Information to be considered by DHH teachers and school teams listing possible accommodations and self-advocacy expectations in the areas of a) communication access, b) communication interaction, c) a
...dditional supports, d) special considerations.
Worksheet poses questions for individual or grouPS- of hard of hearing students to discuss regarding their idea of a perfect hearing device and how hearing loss is a part of who they are.
Excellent discussion handout to share with tweens and teens. Based on a study of a group of teens charged with creating a list of what makes individuals 'cool' and more acceptable to peers. Provides i
...mportant insights about individuality and standing up for who you are and what you believe in.
Presents 3 communication styles: aggressive, passive, and assertive. Provides a means to discuss why advocacy is important in the context of appropriate interaction and peer expectations.
This survey is appropriate for tweens and teens, especially those who are B to resist using hearing aids. It asks questions about how students feel about their hearing loss, hearing devices, and commu
...nication with hearing loss. Once the student completes the survey their responses can be compared with a large group of students with hearing loss. Provides discussion questions.
Introductory discussion followed by 4 activities and a post test. Designed to increase student confidence in participating in the classroom and socially.
Article reporting results of a study analyzing the self-identities of students with hearing loss and the perceptions of family members. Findings support identity as a fluid concept.
Informational handout by Oticon for families of teenagers with hearing loss. Includes strategies for supporting hearing aid use in teens who are resisting use.
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