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Speaking & Listening
Language
Reading
56-70dB - Relationship of Hearing Loss to Listening and Learning
$ 0
Handout with information on possible impact on understanding language, speECH-, social, and need for educational accommodations and services. For 56-70dB or moderate-severe hearing loss.
High Frequency - Relationship of Hearing Loss to Listening and Learning
$ 0
Handout with information on possible impact on understanding language, speECH-, social, and need for educational accommodations and services. For high-frequency hearing loss.
Teacher Training Competencies - Deaf and Hard of Hearing
$ 0
Initial Speciality Set: Deaf and Hard of Hearing (revalidated 2018). Specifies 7 Preparation Standards, each with Knowledge and Skills. From Council for Exceptional Children.
Role Comparisons: Supporting Students Who are Deaf or Hard of Hearing
$ 0
Handout designed to support discussion by school teams regarding the role of the teacher of the deaf/hard of hearing, educational audiologist, speECH- language pathologist, special educator, and sign
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language interpreter in providing support and services to students with hearing loss. Includes possible issues that need to be considered specific to hearing loss.
Language is Caught Not Taught - Listening Bubble
$ 0
Image and description to get across the impact of proximity to speaker in relation to exposure to incidental language.
Potential Impact of a Hearing Loss
$ 395
This information presents the potential impact of a hearing loss and actions that can be undertaken to promote the success of students who are deaf or hard of hearing. It includes characteristics of s
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tudents who are successful, actions that can be taken to promote success, and different instructional approaches to use.
26-40dB - Relationship of Hearing Loss to Listening and Learning
$ 0
Handout with information on possible impact on understanding language, speECH-, social, and need for educational accommodations and services. For 26-40dB or mild hearing loss.
Age 0-3 - Early Attachment - Building Self-Confidence & Resilience
$ 250
For ages 0-3 years: This information addresses bonding and identification, initiation and early intervention, autonomy and supporting independence in putting on hearing devices. Includes teaching mate
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rials for use by/with families. The purpose of this book is to raise awareness for the reasons why hearing device rejection happens and specific instruction to occur at different ages to build student resilience and self-confidence, thereby increasing the likelihood that they will not reject using their hearing technology. Specific teaching activities and recommendations for instructional materials to develop identified skills have been included in this Guide.
Listening Comprehension Exercise / Demonstration
$ 0
Inservice exercise to perform with grouPS- of teachers, parents, school teams. Participants plug ears and listen to a story (Mother's Aprons) and then answer questions about story details. Participant
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s then reflect on their feelings when listening with this 15-25 dB hearing loss. Level of loss is similar to aided hearing with hearing aids.
The Friendly Audiogram
$ 7
Interactive Learning Tool for StudentsSelf-advocacy goalTransition goalsStudent ownership Time Savers for TODsInservice Visuals, Video Links, HandoutsFillable Rubric & AudiogramMatching Rubrics & Sugg
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ested IEP goals"The Friendly Audiogram" is an interactive set of activities for students and resources for the TOD. School-age students with hearing differences can use these activities to meet IEP goals in self-advocacy. The kid-friendly accommodations and audiogram pages are easy and engaging for younger students to understand and for older students to present at their IEP meetings. There are additional audiology-related vocabulary activities that will benefit them beyond their audiogram. For the Teachers of the Deaf, there are suggested video links for simulating hearing loss & explaining how to use common FM/DM/Sound Field, suggested IEP goals, and rubrics. The audiogram and accommodations page can be printed or emailed to families and/or staff.***For EIECSE families, this starts the family's understanding of what's to come in preschool/kindergarten. They better understand where they are headed and why applying the accommodations in the home environment is important.
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