by Karen | Jun 5, 2017 | For Professionals, Self-Advocacy Skills
Have a self-advocacy app that you like? Let us know so we can include it here for others to try! Email information about the app and how you like to use it to info@successforkidswithhearingloss.com. Thanks! Apps are a convenient, brain-based, motivational learning...
by Karen | Jun 5, 2017 | For Professionals, Planning to Meet Student Needs
“The transition statement shall be the guiding force for developing each IEP for students 14 years of age and older (or younger if appropriate). A statement of transitional services needed to foster movement from school to post-school activities shall be...
by Karen | Jun 5, 2017 | For Professionals, Planning to Meet Student Needs
Infants and Toddlers An integral part of early intervention services includes monitoring the growth in skill development for young children with hearing loss. If a child was identified at birth and received amplification/intervention within a couple of months, then...
by Karen | Jun 5, 2017 | For Professionals, Models of Service Delivery
Push-In Services for Students with Hearing Loss in Mainstream Settings: The role of the DHH teacher By Martie Martin, M.S. Expectations in a nutshell As itinerant teachers, we are asked to solve every problem that the deaf or hard of hearing student encounters. Not...
by Karen | Jun 5, 2017 | For Professionals, Planning to Meet Student Needs
Sometimes administrators or classroom teachers ask “What does the teacher of the deaf/hard of hearing do that is different from other special ed teachers?” or “Why do we really need to involve the teacher of the deaf? The LD teacher or SLP could handle this child’s...
