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Categories
Resource Types
CCSS
Speaking & Listening
Language
Reading
Sequence of Language Development: A Brief Summary
$ 0
Chart listing receptive and expressive language with example skills ranging from 0-6 months through 48-60 months. Also includes sequence of development of speECH- sounds ages 2-8 years.
Signing with Babies and Children: A Summary of Research Findings for Parents and Professionals
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Summary provides an overview of research findings on the impacts of signing on development and learning for children of all ages and abilities. Provides research supported answers to common questions
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about signing with children.
Speech Goals at Home: Ideas for Parents
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Volta Voices article for families of young children with hearing loss. Including: What to talk about, daily practice, repetition, consistent amplification.
Speech reading - not all information is on the lips
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Summary of information about speECH-reading and its effectness to aid comprehension. Includes links to video examples, information about assessment, and methods to teach speECH-reading.
2014 FAQ on Effective School Communication - ADA
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Frequently Asked Questions on Effective Communication for Students with Hearing, Vision, or SpeECH- Disabilities in Public Elementary and Secondary Schools. Provides an overview of Title II, Section 5
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04, and IDEA as it pertains to communication access. Provides Q&A interpreting Title II of the ADA as it applies to schools.
Accessibility Considerations for Students with Hearing Loss
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Communication access is a key component of 504, IDEA and Title II of the ADA. Under Title II of the ADA, schools are required to ensure that communication access is as effective for children with hear
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ing loss as it is for their typically hearing peers through the provision of appropriate auxiliary aids and services. This handout provides examples of auxiliary aids and services that can make aurally delivered information available to students with hearing disabilities so that they can receive information from, and convey information to, others as effectively as students without disabilities.
Accessibility Considerations Worksheet for Students with Hearing Loss (fillable)
$ 150
Communication access is a key component of 504, IDEA and Title II of the ADA. Under Title II of the ADA, schools are required to ensure that communication access is as effective for children with hear
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ing loss as it is for their typically hearing peers through the provision of appropriate auxiliary aids and services. This handout provides a forum for team discussion of the need for auxiliary aids and services for different school situations so students can receive information from, and convey information to, others as effectively as students without disabilities.
Article: Important ADA Policy Guidance on Effective Communication
$ 0
This article provides background information on the requirements of IDEA, Section 504, and Title II of the ADA that require supports and services for eligible students with hearing loss. It describes
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the meaning of effective communication under Title II of the ADA and implications for schools. By Cheryl DeConde Johnson.
Article: Access is the Issue, Not Hearing Loss - New Policy Clarification Requires Schools to Ensure Effective Communication Access
$ 0
Information in this article is presented to assist the educational audiologist, teacher of the deaf/hard of hearing, or speECH--language pathologist in demonstrating the impact of hearing loss on acce
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ss to classroom communication so that the ADA question “Does this student have effective access to communication in school?” can be answered in an evidence-based manner. By Karen Anderson.
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