ABOUT THE BOOK

Late to the Party: Extraordinary Stories of Hope After Late-Identified Hearing Loss

Title: Late to the Party: Extraordinary Stories of Hope After Late-Identified Hearing Loss
Author: Valerie James Abbott
Foreword by: Karl R. White, PhD
ISBN 979-8-9855979-2-9 Paperback
Publication Date: May 5, 2026

Guided by intimate interviews with sixteen families across the United States. parent advocate and award-winning author Valerie James Abbott has woven together a one-of-a-kind collection of true stories that illustrates what happens when hearing loss is identified later, outside of newborn hearing screening. When risk factors are overlooked, parent concerns are dismissed, and pediatric audiology services are difficult to access, families face an avalanche of emotions, and young children miss important developmental milestones. This collection offers validation, compassion, and hope for parents navigating this difficult journey. Students and stakeholders will find valuable case studies for group discussions and the development of more effective early childhood hearing screening programs.

ABOUT THE AUTHOR.

Valerie James Abbott

Following her daughter’s diagnosis, Valerie became a parent subject matter expert and passionate champion for early childhood hearing health. Her award-winning children’s book, Padapillo, was published in 2021 and launched what became the Late Onset Hearing Loss Awareness Campaign. Drawing from research and lived experience, Valerie speaks to audiences across the country, calling attention to the risk factors and signs of unidentified pediatric hearing loss, the critical importance of proactive hearing health monitoring, and the impact of late-identification on language, literacy, and social-emotional development.

Late to the Party: Extraordinary Stories of Hope After Late-Identified Hearing Loss is her second published book. Her first book, Padapillo, is based on her family’s experience with early childhood hearing loss and received a Moonbeam Award for excellence in children’s literature.

Moonbeam Award Winner 2021

The post Late to the Party first appeared on Supporting Success For Children With Hearing Loss.

The Itinerant Teacher’s Handbook 3rd Edition

John Luckner, EdD & Carolyn Bullard, PhD

The wait is over – we are excited to announce the new edition of the Itinerant Teacher’s Handbook by John Luckner & Carolyn Bullard.

The Itinerant Teacher’s Handbook, Third Edition is a trusted, practical guide for professionals supporting students who are deaf or hard of hearing. Combining expert knowledge, real-world strategies, and personal insight, this edition helps educators navigate the technical and human sides of itinerant teaching. whether you’re new to the role or a seasoned professional, you’ll find fresh ideas and ready-to-se practices to support every student’s success.

All chapters have been updated with current references and resources.  New edition is available in downloadable format AND printed format with coil binding.

New sections include:

• Teaching is an Important Profession
• Overcoming Stress
• Addressing Data Collection
• Managing Paperwork
• Overcoming Lack of Administrative Support
• Using Your Car Efficiently
• Dealing with Criticism
• Attachment and Relatedness
• Importance of Friendships
• Acquiring a Language Sample Focusing on the Functions of Communication
• Hierarchy of Functional Communication Skills Development
• Sample Activities for Promoting Speech Skills

Significantly Expanded Sections Include:

• Work-Life Balance
• Time Management
• Using E-mail Effectively
• Being Organized
• Language
• Functions of Communication
• Literacy
• Students who are Deaf or Hard of hearing with Additional Disabilities
• Students who are Deaf or Hard of Hearing who are Culturally and Linguistically Diverse
• Social-Emotional Development – Seven to Eighteen Months
• Interventions for Promoting Social-Emotional Skills

Print Edition:  8.5′ x 11′ | 349 pages | $69.00

Digital edition:  349 pages |  $39.00

Available now!

Download Table of Contents

For program coordinators, universities, colleges, or teacher preparation programs, please contact Brenda Wellen at brenda@success4kidswhl.com for your unique coupon code to purchase your review copy at a discount. One per program/university.  Review copies available in print only.

The post Itinerant Teacher’s Handbook, 3rd Edition first appeared on Supporting Success For Children With Hearing Loss.

• • • identify and interpret facial expressions, gestures, posture, proximity, and wordless vocalizations (hmmm, ah-ha, duh, etc.) in isolation and together

Making inferences:

• • • pay attention to relevant details and ignore irrelevant ones
    • use context, body language, and other clues to make reasonable inferences about what is happening and why

Problem solving

• • • recognize the feelings of others as a priority when solving problems
    • thinking of solutions that preserve and/or create friendships

Multiple interpretations

• • • think of more than one logical interpretation for a situation
    • develop flexibility in thinking and consider the logical possibilities

Social Interaction

• • • learn to pay attention to body language, facial expressions, vocal intonation (when possible), and the expressive language of their peers, acquaintances, family members, strangers, and authority figures
    • learn to recognize appropriate and inappropriate reactions to these people and what to say and do
    • handle difficult social situations appropriately
    • support friends and preserve friendships

Interpreting Perspectives

• • • Understand the key factors in evaluating others’ perspectives
    • recognize that people in the same situation can think different thoughts and have different opinions

Interpreting Idioms and Sarcasm

• • • learn to recognize the paralinguistic features of conversations that are replete with innuendo, sarcasm, and metaphors in order to react appropriately in social situations

Interpersonal Negotiations

• • • learn to compromise, acquiesce, problem solve, listen, seek mutual resolutions, and negotiate

To see more of this product’s contents:

• • • • Introduction
      • Sample Pages
      • References
      • About the Authors

184 pages • 8.5 x 11, softcover • ©2010

Supporting Success is happy to offer this product from ProEd/Linguasystems Publications.

The post Social Language Training Adolescent first appeared on Supporting Success For Children With Hearing Loss.

View the table of contents Read chapter one

A MUST for every DHH Program!

Many students struggle with the transition from high school to the next stage of their lives.
For students who are deaf and hard of hearing (DHH), that struggle can be intensified by barriers and discriminatory attitudes they face in their communities, schools, and workplaces. Though much progress has been made, they are often underemployed and underpaid, and they receive postsecondary training at lower rates than other disability groups. Author Pamela Luft explores the reasons for these statistics and offers strategies and resources that can improve outcomes.

Promoting Positive Transition Outcomes is the most comprehensive discussion of transition planning and results for DHH students now available. Luft begins with an overview of the historical and current challenges to DHH students and their academic and vocational potential. She explores the importance of forming an identity and building foundational social and problem-solving skills. She then reviews the history of rehabilitation and workforce legislation, which now mandates that every student with an individualized education plan (IEP) have a transition plan in place by the age of 16. Most schools, however, are not equipped to meet the needs of a population as diverse as DHH students. She examines the services that are currently available in high schools and offers recommendations for strengthening transition team planning by reaching out to external experts. The volume concludes with suggestions for creating a framework to address the challenges of transition planning for deaf and hard of hearing students and offers guidance on building effective plans.

Pamela Luft is an associate professor of special education (deaf education and moderate/severe disabilities) at Kent State University.

Download Pamela Luft’s Powerpoint on Transition Services for Deaf and Hard of Hearing (DHH) Students

May 2016, 320 pages 

The post Promoting Positive Transition Outcomes first appeared on Supporting Success For Children With Hearing Loss.

The Itinerant Teacher’s Handbook 2nd Edition

Carolyn Bullard, PhD & John Luckner, EdD

A resource for DHH Programs, new teachers, professional community study. The 22 chapters provide a wide variety of information that describes the foundations of itinerant services to support students with hearing loss. $62.00

The Itinerant Teacher’s Handbook, Second Edition provides information and guidance to itinerant teachers of deaf and hard of hearing students. It covers the itinerant’s role and responsibilities and other topics important to the success of itinerant teachers but not necessarily included in teacher preparation programs. The itinerant will find here the
answers to essential, practical questions such as: How do I collaborate and consult with classroom teachers and other adults? What are the best ways to deal with conflict? How do I communicate effectively with teachers and principals in inclusion settings? How do I best help students learn to study and take tests?

Classroom teachers who have deaf or hard of hearing students in their classes, principals who are responsible for the success of inclusion, and support personnel will also find this book an invaluable resource. Special materials in the book include in-depth information for working with students’ families, sample presentations for orienting school personnel to the needs of deaf and hard of hearing students, and handouts for interpreters and classroom teachers.

Contents       494 pages

Chapter 1: Being an Itinerant Teacher—An Overview
What Is an Itinerant Teacher?
Differences Between Being an Itinerant Teacher and a Classroom Teacher
Effective Practices of Itinerant Teachers
Enjoyable Aspects of Being an Itinerant Teacher
Challenges of Being an Itinerant Teacher
Characteristics of Successful Itinerant Teachers

Chapter 2: Roles and Responsibilities of the Itinerant Teacher
A Complex Position
The Itinerant Teacher’s Responsibilities
Special Characteristics of the Itinerant Teacher’s Role
Perceptions of the Itinerant Teacher’s Role

Chapter 3: Educating Students Who Are Deaf or Hard of Hearing in General Education Settings
Changes in Placement
Potential Benefits and Barriers
Inclusion and Assumptions about How Inclusion Works
Successful Inclusion

Chapter 4: Potential Impact of a Hearing Loss and Promoting Student Success
Potential Impact of a Hearing Loss
Promoting Student Success

Chapter 5: Working Within Schools
Working with General Education Teachers
Effective Collaboration and Consultation Relationships
Understanding School Cultures
Establishing Yourself and Your Credibility in Schools
Working with School Districts
Coordinating Services
Addressing Issues of Placement and Scheduling
Working with Students in Private Educational Settings

Chapter 6: Personal Life and Professional Life
Managing It All
Professional Development
Personal Factors That Affect Professional Life
Standards of Conduct

Chapter 7: Successful Communication with Adults
Why Itinerant Teachers Study Communication
Problem Solving
Frame of Reference
Effective Communication Strategies
Tips on Reaching Clarity

Chapter 8: Collaboration, Consultation, and Teamwork
Collaboration
Consultation
Teamwork

Chapter 9: Conflict and Negotiation
Conflict
Negotiation
Dealing with Anger
Overcoming Resistance to Change
When Conflict Resolution Fails

Chapter 10: Working with Educational Audiologists, Speech-Language Pathologists, and Other Specialists
The Team of Educational Specialists
Roles and Responsibilities of Educational Audiologists
The Itinerant Teacher’s Audiological Responsibilities
Supporting the Educational Audiologist
Teaching Students About Hearing Loss
Speech-Language Pathologists
Physical and Occupational Therapists
Other Support Personnel

Chapter 11: Working with Supplementary Service Providers—Educational Interpreters, Paraeducators, Captionists, and Notetakers
Roles and Responsibilities of Educational Interpreters
Roles and Responsibilities of Paraeducators
The Educational Interpreter/Paraeducator–General Education Teacher–Itinerant Teacher Relationship
Supervising Educational Interpreters
Captionists and Notetakers
Potential Issues in Working with Supplementary Service Providers

Chapter 12: Orienting the School to Students Who Are Deaf or Hard of Hearing
Inclusion and Professionals’ Attitudes about Inclusion
Creating Change
Your Responsibility for Orientation
Beginning the Orientation
Meeting with Your Supervisor
First Meeting with the Principal
First Meeting with the General Education Teacher
Orienting School Staff and Students

Chapter 13: Accommodations and Modifications
Introduction
Arranging the Classroom
Communicating with Students who are Deaf or Hard of Hearing
Accommodations for Instruction
Presenting Content Visually
Group Discussions
Student Notetakers
Facilitating Language and Concept Development
Assessment of Students who are Deaf or Hard of Hearing
Additional Modifications

Chapter 14: Working with Families
Understanding Families
Understanding the Itinerant Teacher–Family Relationship
Respecting Family Life
Building an Effective Partnership with Families
Providing Support and Information to Families
Communicating with Families
Families and Report Cards
Families and Educational Interpreters or Paraeducators

Chapter 15: Language, Literacy, Speech, and Audition
Language
Literacy
Speech
Audition

Chapter 16: Working with Students Who Have Additional Disabilities and Students Who Are Culturally and Linguistically Diverse
Students Who Are Deaf or Hard of Hearing with Additional Disabilities
Ecological Assessment
Curriculum Focus
Students Who Are Deaf or Hard of Hearing and Culturally and
Linguistically Diverse
Providing Culturally Responsive Services

Chapter 17: Social Development of Young Children
The Impact of Newborn Hearing Screening and Early Intervention
Basic Human Needs
Social Development – 7 to 18 Months
Social Development – 19 Months to 3 Years
Social Development – 3 to 5 Years

Chapter 18: Social Development of School Age Students
Developing Social Skills
General Strategies for Teaching Social Skills
Strategies for Helping Students Develop Friendships and Peer Relationships
Stereotyping
Hearing Loss and Identity
Promoting Self-Advocacy
Strategies for Academic Independence
Strategies for Stress Management

Chapter 19: Behavior Management
Personal Beliefs and Behavior Management
Problems of Managing Students Who Are Deaf or Hard of Hearing
Developing a Behavior Management Plan
Behavior Management Strategies for Students Who Are Deaf or Hard of Hearing

Chapter 20: Assessment, Test-Taking and Study Skills Instruction, and Grading
The Usefulness of Assessment
The Purposes of Assessment
Challenges of Assessing Students who are Deaf or Hard of Hearing
Types of Assessment
Commonly Used Assessment Tools and Procedures
Accommodations and Modifications to Assessment
Helping Students Build Test-Taking Skills
Helping Students Develop Effective Study Skills
Grading

Chapter 21: Individualized Education Programs and Individualized Family Service Plans
Federal Legislation
Special Education
Required Components of the IEP
Communication Considerations for Students Who Are Deaf or Hard of Hearing
The Role of Itinerant Teachers in the IEP Process
Parents/Guardians and the IEP Process
The Individualized Family Service Plan
Map Action Planning System (MAPS)
Student Involvement in the IEP Process
Section 504 of the Rehabilitation Act
Special Issues for Itinerant Teachers

Chapter 22: Transitions
The Stress and Challenges of Transitions
The Itinerant Teacher’s Role in Transitions
IDEA and Required Transition Planning
Working with Families During the Transition from Early Intervention
Transitions During Elementary School
Transitions During the Middle and High School Years
The Transition from High School
References
Index

The post Itinerant Teacher’s Handbook first appeared on Supporting Success For Children With Hearing Loss.

Steps to Success is available in digital format only and can be purchased either from the product website, or from Teacher Tools Takeout. To purchase this digital book on Teacher Tools Takeout, please go to here.

Revised and Expanded from the original.
Steps for Success: Scope & Sequence of Skills This is a digital product!

Steps to Success  is newly revised and an even more awesome resource than the first edition! It is a ‘must have’ for all new teachers of the deaf/hard of hearing and a ‘where have you been all my years of teaching’ resource for veteran teachers. Stretching from the students with the greatest needs to those who ‘look okay’ but have insidious challenges, the scope and sequence of the instructional goals from basic through advances can be immediately applied to any student with hearing loss. Karen Anderson, Director

Revised and Expanded 

Steps to Success:  

A Scope and Sequence of Skills for Students who are Deaf/Hard of Hearing:

Perception, Processing, Self-Knowledge, and Advocacy Development

Steps to Success Revised and Expanded is an instructional model for students who are deaf or hard of hearing in grades kindergarten through 12. It is designed to develop skills that will enable a student to be an effective listener, a successful communicator, a proficient reader, and a knowledgeable consumer of goods & services related to hearing needs.

Revised from the original and expanded. Designed to be an add on to the original or as a complete packet as is.
• Assessments for each level
• Professional development activities
• Components for both auditory and visual learners

Steps for Success: Scope & Sequence of Skills This is a digital product!

The post Steps to Success: Scope & Sequence for Skill Development Digital Download first appeared on Supporting Success For Children With Hearing Loss.