Gibson's Identity Model is explained in three stages. Students are asked to rate each of the statements about their hearing loss, feelings about fitting in, and how they self-identify. Fillable form.
Materials
and protocol to informally evaluate auditory comprehension with and without a
hearing assistive technology system (HATS) in multi-talker noise and at a
distance, simulating typi
...cal classroom conditions. Includes four texts at two
language levels for evaluation of listening skills in four conditions: with
hearing aid, device, without
hearing device, with FM
and without FM and form for easy data collection.
Fillable checklist of skills needed for students to be independent in caring for their hearing device. Includes sections for students in K-3 and 3rd grade and up.
SAC-A: Self-Assessment of Communication - Adolescent is to be completed by teens with hearing loss as a means to explore their feelings about being a communicator with hearing loss. Best when used wit
...h the SOAC - Significant Other Assessment of Communication to allow comparison to take place to further inform the student with hearing loss about the degree to which hearing peers consider their hearing loss. Fillable version.
SOAC-A: Significant Other Assessment of Communication - Adolescent is to be completed by friends/peers of teens with hearing loss as a means to help the student who is DHH to explore their feelings ab
...out being a communicator with hearing loss. Best when used with the SAC-A - Self-Assesment of Communication to allow comparison to take place to further inform the student with hearing loss about the degree to which hearing peers consider their hearing loss. Fillable version.
Engage teens in discussion and goal-setting for future success as a young adult with hearing loss. This article deals with planning for success in college. See BUNDLE at S0XSOC739.
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