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Speaking & Listening
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Ten steps you can take to help a child develop a positive self-concept
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This informational handout provides ten stePS- you can take to help a child develop a positive self-concept. For families.
Issue - Eligibility Determination
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The information below has been derived from sections of the law and Office of Special Education Program comments. The guidance provided helPS- clarify the intent of IDEA and may be useful to professio
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nals and parents alike who are trying to advocate appropriate services and supports for children with hearing loss.
Using the Ida My World Counseling Tool with Children
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Chart listing ages 2-3 years, 4-6 years, 7-11 years, 12-19 years with characteristics of communication, stage of PS-ychosocial development, goal, activity, and additional resources/supports.
ELF - Early Listening Function - Background Information and Scoring Examples
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15-slide PPT with information about the rationale behind the ELF checklist, use with families, and scoring examples.
Communication Options - Combined Approaches
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This resource explores the choice of using simultaneous options of communication. Also called total communication or SimCom.
Article: Benefit of S/N Enhancing Devices to Speech Perception of Children Listening in a Typical Classroom with Hearing Aids or a Cochlear Implant
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Article reporting results of a study comparing the speECH- recognition of students using hearing aids or cochlear implant only, FM systems, and soundfield/CADS systems. Results indicate increased bene
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fit of FM use over hearing aids only or soundfield amplification. 2005.
Addition: Using Math to Help with Language
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Arithmetic word problems offer a large array of language development opportunities, particularly for children with hearing loss. Learn how you can use addition word problems to help your child discove
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r the nuances of conversation.
Kids in the Middle - Students Not Served in Traditional Delivery Models
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“Kids in the middle” refers to students who may not be served in traditional delivery models for deaf and hard of hearing students. Therefore, the resulting services may, or may not, adequately addres
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dress the communication, social, and academic needs of these students. Examples of students “in the middle” include: Kids on 504 Plans, not qualified for 504 or an IEP, no DHH provider available, etc.
Instructional Strategies - Practice makes permanent
$ 395
Research shows that simple repeating a skill that is already known is not effective practice. Practice must be deliberate. It must be an ongoing assessment which focuses on identifying areas of weakne
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ss. The ability to remediate weaknesses to reach a new level of knowledge is a better predictor of expertise than counting hours of practice. Includes fillable worksheets for listening practice, sequencing, following directions, and comprehension. See BUNDLE at S0XTEA0815.
Article: Exploring the Effects of Communication Intervention for Developing Pragmatic Language Impairments
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Study aimed to identify the type and intensity of intervention to result in improvement in communication behavior for pragmatic language.
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