Supporting Success For Children With Hearing Loss | What's New Blog

The Gap Between Teacher of the Deaf Training and Early Intervention Practice

Brenda Wellen — Tue, 24 Mar 2026 13:53:46 +0000

Early Intervention

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.

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.
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.
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.
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.
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.
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.

Understanding Student Assessment: Key Concepts and Considerations for Deaf and Hard-of-Hearing Learners

Karen — Mon, 05 Jan 2026 05:02:16 +0000

Student assessment is a cornerstone of educational practice, guiding instruction, identifying needs, and informing interventions. For deaf and hard-of-hearing (DHH) children, assessment requires additional considerations to ensure validity and equity. This article summarizes research on assessment types, interpretation, and best practices, with a focus on DHH learners.

Basic Types of Assessment

Educational assessments generally fall into four categories:

Formative Assessment: Ongoing checks during instruction to monitor progress and adjust teaching (Black & Wiliam, 1998).
Summative Assessment: End-of-unit or standardized evaluations to measure achievement against benchmarks.
Diagnostic Assessment: Identifies strengths, weaknesses, and learning needs before instruction.
Screening: Quick checks to flag potential issues for further evaluation.

Qualitative vs. Quantitative Testing

Educational assessments generally fall into four categories:

Qualitative Assessment yields descriptive data, such as observations, interviews, and portfolios. It provides rich insights into learning processes and contextual factors (Lincoln & Guba, 1985).
Quantitative Assessment produces numerical scores, enabling statistical comparisons and progress tracking. Standardized tests are typical examples.

Both approaches complement each other: qualitative data explains why a student performs as they do, while quantitative data shows how much progress has been made.

Normed vs. Non-Normed Assessments

Norm-Referenced Tests compare a student’s performance to a representative sample (e.g., national norms). They answer, “How does this student compare to peers?”
Criterion-Referenced Tests (non-normed) measure mastery of specific skills or standards, answering, “Has the student met the learning objectives?”

Determining Appropriate Age Range

Assessment manuals specify age ranges based on validation studies. Using tools outside their validated range can compromise reliability and validity (Salvia, Ysseldyke, & Bolt, 2017). Always consult the technical manual for age applicability.

Choosing Appropriate Testing

Selection should consider:

Purpose (diagnosis, progress monitoring, eligibility)
Language and Communication Mode (spoken, signed, bilingual)
Cultural and Linguistic Bias
Accessibility Features (visual supports, interpreters)

A Few Assessments to use with Children who are DHH:

Early Childhood (Birth–5 years)

Social-Emotional Assessment / Evaluation Measure (SEAM)– Measures social and emotional development in infants-pre-school. (quantitative)
SPICE – Speech Perception Instructional Curriculum & Evaluation-designed to help you: evaluate a student’s speech perception abilities and plan auditory skills instruction. (qualitative)

(5–12 years)

Social Language Development Test – Elementary: measures the language required to appropriately infer and express what another person is thinking or feeling within a social context, to make multiple interpretations, take mutual perspectives, and negotiate with and support their peers. (Normative)
The Listening Comprehension Test 2 -assesses listening through natural classroom situations language. (Standardized)

Adolescents (12+ years)

Listening Comprehension Test-Adolescent LCT-A:NU– evaluates a student’s abilities in listening comprehension skills, resulting in a Listening Comprehension Index.
Social Language Development Test-Adolescent: Normative-Update measures students’ ability to make inferences and interpret and respond to social interaction. (Normative Data)

Common Questions about Assessment: Q & A

Do All Assessments Work for DHH Children?
No. Many standardized tests assume auditory access and spoken language proficiency, which can be a disadvantage to DHH students. Tests should be adapted or replaced with tools validated for this population (Marschark & Hauser, 2012).

For students who already receive special education, does a Permission to Re-Evaluate or Permission from the parent form need to be signed?
Yes. Even if the student already has an IEP, IDEA requires written parental consent before conducting a re-evaluation that involves formal assessments.
This is because:
• Re-evaluation is considered a formal evaluation under IDEA.
• Consent ensures parents are informed about what assessments will be administered and why.

Under IDEA (Individuals with Disabilities Education Act) formal evaluation refers to any comprehensive, standardized, and systematic assessment process used to determine:
• Eligibility for special education services
• Continued eligibility during re-evaluation
• Educational needs and appropriate programming

This typically involves standardized tests, observations, and other data collection methods documented in an evaluation report.

Key Points:

Re-evaluation frequency: At least every 3 years, or sooner if conditions warrant or parents/teachers request it.
Purpose: To determine continued eligibility and update educational needs.
Consent requirement: If new standardized assessments or formal testing will be administered, Permission to Re-Evaluate must be obtained.
If the re-evaluation relies solely on existing data (records review, teacher observations), consent may not be required—but parents must be notified.

See Our Complete List of Assessments

The post Understanding Student Assessment: Key Concepts and Considerations for Deaf and Hard-of-Hearing Learners first appeared on Supporting Success For Children With Hearing Loss.

Bridging Literacy Models: Comparing Scarborough’s Reading Rope and the Deaf Reading Rope

Karen — Wed, 28 May 2025 11:23:30 +0000

Reading is a multifaceted process, and various models have been developed to elucidate the components that contribute to skilled reading. Scarborough’s Reading Rope has long been a prominent model for illustrating the main components of literacy that must be woven together to become a skilled reader.

The integration of word recognition and language comprehension helps to facilitate the skills necessary for reading skill development. Access to language and sound plays an integral part to traditional learning in this model. How then, do teachers address phonological awareness and sound based components of the reading rope, when there is little to no sound access? The Deaf Reading Rope, introduced by Nathan E. Harrison in 2023, intertwines strands of Scarborough’s reading rope with a new representation of the integration of sub-skills necessary for proficient reading, that caters to different linguistic and sensory experiences.

Scarborough’s Reading Rope: A Foundation for Understanding Reading Development

Developed by Dr. Hollis Scarborough in 2001, Scarborough’s Reading Rope illustrates how skilled reading is the result of intertwined language comprehension and word recognition skills. The model comprises two main strands:

Language Comprehension: This upper strand includes background knowledge, vocabulary, language structures, verbal reasoning, and literacy knowledge.

Word Recognition: The lower strand encompasses phonological awareness, decoding, and sight recognition of familiar words.

As these strands become increasingly automatic and strategic through instruction and practice, they weave together to produce fluent and skilled reading .

The Deaf Reading Rope: Tailoring Literacy Models for Deaf and Hard of Hearing Learners

Recognizing that traditional reading models may not fully address the variety of experiences for deaf and hard of hearing (DHH) learners, Nathan E. Harrison introduced the Deaf Reading Rope in 2023. This model adapts the original framework to better represent the bilingual and bimodal nature of DHH students’ language acquisition, particularly those who use American Sign Language (ASL) and English.

The Deaf Reading Rope consists of three primary strands:

ASL Language Comprehension: Acknowledging ASL as a complete and natural language, this strand emphasizes the importance of ASL proficiency in developing reading skills.

1. English Language Comprehension: This strand focuses on the understanding of English, which may be acquired through reading and writing, especially for students who primarily use ASL.

2. Word Recognition: Similar to Scarborough’s model, this strand includes decoding and sight recognition but is adapted to consider the visual nature of ASL and the different pathways DHH students may use to recognize written words

By integrating these strands, the Deaf Reading Rope provides a more inclusive framework that reflects the linguistic realities of DHH learners.

Comparative Analysis: Aligning and Differentiating the Models

While both models aim to dissect the components of skilled reading, their applications differ based on the target populations:

Language Modalities: Scarborough’s model is primarily designed for learners acquiring reading skills through spoken language, whereas the Deaf Reading Rope incorporates both signed and written languages, acknowledging the bilingual nature of DHH learners.

● Instructional Implications: Educators using Scarborough’s model may focus on phonological awareness and decoding strategies suited for hearing students. In contrast, the Deaf Reading Rope suggests instructional strategies that leverage ASL proficiency to support English literacy, such as using ASL storytelling to build background knowledge and vocabulary.

● Cultural and Linguistic Recognition: The Deaf Reading Rope explicitly recognizes ASL as a foundational language, promoting a culturally responsive approach to literacy that validates the linguistic identity of DHH students.

Visual Representations

Visual aids are integral to both models, providing educators with clear frameworks for instruction.

● Deaf Reading Rope: Often illustrated with distinct strands for ASL and English language comprehension, along with word recognition, emphasizing the bilingual and bimodal aspects of DHH literacy development.

● Scarborough’s Reading Rope: Typically depicted as a rope with intertwining strands representing the various components of language comprehension and word recognition.

Understanding and applying appropriate literacy models is crucial for effective reading instruction. While Scarborough’s Reading Rope offers a comprehensive framework for hearing learners, the Deaf Reading Rope extends this model to accommodate the unique linguistic experiences of DHH students. Educators should consider these differences to provide inclusive and effective literacy instruction that respects and builds upon each learner’s language background.

Download Now

Reference:

● Scarborough, H. S. (2001). Connecting early language and literacy to later reading (dis)abilities: Evidence, theory, and practice. In S. B. Neuman & D. K. Dickinson (Eds.), Handbook of Early Literacy Research (pp. 97–110). Guilford Press. Landmark Outreach

● Harrison, N. E. (2023). Deaf Reading Rope: Visualizing the Science of Reading for ASL/English. Retrieved from https://osf.io/d96jx

The post Bridging Literacy Models: Comparing Scarborough’s Reading Rope and the Deaf Reading Rope first appeared on Supporting Success For Children With Hearing Loss.

Spring is in the Air! A New Beginning in Nature and the Culmination of a School Year in Education.

Karen — Mon, 24 Mar 2025 09:40:07 +0000

As spring blooms and nature comes alive with vibrant colors and new growth, it symbolizes a season of renewal and fresh beginnings. For teachers, however, spring takes on a unique meaning within the classroom. While the world outside may be embracing the start of something new, the school year is rapidly coming to a close. It’s a time when students are reflecting on the progress they’ve made, and teachers are preparing for the final stretch of lessons, assessments, IEPs and transitions. Here are some ways to help wrap up and finish the school strong!

Tips for Progress Monitoring

• Track Regular Assessments: Use both formal and informal assessments (e.g., classroom observations, checklists, work samples) to track progress toward IEP goals.

• Use Visual Tools: Implement progress charts or graphs to make monitoring clearer and more visual, helping both students and parents see growth over time.

• Maintain Detailed Notes: Keep detailed notes on daily progress, successes, and any changes in student performance or behavior.

• Incorporate Technology: Use educational software or apps to help track student progress, document learning, and provide consistent feedback.

• Use Peer Comparison: Track progress by comparing the student’s performance with peers (when applicable) to determine if the student is progressing at an expected rate.

• Adjust Strategies as Needed: Continuously adjust teaching methods and interventions based on progress data to ensure the student’s needs are met.

To track student progress, consider using free platforms like

1.Google Classroom
2. Kahoot!
3. Quizlet
4. ClassDojo
5. Socrative
6. Nearpod

7. Flipgrid
8. Khan Academy
9. Padlet
10. Pear Deck
11. Plickers

Secondary Transition Planning

It’s time for the graduating seniors to make their farewells to their teachers, friends, acquaintances and peers. Shifting those tassels from one side of their caps to the other, to signify a new era in their lives. As a teacher, have you helped transition them and provided a firm foundation of skills and resources to set them on their way?

Deaf and hard of hearing students face unique challenges that may impact their persistence in postsecondary education. Factors such as the need for appropriate accommodations, access to support services, and effective communication access are crucial for their success. Ensuring that these needs are met can play a significant role in improving retention rates among deaf and hard of hearing students.

Deaf Youth Encounter different types of barriers in educational systems, Leading to variation in educational completion rates.

Transition Planning can sometimes seem daunting. Using websites that have been developed specifically for deaf and hard of hearing students helps with accessibility and targets specific needs for the students with hearing loss. For example using tools like The Minnesota Secondary Transition Guide can help you plan for your student, years before graduation.

Whether a student is planning to go off to college, a trade school, or right into a competitive employment opportunity, it’s important to be sure that they understand the transition from a system of entitlement, (IDEA) to a system of eligibility (ADA/Section 504). This means that they no longer are entitled to services through an entity such as a public school, but they will need to advocate for their rights under the American with Disabilities Act, ADA. Knowing their rights and knowing who to contact if they feel they aren’t being given the accommodations necessary to perform their duties, is an important part of transition. Calling the Office of Disability Services at the college or university that the student chooses, to ask what accommodations can be requested, and what documentation will be needed, can help the student get ahead of the game when it comes to accessibility.

For more information visit:
https://nationaldeafcenter.org/resources/research-data/deaf-youth-report/
https://dhh-resources.umn.edu/transition-guide/independent-living/
https://transitionta.org/

MapIt! – https://dcmp.org/learn/465-map-it-what-comesnext-module

Deaf Self-Advocacy Training http:// www.interpretereducation.org/deaf-self-advocacy/

Parent Hub – http://www.parentcenterhub.org/resources/

The post Spring is in the Air! A New Beginning in Nature and the Culmination of a School Year in Education. first appeared on Supporting Success For Children With Hearing Loss.

Supporting Executive Function in Deaf and Hard of Hearing Students

Karen — Mon, 24 Feb 2025 07:02:08 +0000

Supporting Executive Function in Deaf and Hard of Hearing Students: Evidence-Based Strategies for Educators

Executive function (EF) encompasses cognitive processes such as working memory, inhibitory control, and cognitive flexibility, which are essential for goal-directed behavior and academic success. For deaf and hard of hearing (DHH) students, the development of these skills can be influenced by auditory access, language acquisition, and educational experiences. Recent research provides valuable insights into how educators can support EF development in DHH children.

The Impact of Auditory and Language Access on Executive Function

Hall et al. (2018) emphasize that early and consistent exposure to accessible language—whether spoken or signed—is crucial for the development of EF skills in DHH children. Delayed language acquisition can lead to challenges in working memory, self-regulation, and cognitive flexibility. Therefore, ensuring robust language access is fundamental.

Relationship Between Executive Functions and School Readiness

Aydoner Bektas and Bumin (2025) investigated the link between EF and school readiness in kindergarten children with cochlear implants. Their findings indicate a significant relationship between working memory, inhibitory control, and overall school readiness. This underscores the importance of interventions targeting EF to enhance academic preparedness in DHH students.

Assessment Tools for Executive Function

Accurate assessment of EF is vital for developing effective educational strategies. The Learning, Executive, and Attention Functioning (LEAF) scale , as discussed by Castellanos, Kronenberger, and Pisoni (2016), offers a reliable and valid questionnaire-based assessment of executive functioning and learning in children. Utilizing such tools can help educators identify specific areas of need and tailor interventions accordingly. There is also the Childhood Executive Functioning Inventory (CHEXI) for Parents and Teachers. (Click for form).

Strategies for Enhancing Executive Function in DHH Students

1. Early and Consistent Language Exposure
– Provide access to a fully accessible language from an early age, whether through sign language, spoken language with assistive technologies, or a multilingual approach.

2. Visual Instructional Methods
– Incorporate visual aids such as graphic organizers, visual schedules, and hands-on learning activities to support working memory and planning skills.

3. Clear and Consistent Communication
– Utilize clear communication methods, including sign language, captioned media, and visual cues, to ensure instructions are accessible and reduce cognitive load.

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

5. Leveraging Visual-Spatial Strengths
– Design activities that capitalize on visual-spatial skills, such as puzzles and spatial reasoning tasks, to promote cognitive flexibility.

6. Structured Social Interaction Opportunities
– Facilitate structured peer interactions through group projects and peer mentoring to develop social skills and collaborative problem-solving abilities.

7. Regular Monitoring and Assessment
– Employ tools like the LEAF scale to regularly assess EF and adjust educational strategies to meet the evolving needs of each student.

Educators play a pivotal role in fostering the development of executive function in DHH students. By implementing strategies informed by current research—such as ensuring early language access, utilizing visual instructional methods, and providing clear communication—teachers can create an environment conducive to the growth of essential cognitive skills. Regular assessment and tailored interventions further support the academic and social success of DHH children.

References:

– Aydoner Bektas, S., & Bumin, G. (2025). Relationship between executive functions and school readiness in kindergarten children with cochlear implant. *Applied Neuropsychology: Child*, 1– 6. https://doi.org/10.1080/21622965.2025.2464210

– Castellanos, I., Kronenberger, W. G., & Pisoni, D. B. (2016). Questionnaire-Based Assessment of Executive Functioning: Psychometrics. *Frontiers in Psychology*, 7, 1882. https://doi.org/10.3389/fpsyg.2016.01882

– Hall, M. L., Eigsti, I.-M., Bortfeld, H., & Lillo-Martin, D. (2018). Executive Function in Deaf Children: Auditory Access and Language Access. *Journal of Speech, Language, and Hearing Research*, 61(8), 1970–1988. https://doi.org/10.1044/2018_JSLHR-L-17-0200

By integrating these evidence-based strategies, educators can effectively support the development of executive functions in deaf and hard of hearing students, thereby enhancing their academic readiness and overall learning outcomes.

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

Harnessing the Benefits of Artificial Intelligence to Assist in IEP Writing-Who Would Have Imagined!

Karen — Mon, 10 Feb 2025 07:09:33 +0000

Creating individualized education plans (IEPs) for students who are deaf or hard of hearing (DHH) is essential for ensuring they receive the necessary support to thrive academically and functionally. These plans are a critical part of meeting their educational needs, and crafting them requires an in-depth understanding of the student’s specific abilities, challenges, and goals. Anyone who has had to write an IEP knows however, the process can be time-consuming, complex, and often requires significant paperwork.

Artificial Intelligence (AI) is emerging as a transformative tool in education, offering significant potential to streamline the creation of IEPs. By reducing administrative burdens, AI can provide teachers of the deaf, speech-language pathologists (SLPs), and related service providers with more time to focus on student outcomes and personalized support. AI tools can assist in writing IEPs for DHH students and highlight recent advancements in AI technology.

AI and the Future of IEPs

AI is beginning to revolutionize how IEPs are written, offering a more efficient and personalized approach. According to an article by the Council for Exceptional Children (CEC), titled “AI for IEPs: New Tools Could Mean Less Paperwork, Better Plans”, the growing use of AI in education holds promise for improving the quality of IEPs while reducing administrative time. AI systems can analyze a student’s needs, strengths, and challenges in real-time, pulling from diverse data sources to develop a comprehensive, customized IEP.

The CEC article highlights the fact that AI tools can analyze existing student data, including assessments, classroom performance, and input from various educators and specialists, to create tailored IEPs. This allows for a more holistic approach to meeting the needs of students with disabilities, including those who are deaf and hard of hearing.

AI Can Assist Teachers of the Deaf, SLPs and Related Service Providers

For teachers of the deaf and other professionals working with DHH students, AI offers a variety of benefits that can simplify and enhance the process of writing IEPs.

1. Reducing Time Spent on Paperwork
One of the most significant challenges in the IEP process is the extensive amount of documentation and paperwork required. AI can automate much of this by generating data-driven reports based on existing student records, evaluations, and assessments. As a result, teachers and service providers can spend less time on administrative tasks and more time on direct support and instructional planning.

2. Personalized, Data-Driven Goals
Writing measurable goals that are tailored to a student’s specific needs is crucial for the success of an IEP. AI tools can assist in this process by analyzing data from multiple sources, including test scores, observation notes, and student progress reports. For example, an AI system could identify patterns in a student’s assessment results, language development scores, communication skills, and academic performance, helping to craft goals that are both ambitious and achievable.

3. Better Collaboration Among Professionals
AI systems can serve as collaborative platforms, allowing educators, speech-language pathologists, audiologists, and other specialists to share data, insights, and recommendations. This integrated approach can enhance communication among the team working on the student’s IEP, ensuring a more comprehensive and effective educational plan.

4. Adapting to Changing Needs
Students who are DHH may experience changes in their needs over time, as they acquire new skills or encounter new challenges. AI tools can be designed to continuously monitor student progress, identifying any discrepancies or areas requiring adjustments in intervention methods. This ensures that the IEP evolves as the student grows, and the most up-to-date information is always included in the student’s IEP and the goals reflect the students ability level with an accurate trajectory toward mastery in a skill.

5. Efficient Use of Resources
Many students with hearing loss require a variety of services, including speech therapy, language support, assistive technology, and more. AI tools can help educators determine which services are most beneficial and how they can be coordinated to maximize the student’s learning experience. By analyzing outcomes and service utilization, AI can also suggest optimal interventions for a particular student, ensuring that resources are used most effectively

Examples of AI Tools in Education:

Some AI-powered tools are already in use within education systems to support IEP creation and management. For instance, Caresyntax, an AI company, is using predictive analytics to improve decision-making in education. Similarly, Clarity, an AI tool developed for IEP writing, allows service providers to automate the drafting of plans by filling in relevant data based on student information and specific goals. While these technologies are still evolving, they demonstrate the promise of AI to enhance the accuracy and efficiency of IEP creation.

Challenges and Considerations
While AI offers many advantages, there are also challenges to consider. For instance, teachers of the deaf and related service providers will need to ensure that AI-generated recommendations are in line with best practices for DHH students. AI can be a powerful tool, but it should complement, not replace, professional judgment. Furthermore, it is essential to ensure that AI systems are accessible, secure, and protect the privacy of students’ data.

AI holds immense potential to transform the process of creating and managing IEPs for students who are deaf and hard of hearing. By automating administrative tasks, personalizing goal-setting, and enhancing collaboration among professionals, AI can help ensure that students receive the individualized, high-quality education they deserve. As AI technology continues to evolve, its role in educational planning will likely expand, offering even greater support to teachers, therapists, and other service providers working with DHH students. The future of IEPs may very well be shaped by the power of AI to create more effective, streamlined, and personalized educational experiences.

For further insights into the potential of AI for IEPs, check out the Council for Exceptional Children’s article, “AI for IEPs: New Tools Could Mean Less Paperwork, Better Plans.”

The post Harnessing the Benefits of Artificial Intelligence to Assist in IEP Writing-Who Would Have Imagined! first appeared on Supporting Success For Children With Hearing Loss.

Hearing Loss, Autism and Attention Deficit Hyperactivity Disorder

Karen — Mon, 27 Jan 2025 12:28:55 +0000

Research suggests that children who are deaf or hard of hearing may have a higher likelihood of being diagnosed with ADHD or Autism Spectrum Disorder (ASD), potentially due to challenges in language acquisition and communication. Symptoms of these conditions make diagnosis more complex; so early evaluation is crucial to differentiate behaviors related to hearing loss from those of ADHD or autism.

According to Dr. Aaron Shields, a language acquisition expert at Miami University in Oxford, Ohio “If someone has both conditions, it may take years before both are correctly identified. And a failure to make the right diagnostic calls can mean lost opportunities to address a child’s actual needs at the right time. Children who are deaf or hard of hearing already have an increased likelihood of being deprived of language during critical periods of brain development. Throw autism into the mix and those odds likely run even higher.”
“To prevent children with both conditions from slipping through cracks, investigators are mapping out the overlap to gain insights into how even subtle auditory problems without hearing loss may hinder communication skills. And they are beginning to
optimize diagnostic instruments and interventions for deaf and hard of hearing children with autism. “Earlier diagnosis of autism could help parents and teachers be aware of additional support a deaf child with autism might need in order to acquire language,” Shield says.

Key points about ADHD and Autism in Deaf/Hard of Hearing children:

Increased Prevalence:
Studies indicate a higher rate of both ADHD and Autism diagnoses among deaf and hard of hearing children compared to the general population.

Diagnostic Challenges:
Identifying ADHD or Autism in deaf children can be difficult because some behaviors that might be considered symptoms, like difficulty following instructions or not making eye contact, could also be related to hearing loss and not necessarily indicative of a neurodevelopmental disorder.

Language Acquisition Issues:
Delays in language development due to hearing loss can contribute to difficulties in social interaction and communication, which are key areas assessed in both ADHD and Autism diagnoses.

Overlapping Symptoms:
Certain behaviors like inattention, impulsivity, repetitive movements, and difficulties with social cues can be present in both ADHD and Autism, further complicating diagnosis.

Importance of Specialized Assessment:
When evaluating a deaf or hard of hearing child for ADHD or Autism, it’s crucial to use assessment tools designed to account for their hearing abilities and communication methods, often involving sign language interpretation.

Potential signs of ADHD or Autism in a deaf or hard of hearing child:

● Difficulty following instructions
● Excessive fidgeting or movement
● Challenges with social interaction and reciprocity
● Difficulty with transitions or changes in routine
● Restricted interests or repetitive behaviors
● Poor eye contact
● Delayed language acquisition
● Difficulty with sensory processing

According to the National Deaf Children’s Society:

“When children have more than one additional need, it’s important to consider both and how they interact with each other. Both deafness and attention-deficit hyperactivity disorder (ADHD) can have a significant impact on communication and language, social learning and impulsivity, and mental well-being.”

● Difficulties with social communication and interaction, for example avoiding eye contact, not drawing parents’ attention to objects or events, difficulty understanding other people’s feelings or emotions.
● Repetitive behaviours, activities and routines, for example fixating on particular things, or being resistant to change.
● An over- or under-sensitivity to sounds, touch, tastes, smells, light, colours, temperatures or pain, for example startling easily or appearing to find noise painful.

Furthermore, what does research tell us about sign language acquisition of children who are born deaf, to deaf parents, (DOD)? Because of early exposure to visual language during crucial developmental language years, DOD have an advantage over deaf children born to hearing families. As we know from data, most (about 94%) of children who are born deaf are born to hearing parents, who most likely haven’t learned a signed language to communicate with their child. The implications could be language deprivation in the critical language development years, 0-age 5. However, DOD are provided a visual form of language, ASL or other form of signed language and develop language in a similar way as their hearing peers.
On the other hand, if a DOD child has autism, ADHD or another concomitant disability that would hinder their ability to visually focus and maintain attention on the visual language, then language acquisition may become hindered even in DOD children.

What can be done:

● Early Intervention:
Early identification and intervention are critical for children with hearing loss who may also show signs of ADHD or Autism.

● Comprehensive Evaluation:
Thorough assessment by a qualified professional familiar with deafness and developmental disorders is essential.

● Communication Support:
Utilizing sign language interpreters and visual aids can greatly enhance communication and assessment processes.

● Tailored Interventions:
Treatment plans should be designed to address specific needs related to both hearing loss and any diagnosed neurodevelopmental disorder, including behavioral therapies, communication strategies, and assistive technology.

Citations::

Morere, D. A., Allen, T. E., Jaeger, M., & Winthrop, D. (Year). Sign language delays in deaf 3- to 5-year-olds with deaf parents. ResearchGate.
https://www.researchgate.net/publication/376413205_Sign_language_delays_in_deaf_3-_to_5-year-olds_with_deaf_parents

Madhusoodanan, J. (2020, August 12). Confusion at the crossroads of autism and hearing loss.
The Transmitter.
https://www.thetransmitter.org/spectrum/confusion-at-the-crossroads-of-autism-and-hearing-loss/

The post Hearing Loss, Autism and Attention Deficit Hyperactivity Disorder first appeared on Supporting Success For Children With Hearing Loss.

Self Concept-How the Child with Hearing Loss Sees Himself

Karen — Mon, 13 Jan 2025 11:31:49 +0000

Understanding and Supporting Theory of Mind Development in Children with Hearing Loss: Insights and Strategies for School Professionals

Theory of Mind (ToM) refers to the ability to understand that others have beliefs, desires,
intentions, and perspectives that are distinct from one's own. This crucial cognitive skill is foundational for social interaction, empathy, and communication. However, children with hearing loss, particularly those with varying degrees of severity, often face challenges in developing ToM. Research by Chu (2024) and Westby & Hutchins (2016) provides valuable insights into how hearing impairment affects ToM development and suggests practical strategies for supporting these children in school settings.

Impact of Hearing Loss on Theory of Mind Development

Chu’s (2024) study explored the development of ToM in children with different degrees of hearing loss—mild-to-moderate (MHL), severe-to-profound (SHL), and typical hearing (TH). The findings revealed that both MHL and SHL groups experienced delays in ToM development compared to their typically hearing peers. The SHL group, in particular, exhibited more substantial delays across a wider range of ToM tasks, including knowledge access, false belief understanding, and hidden emotion recognition. While the MHL group showed delays primarily in hidden emotion understanding, the SHL group’s delays were broader, impacting multiple aspects of ToM. In general, when a student has a severe to profound hearing loss, developed before the critical language learning years, executive function and language acquisition skills are affected. The development of executive functioning skills are a huge indicator of social and emotional adjustment.

These findings align with Westby and Hutchins’ (2016) assertion that children with hearing loss struggle with ToM development due to limitations in their ability to engage in meaningful social interactions. Both researchers emphasize that language comprehension plays a critical role in developing ToM, with children who have limited access to language—whether through spoken or signed communication—being at a greater disadvantage. Westby and Hutchins (2016) note that ToM is closely linked to the ability to engage in social conversations, which require understanding others’ thoughts, emotions, and perspectives. Without these critical language skills, children may struggle to interpret social cues and navigate complex social situations.

The Role of Language in Theory of Mind Development

The relationship between language skills and ToM development is central to understanding the challenges faced by children with hearing loss. Chu (2024) found that language comprehension was significantly correlated with ToM performance in both MHL and SHL groups. For children with MHL, aided audibility (e.g., hearing aids or cochlear implants) was associated with better performance on false belief tasks, suggesting that access to clearer auditory input plays a role in developing the cognitive processes required for understanding others’ beliefs and emotions.

Westby and Hutchins (2016) further reinforce this connection, arguing that children with hearing loss often have limited opportunities to develop ToM due to delays in language acquisition. In their study, the authors emphasize that children with hearing loss may miss out on critical language experiences, such as overhearing conversations and participating in casual dialogues, which can hinder their understanding of complex social concepts like deception, belief, and perspective-taking.

Practical Strategies for Supporting ToM Development in Schools

Given the significant role that language comprehension plays in ToM development, professionals working with children in schools need to focus on fostering both language and social-cognitive skills. The following strategies can help bridge the gap for children with hearing loss:

1. Promote Rich, Interactive Communication

To support ToM development, it is essential to provide children with rich, interactive communication opportunities. This includes both structured and unstructured conversations that allow children to practice perspective-taking, share ideas, and discuss their feelings. For children with hearing loss, this means ensuring that they have full access to communication, whether through speech, sign language, or augmentative communication devices. Teachers and speech-language pathologists (SLPs) should encourage peer interactions, collaborative group work, and social play, where children can practice understanding others’ viewpoints.

Strategy: Create a classroom environment where communication is supported by visual aids (e.g., written language, gestures, facial expressions) and ensure that children with hearing loss have the necessary assistive listening devices (e.g., FM systems) to access conversations clearly.

2. Focus on Social Stories and Role-Playing Activities

Social stories and role-playing are powerful tools for teaching ToM. These activities allow children to practice recognizing and interpreting different emotions, intentions, and perspectives. By engaging in role-play, children can simulate situations that require them to understand how others think or feel, providing them with the opportunity to practice ToM skills in a low-risk setting.

Strategy: Use social stories to illustrate various social scenarios, such as conflict resolution, helping others, or understanding different viewpoints. Role-playing activities can also be tailored to target specific ToM tasks, such as identifying emotions or predicting actions based on another person’s perspective.

3. Leverage Technology for Visual Learning

For children with hearing loss, visual learning is often more accessible than auditory input. Using video-based learning tools or visual supports can help children better understand social cues, emotions, and perspectives. Videos that show characters expressing emotions or engaging in social interactions can provide concrete examples that children can mimic and discuss.

Strategy: Integrate video clips or animated stories that depict various social scenarios into lessons. The website Described and Captioned Media Program, has many videos that are captioned and have ASL as well. Encourage children to discuss the characters’ motivations and emotions, helping them practice ToM tasks such as understanding emotions, predicting actions, and explaining behaviors from different perspectives. The use of Thinking Maps are always helpful, by showing students ways for visual language for learning.

4. Develop Language Skills through Explicit Instruction

Since language comprehension is so closely tied to ToM development, providing explicit instruction in both receptive and expressive language skills is critical. This can be particularly beneficial for children with hearing loss, who may need additional support in language development to catch up with their peers.
Strategy: Use targeted language interventions to build vocabulary and sentence structures that support social communication. SLPs can work with children on understanding complex language structures like “if…then” statements, conditional phrases, and questions that promote perspective-taking (e.g., “How would you feel if…?”).

5.Foster Emotional Literacy

Developing emotional literacy—understanding and labeling emotions—can support both language and ToM development. Children need to recognize and label emotions before they can effectively understand how those emotions influence behaviors and social interactions. For children with hearing loss, it may be especially important to ensure that they have explicit lessons in recognizing emotions through facial expressions and body language.
Strategy: Implement activities that focus on recognizing and labeling emotions, such as emotion cards, feelings charts, and storybooks that highlight characters’ emotions. Teachers and therapists can also model emotional expressions and encourage children to discuss their own feelings in various situations.

5.Collaborate with Families and Support Networks

Collaboration between school professionals, families, and other support networks is crucial to providing a consistent and comprehensive approach to ToM development. Families can reinforce ToM and language skills at home, particularly through shared reading, discussions, and daily

Strategy: Create individualized plans for students with hearing loss that include input from teachers, SLPs, audiologists, and families. Provide families with resources and suggestions for reinforcing ToM skills and language development at home.

School professionals play a critical role in supporting children by fostering rich communication, enhancing language skills, using visual learning tools, and creating opportunities for social interaction. Making sure a student’s Communication Plan is accurate, up-to-date, and implemented by all staff across the school is critical. By implementing these strategies, educators and therapists can help children with hearing loss overcome barriers to ToM development, ultimately promoting their emotional, social, and academic growth.

References:

Chu, C. Y. (2024). Listening beyond words: Understanding theory of mind in hearing-impaired children with different hearing loss degrees. *Speech, Language and Hearing*, 1–10. https://doi.org/10.1080/2050571X.2024.2429900

Westby, C., & Hutchins, T. (2016). Theory of Mind and Communication in Children with Hearing Loss: Implications for Practice. *Journal of Speech, Language, and Hearing Research*, 59(2), 278-292. https://doi.org/10.xxxx/jslhr.2016.XX

Links:

https://dcmp.org
https://www.thinkingmaps.com/
https://successforkidswithhearingloss.com/products/
https://www.youtube.com/watch?v=U9hPUCOaSn0

The post Self Concept-How the Child with Hearing Loss Sees Himself first appeared on Supporting Success For Children With Hearing Loss.

The Impact of Increased Screen Time on Youth and the Relationship to a Decline in Reading

Karen — Mon, 04 Nov 2024 06:54:14 +0000

The digital age has provided young people with unprecedented access to information and social connection. Children can now have their questions answered instantly, without needing to engage in extensive reading or interaction. While these conveniences enhance efficiency, they have also reshaped how youth interact with the world. Screen time has increased substantially due to widespread use of smartphones, tablets, and other digital devices, affecting youth development in areas such as cognitive skills, social behaviors, and physical health. A key concern emerging from this shift is the decline in reading habits among young people, a trend supported by both statistical findings and recent publications on the subject.

As screen time rises, reading habits decline, impacting youth academic performance and mental well-being. According to Haidt’s The anxious generation: How the rewiring of childhood is causing an epidemic of mental illness began in the early 2010s with the advent of smartphones, social media, and high-speed internet (Haidt, 2023). This shift moved adolescents’ social lives online, leading to increased anxiety, loneliness, and depression as in-person interactions gave way to “shallow social connections” (Haidt, 2023). Such changes disrupted developmental activities like in-person play and communication, which are essential for mental resilience and well-being. Critical executive functioning skills — such as impulse control, working memory, and emotional regulation — develop in the brain’s frontal lobe from childhood through young adulthood. These skills are best cultivated through human interaction, play, and diverse experiences, all of which are increasingly diminished by screen-heavy lifestyles.

The National Assessment of Educational Progress (NAEP) data underscores these concerns, showing a marked decline in reading proficiency among American students, particularly following the pandemic, which intensified digital learning and screen use (NAEP, 2023). Recent NAEP results indicate that reading scores for fourth and eighth graders have fallen to their lowest levels in decades, suggesting that extensive screen time may be reducing the time spent on reading, which is crucial for developing comprehension and critical thinking skills.

The consequences of declining reading skills extend beyond academics, affecting students’ engagement with life. Haidt notes that excessive screen time affects boys and girls differently: boys often become more isolated due to video games, while girls experience increased anxiety from social media pressures (Haidt, 2023). Both tendencies decrease time for reading and other offline pursuits that foster mental and emotional growth.

To address these challenges, coordinated efforts from parents, educators, and policymakers are needed. Haidt recommends measures such as delaying smartphone ownership and limiting social media access until high school to safeguard children’s mental health (Haidt, 2023). Additionally, programs that promote reading at home and in schools could counterbalance the effects of screen time, fostering critical thinking and empathy.

The American Academy of Child & Adolescent Psychiatry (AACAP) reports that U.S. children aged 8–12 spend about 4–6 hours per day on screens, while teens average up to 9 hours (AACAP, 2023). Such extensive screen time raises questions about when youth have time for reading. The hours once spent on reading for pleasure are increasingly consumed by digital activities, further contributing to the decline in literacy skills.

Research highlights the crucial role of human interaction in early language development. Children acquire essential language skills — including vocabulary and phonology — through interactions with adults (Language Development Research, 2023). The quality of these exchanges significantly affects children’s language and literacy abilities, areas that struggle due to insufficient exposure to robust vocabulary and background knowledge necessary for reading (Research, 2023).

Reading Statistics and Decline in Literacy Skills

The decline in reading habits is well-documented. The NAEP, often called the “Nation’s Report Card,” reports troubling literacy trends. Since 2017, reading scores for both fourth and eighth graders have fallen, with scores at their lowest in decades (NAEP, 2023). This trend suggests not only reduced reading habits but also declining literacy skills, essential for lifelong learning and future career success. According to the NAEP, reading proficiency correlates with earning potential and critical thinking, both vital in the modern workplace.

The Effects of Screen Time on Cognitive and Social Development

Experts express growing concern about the effects of screen time on cognitive and social development. Excessive screen time has been linked to shorter attention spans, decreased memory retention, and a limited capacity to process complex ideas. Psychologists suggest that children may miss essential developmental milestones when screen use dominates their time, a situation particularly worrying for reading, as books have been shown to improve vocabulary, empathy, and focus (Psychological Impacts, 2023).

What Can Parents and Educators Do?

To counteract these effects, educators and parents can work together to promote balanced screen use and encourage reading. Schools might limit screens during class, create screen-free competitions, or reward students who put devices aside for outdoor play. Libraries can also incentivize reading through creative programs that engage students with books. Psychologists recommend that parents establish screen time boundaries, encourage device-free activities, and prioritize reading to support language and literacy development.

References

American Academy of Child & Adolescent Psychiatry (2023). Children and screen time: Managing media use for health. Retrieved from [AACAP](https://www.aacap.org)

Haidt, J. (2023). *The Anxious Generation: How the Rewiring of Childhood is Causing an Epidemic of Mental Illness*. Penguin Random House.

Muppalla, S. K., Vuppalapati, S., Reddy Pulliahgaru, A., & Sreenivasulu, H. (2023). Effects of excessive screen time on child development: An updated review and strategies for management. *Cureus, 15*(6), e40608. https://doi.org/10.7759/cureus.40608

National Assessment of Educational Progress (2023). NAEP Report Card: 2023 Reading and Math Scores.

The post The Impact of Increased Screen Time on Youth and the Relationship to a Decline in Reading first appeared on Supporting Success For Children With Hearing Loss.

Self-Advocacy for Students with Hearing Loss: A Resource Guide

Karen — Tue, 08 Oct 2024 12:33:55 +0000

Self-advocacy is a crucial skill for students with hearing loss, as it empowers them to communicate their needs, access resources, and succeed in academic and social environments. Learning how to self-advocate helps students navigate challenges, assert their rights, and develop independence. This guide provides essential tips and resources for students with hearing loss to improve their self-advocacy skills.

What’s the Point?

Students with hearing loss often encounter barriers the classroom:

such as difficulty understanding lectures,
participating in group discussions, or
accessing auditory information

Effective self-advocacy ensures:

Equal Access-Students receive accommodations that support their learning.
Independence-Self-advocacy helps students take control of their education.
Confidence-Speaking up about one’s needs can build self-confidence and resilience.
Collaboration-It fosters better communication between students, teachers, and peers.

Teachers of the Deaf and Hard of Hearing MUST teach Key Self-Advocacy Skills for Students with Hearing Loss.

Teach them how to Understand their Hearing Loss (PA-ECC for DHH )

Depending on the child’s age, teach age appropriate skills that the child will understand about their hearing loss. Skills such as these below are only a few things that a student should know:

Know the type and degree of your hearing loss, and how it affects your ability to communicate and learn.
Be familiar with assistive technology (hearing aids, cochlear implants, FM systems) and accommodations that work best for you. https://www.cochlear.com/us/en/home
Recognize their “better” ear and sit with that ear towards the speaker.

Know Your Rights!!

Familiarize yourself with laws that protect students with disabilities, such as the Individuals with Disabilities Education Act (IDEA), Section 504 of the Rehabilitation Act, and the Americans with Disabilities Act (ADA).
Ensure that your school has a 504 Plan or Individualized Education Program (IEP) that outlines necessary accommodations.

Check This Out: https://www.imdetermined.org/tool/transition-guide-postsecondary-education-training/

Practice Effective Communication

Develop clear, assertive communication strategies to express your needs to teachers and classmates.
For example:
– “I need to sit in the front to better understand the lecture.”
– “Could you please repeat that or speak more clearly?”
– “I rely on captions, so please ensure videos are captioned.”
– Make sure to advocate for appropriate communication methods, whether it’s written instructions, visual aids, or the use of technology like captioning or real-time transcription services (CART).

Strategies for Effective Communication

Always face the student whom you are addressing;
Make sure you have the student’s attention before you start speaking;
Do not speak too loudly or exaggerate lip movements for the student who is lip-reading;
Repeat or rephrase the message if the student seems confused;
Write down the message you are trying to communicate;
Act out the message or use visual cues or symbols;
Do not become frustrated, aggravated, or say “never mind” when communication is difficult;
Look for activities where less talk is required, such as sports, computers, puzzles, or board games.

Be Proactive

Speak with teachers and support staff early in the semester about your hearing loss and any accommodations you need. This could include:
– Preferential seating.
– Use of FM systems.
– Note-taking services.
– Access to lecture materials ahead of time.
– Join school clubs or extracurricular activities that foster inclusion and communication, so that you feel comfortable engaging with peers.

Utilize Assistive Technologies

– Take advantage of technologies designed to assist students with hearing loss, such as:
– FM systems.
– Captioned media.
– Amplified phones or captioning apps.
– Speech-to-text software or real-time transcription services.
– Know how to troubleshoot your devices and ask for help when needed.

Build a Support Network

– Seek support from peers, family members, and professionals. Your support system can help you practice self-advocacy and provide emotional backing when facing challenges.
– Work with your school’s disability services or counseling office to ensure consistent access to the accommodations you need.
– Connect with other students who have hearing loss through online communities or support groups.

Evaluate and Adjust

– Regularly assess the effectiveness of your accommodations and communication strategies. If something isn’t working, be prepared to modify your approach.
– Request adjustments as needed, whether it’s a new seating arrangement, different technology, or additional support.

Check out these resources for help advocate!

Resources for Students with Hearing Loss

National Association of the Deaf (NAD)
[www.nad.org](https://www.nad.org)
Offers advocacy, legal resources, and information on educational rights.
Hearing Loss Association of America (HLAA)
[www.hearingloss.org](https://www.hearingloss.org)
Provides support and resources for people with hearing loss, including educational tools.
Hands & Voices
[www.handsandvoices.org](https://www.handsandvoices.org)
Offers parent-driven support and resources for families and professionals working with children with hearing loss.

The post Self-Advocacy for Students with Hearing Loss: A Resource Guide first appeared on Supporting Success For Children With Hearing Loss.