Ideas for Supporting a Student’s Self-Concept first appeared on Supporting Success For Children With Hearing Loss.

Can you guess them all?

Supporting Success for Children with Hearing Loss came on the scene in November 2011, a time when many center-based teachers of the deaf/hard of hearing (DHH) had moved into itinerant teaching roles. Our first book, Building Skills for Success in the Fast-Paced Classroom, quickly became a well-used resource. It’s even been called the ‘deaf bible’ although it focuses on supporting students in the mainstream with any degree of hearing loss. Supporting Success has since grown to 10 sole source books or games, 7 additional SSCHL publications, 75 related products, plus Streamer captioning, myASLTech.com memberships, Teacher Tools Takeout marketplace (with subscriptions) and Supporting Success Courses. Every resource provided by Supporting Success was selected to support educators and families of our children who are deaf or hard of hearing.

Changes to Placements – where DHH students are educated

Perhaps the biggest change is the continuing trend to educate as many children as possible in the mainstream classroom. Center-based classes for DHH students continue to be eliminated as parents and school administrators demand that all children, despite their level of special needs, be educated in the inclusive classroom setting.

While this is highly successful for many of our students who were early-identified and had effective early intervention services, the decrease in specialized service intensity and the reduced opportunity to be in school with other students who sign or use hearing devices has taken the academic and social/self-concept toll on many other students who are DHH. Despite IDEA Sec. 300.115 requiring school districts to offer a continuum of alternative placements, all too often the choice for students with hearing loss is no DHH service or limited itinerant DHH teacher services.

DHH is even more low incidence

In 2019–20, the number of students ages 3–21 who received special education services under the Individuals with Disabilities Education Act (IDEA) was 7.3 million, or 14 percent of all public-school students. Ten years ago (2009-2010) students in special education comprised 13% of the school population. As can be seen from the chart below there has been a 4 percent increase in the percent of students with other health impairment, a 6% increase for those with autism, and a 1% increase for those with developmental delay. All other categories, including hearing loss, decreased in percentage even though the overall percent of students with disabilities increased. The DHH ‘fish’ continues to get smaller within the special education ‘pond’. Some of this is the success of early identification of hearing loss and early intervention. This may also reflect a trend for not qualifying students with special needs (such as expanded core skills) that would have been qualified in the past.

Communication Modality Shifts

In 2007-2008 a total of 46% of students in the annual Gallaudet survey used sign language.

In the survey reflecting 2013-2014 (apparently the last survey) 20.5% had a cochlear implant(s), 58% used hearing aid(s), 20% used a signed language only and 17% used sign with speech, 8% used cued transliteration and 51% were spoken language only.

Thus, in 5 years, the percent of students using sign language alone or sim-com decreased from 46% to 37%, whereas those using speech or cues with speech increased from 54% to 59%. It is likely that the trend toward a higher percentage of spoken language and fewer sim-com students has continued in the most recent 5 years.

Higher graduation rates

Whether it is another impact of early hearing loss identification or changes to criteria for graduation or other factors, students who are deaf or hard of hearing are graduating at a higher rate than ever before.

Shift toward using digital teaching materials

Remember getting to school early so you could copy off the teaching materials you needed? While we still do some of that, more and more often we are turning to materials we can use on our computers or notebooks to record data or present work to students. This was made even more true when the COVID pandemic caused so much of education to switch from face-to-face to virtual. There has been a steady decline in purchase of printed curriculums and a rise in purchase of digital worksheets and checklists – which is why we invested in creating the Teacher Tools Takeout marketplace! As of this month, we have over 7000 account users in Takeout; a number that has been growing 500 or more every month!

Fewer trained teachers of the deaf/hard of hearing

Teacher training  programs have closed, fewer students are seeking training in any education program, and acceptable credential criteria has loosened as a result of the teacher shortage. The shortage is even more evident in special education fields like DHH teaching. The result? The teachers who are currently working have often seen an increase in their caseloads and less ability to truly be able to meet the service intensity needs of students with larger language/achievement gaps.

The recent ‘COVID year’ pushed even more teachers into retirement. Also, the majority of DHH teachers seem to have more than 20-25 years of experience, meaning that we will see much of our DHH teacher workforce retiring within the next few years. Many districts are hiring teachers who have just been accepted into a DHH teacher training program, hoping to provide on the job training and mentoring as they try to meet their caseload IEP needs. Other districts have gone the certificate or ‘pass the test’ route meaning someone with little or no training in DHH can become credentialed to be the district expert in DHH education. It can take years to really understand ‘what it means to have a hearing loss’ and the far-reaching impacts and even more time to feel comfortable with how to assess to identify needs and provide appropriate services that really make a difference. Of all the changes in the last 10 years, this may be the most concerning. A positive note is the rise of specialized virtual education services that districts can contract for if they can’t hire a qualified teacher of the deaf/hard of hearing. While it is not the same as face-to-face itinerant services, involving a facilitator during the teaching times can work to increase follow through in the regular education setting.

Be the CHANGE you wish to see in the world! Mahatma Gandhi

The measure of intelligence is the ability to change Albert Einstein

• https://nces.ed.gov/fastfacts/display.asp?id=64
• https://nces.ed.gov/programs/coe/indicator/cgg
• https://nces.ed.gov/programs/coe/indicator/cgg
• https://nces.ed.gov/fastfacts/display.asp?id=64
• https://www.gao.gov/assets/gao-11-357.pdf
• https://www.gallaudet.edu/documents/Research-Support-and-International-Affairs/Intl%20Affairs/Demographics/AS14_RegNat.pdf
• https://nces.ed.gov/programs/digest/d19/tables/dt19_204.60.asp

Author: Author: Karen L. Anderson, PhD
Click here to download this article

The post 10 Years of Changes! first appeared on Supporting Success For Children With Hearing Loss.