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I decided to start making quick user guides for classroom teachers!

All too often we do an inservice with the teachers and then we leave and they forget how to use the equipment...and thats to be expected! They didn't go to school to know the ins and outs of all of these forever changing hearing aids, cochlear implants, BAHAs and FM systems! Our jobs as teachers of the deaf is to help the classroom teachers have the easiest time helping our kids! So what's better for them than to have an easy to read, fun to look at and straight to the point user guide?!

This user guide is for the Roger Touchscreen FM system.

Not only is this perfect to leave in the classroom for teachers and substitutes, but it is also perfect to help your students learn how to appropriately use the FM system when it is brand new! I have a few kids getting FM systems in late elementary school, and they are more than capable of taking ownership of it right away! This user guide is simple for students to read and use as well :)

Print off PDF as a full size sheet or half size sheet

** I prefer half size so it's more like a tiny book!**

If you don't know how to print half sized, you can change the sale when you go to print to 50%
Follow my store for more TOD & SLP resources along with future freebies and fun language activities! Check out my instagram @StressedOutTeacher to stay up to date with my most recent posts on activities, materials and therapy ideas! Check out my other User Guides: User Guides: Roger Pen User Guide: Roger Inspiro

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I decided to start making quick user guides for classroom teachers!All too often we do an inservice with the teachers and then we leave and they forget how to use the equipment...and thats to be expected! They didn't go to school to know the ins and outs of all of these forever changing hearing aids...

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Read I Am Human: A Book of Empathy on Epic

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Author - Susan Verde , Illustrator - Peter H. Reynolds

Illustrator - Peter H. Reynolds

Create an Epic account to start reading!

A hopeful meditation on being human. I Am Human shows that it's okay to make mistakes while also emphasizing the power of good choices.

Read this Book on Epic!

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online access fun thousands children great kids ebooks books

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Read I Am Human: A Book of Empathy on Epic

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Author - Susan Verde , Illustrator - Peter H. Reynolds Illustrator - Peter H. Reynolds Create an Epic account to start reading! A hopeful meditation on being human. I Am Human shows that it's okay to make mistakes while also emphasizing the power of good choices. Read this Book on Epic!

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This is by no means a comprehensive list of all resources related to police use-of-force. Instead, we hope that these recommendations give you a simple place to start and that you find what you need to help, whether it's through the classroom, civic action, or by donating to an organization working on police violence.

Campaign Zero - In my opinion, Campaign Zero is doing some of the best work on actionable, evidence-based policies and legislation that can eliminate police violence. If this problem feels too overwhelming, start with Campaign Zero. They break it down into 10 easy-to-understand policies that you can pressure your state representatives to adopt, regardless of where you live. - Robbie

Use of Force Project - An offshoot of Campaign Zero, the Use of Force Project focuses on pressuring police departments into adopting specific, common-sense reforms - like banning choke-holds or requiring that officers give verbal warnings. Those simple reforms keep both citizens and police officers themselves safe. Click on your city to see how few of them have been adopted where you live, and then call your local leaders to demand more. - Robbie

National Bail Fund Network - A collection of over 60 community bail and bond funds across the country. The National Bail Fund Network is an easy way to make a difference for those who are risking their physical safety to peacefully protest police brutality. If your community is not on here, a quick google search should bring up some local options. - Marika

Black Lives Matter - The original movement that created both Campaign Zero and the Use of Force Project. Click here if you're interested in starting or joining a chapter or want other resources on how to promote anti-racism beyond just police violence. - Robbie

NAACP Legal Defense Fund - The NAACP LDF has worked for decades to try to transform our nation's legal system from inside. One of the easiest and best things you can do to try to make our legal system more equitable and fair is to donate here. Though those donations won't necessarily go toward police brutality per se, basically every case the LDF takes on is designed to meaningfully change legal precedent in an anti-racist direction. - Robbie

Resources for you, the educator

Before we educate others, it's important to educate ourselves. Here's a few books we personally recommend:

White Fragility Robin DiAngelo. As a white person, talking about race can be hard. DiAngelo works to help make sense of why we (white people) feel this way and what we can do to change ourselves and our perspective so that we're able to engage effectively around issues of race. - Scott

Eloquent Rage, Dr. Brittney Cooper

Cooper addresses the specific challenges of being a black woman in modern America in an accessible, powerful voice that invites you to critically examine your own personal brand of feminism. I learned more about intersectional feminism from this book than any other book I've read on the subject. - Marika

The Warmth of Other Suns, Isabel Wilkerson

An amazing narrative spanning decades that tells the stories of African Americans that moved out of the south, to the north and west in search of a better life and the struggles they found once they'd arrived. - Marika
Other Comprehensive Lists of recommendations: NY Times Anti-Racism Reading List Anti-Racist Reading List
Resources with Curriculum and Lesson Plans

Teaching Tolerance - This non-profit collects hundreds of lessons and units designed to help children of all age groups confront systemic racism. As a former social studies teacher, I'm impressed with both the breadth and depth of the resources they have to offer. I recommend looking at their "Learning Plans" section first, finding a unit that you like, and adapting it for your classroom. - Robbie

Teaching for Change - This DC based organization has a number of lessons around books and articles that "encourages teachers and students to question and re-think the world inside and outside their classrooms." They have resources for Elementary and Secondary classrooms as well as some book lists. The Civil Rights Teaching and Black Lives Matter at School Week of Action look to have the most relevant lesson plans and resources to use with your students. - Scott

Teacher's Democracy Project: Black Lives Matter - Last winter, TDP developed a Black Lives Matter curriculum. They're based out of Baltimore and used Cc to put it together, so we're a bit biased, but they have a number of well-resourced units for all levels. Check these out if you're looking for a series of lessons to help teach BLM in your classroom. - Scott

Anti-Defamation League - The ADL is a NYC based non-profit that develops programs and policies to combat discrimination and inequity. They've published 43 thorough lesson plans on race and racism, bias and discrimination, and social justice with a helpful filter to focus in on grade level. - Marika

Articles, podcasts, & compiled lists of other teaching resources

USC Rossier School of Education has compiled a solid list of resources and articles to help bring the conversation into the classroom. There is something for every teacher on this list. - Marika

NPR in collaboration with Sesame Workshop explain how to talk to young children about race in this short 20 minute podcast. Not only does it address discussing race when your children bring it up, but also how to bring it up before they do to frame it positively. - Marika

Raising White Children - In this podcast, Author Jennifer Harvey "offers age-appropriate insights for teaching children how to address racism when they encounter it and tackles tough questions about how to help white kids be mindful of racial relations while understanding their own identity and the role they can play for justice." I just listened to this recently and found Harvey's suggestions very approachable. - Marika

National Association for the Education of Young Children - An organization connecting early childhood teaching practices, policy, and research. This article addresses bringing the conversation about race and racism into a kindergarten classroom and conversations that extend to student families as well. - Marika

Interested in intersectionality? Here's an article addressing how toxic white-centered feminism can harm black activists and social justice movements. - Marika

Positive School Center The center provides training, coaching, and technical assistance rooted in five elements of racial justice and equity; trauma responsive strategies; social and emotional learning; student and community voice; and restorative practices. If you're a school or district leader, contact them to learn more. While the training and coaching isn't free, a good portion of their schools pay for it entirely through grants. I should note that my wife works here, so I've gotten to hear of their work and success and tend to be a bit biased. - Scott

The Hate U Give, Angie Thomas

Just Mercy (adapted for Young Adults), Bryan Stevenson

Let's Talk About Race, Julius Lester

For young children

The Last Stop on Market Street, Matt de la Peña

A favorite in my class when I was teaching - Marika

Antiracist Baby, Ibram X Kendi

Great for expecting parents and parents of young children. I pre-ordered a few copies to give to my friends who are still in the classroom - Marika

Mufaro's Beautiful Daughters, John Steptoe

Is there a princess craze in your home or classroom? This book shows that princesses don't all look like Rapunzel or Elsa - Marika

Lists of other book recommendations

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A Call for Help: What We Can Do about Police Brutality & Racism in and out of the Classroom

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This is by no means a comprehensive list of all resources related to police use-of-force. Instead, we hope that these recommendations give you a simple place to start and that you find what you need to help, whether it's through the classroom, civic action, or by donating to an organization working on police violence.

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skip to main content

Map It: What Comes Next is a free, online, interactive training designed for transition-aged students who are deaf or hard of hearing. The training utilizes three questions:

Who Am I?

What Do I Want?

How Do I Get There?

Video vignettes signed in ASL with spoken English and written transcription, self-assessments, and a series of interactive questions guide students as they identify their goals and develop strategies to achieve them. All interactive materials are saved and compiled in an electronic portfolio.

Support Documents

Facilitator Guides

Print Resources

Sample Videos

(Right-click to download)

Tags: module, pepnet

Please take a moment to rate this Learning Center resource by answering three short questions.
Okay, Sure!

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Map It: What Comes Next is a free, online, interactive training designed for transition-aged students who are deaf or hard of hearing. The training utilizes three questions:

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Streaming TV and Movies, DVDs, Interactive Media, Resources, and more.

We're here to educate students with sensory disabilities, along with their parents and teachers. Our major network-produced, educational content is carefully customized to serve the needs of K-12 students, as well as adult students studying to meet the needs of blind and deaf students.

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The Described and Captioned Media Program

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The Described and Captioned Media Program is a free-loan library of accessible educational media for use by teachers and family member of K-12 students with a vision or hearing loss. This U.S. Department of Education-funded program also serves as a clearinghouse of accessibility information and training resources as well as a gateway to accessibility information from partnering organizations.

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Nearpod: Foster a love of learning in every student

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Create active learning experiences students can’t wait to be a part of.

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We express ourselves in different ways. On Flip, you can use our simple and fun built-in camera to record your thoughts, add effects and share within your Flip group as video, audio only or text in your web browser or mobile app.

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Flip is a video discussion and sharing app, free from Microsoft.

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Flip (formerly Flipgrid) is a video discussion and video sharing app, free from Microsoft, built for classrooms and beyond. Learn more.

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Self-Advocacy and Hearing Loss

The self advocacy skills of students with hearing loss is a fundamental factor in determining success or failure across all educational, community, social, and work settings. Development of these skills should begin early so that students are able to start taking responsibility for their own communication accommodations and assume control over choices that affect their lives. Teachers can have a positive impact in the area of self advocacy by providing opportunities and activities that allow students to be involved in choice-making, decision-making, problem-solving, setting and attaining of goals, and development of self-awareness.

Throughout transition planning, students should continue to increase the following self advocacy skills:

Ability to describe their own skills and needs

Ability to set their own goals and create a plan to reach them

Knowing the how, who, and when to ask for assistance

Ability to make decisions and take responsibility for the consequences of those decisions

Hearing Loss Advocacy Teacher Resources:

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Self-Advocacy | DHH Resources for Teachers | UMN

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The self advocacy skills of students with hearing loss is a fundamental factor in determining success or failure across all educational, community, social, and work settings. Development of these skills should begin early so that students are able to start taking responsibility for their own communication accommodations and assume control over choices that affect their lives.

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Free, real-time captioning for your event.

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Closed Captions in Slides + Screencastify = App Smashing Magic

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Hearing Loss Community - Hearing Like Me

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Welcome to HearingLikeMe.com. A hearing loss community brought to you by Phonak for better living, raising, supporting and learning.

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Great for auditory and phonemic awareness skills.

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HearBuilder software builds following directions, phonemic awareness, sequencing, and auditory memory skills.

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How to Edit Auto-Generated Captions on YouTube

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Interactive self-advocacy lesson and activities on disability law and legal protections for people with hearing loss. Perfect for your transition-aged deaf/hard of hearing students working to better understand IDEA, ADA, 504, and their IEPs.

This Boom deck features text and info before true/false questions, a fill in the blank, and matching activity.

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Interactive self-advocacy lesson and activities on disability law and legal protections for people with hearing loss. Perfect for your transition-aged deaf/hard of hearing students working to better understand IDEA, ADA, 504, and their IEPs. This Boom deck features text and info before true/false qu...

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The goal of this resource is to teach Deaf and Hard of Hearing students about the etiology, or cause of their hearing loss. The students will learn what the different causes of hearing loss are and be able to explain the cause of their personal hearing loss.

Before using this resource, it is important the students have some prerequisite knowledge. Students should be familiar about the type and degree of their hearing loss and familiar with the main structures of the ear (outer, middle, and inner).

Each page of the flipbook includes a different cause of hearing loss and specific examples of the cause. Student can read each page, take notes, highlight, color, and customize it to however they like. On the last page, the students will write about their personal hearing loss and etiology of their hearing loss. Cut along the lines, staple it all together, and you have a beautiful flipbook!

This bundle includes both Levels 1 and 2. Level 1 of this flipbook is for younger students, it is recommended for upper elementary school students to middle school students. Level 2 of this flipbook is for older students and is recommended for middle school to high school students. If you are an itinerant teacher and serve all grade levels like I do, this bundle will be perfect for you!

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Causes of Hearing Loss Flipbook Bundle: Levels 1 & 2

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The goal of this resource is to teach Deaf and Hard of Hearing students about the etiology, or cause of their hearing loss. The students will learn what the different causes of hearing loss are and be able to explain the cause of their personal hearing loss.Before using this resource, it is importan...

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Self-advocacy and personal responsibility are keys to success. Advocacy means standing up for your needs and requires knowledge and skills. Start building your skills by reading and completing the materials below.

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Self-advocacy and personal responsibility are keys to success. Advocacy means standing up for your needs and requires knowledge and skills. Start building your skills by reading and completing the materials below.

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self advocacy skills for students who are dhh

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Self Advocacy Skills for Students who are DHH

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Resources for working on self advocacy skills with students who are deaf or hard of hearing

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Deaf and Hard of Hearing Students in the General Education Class

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Resources for general education teachers who have DHH students in their class

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Resources for Working w/ Students Who are Deaf & Low Functioning

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Students who are deaf and low functioning are often in educational situations with teachers who aren't quite sure how best to communicate or how to instruct them. This binder has resources to help the staff in these situations.

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ADA/504/IDEA Requirements for DHH Students

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Rules and Regs for servings students who are deaf or hard of hearing

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Resources for teachers and parents working with high school students who are deaf or hard of hearing

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We help teachers meaningfully connect with parents and students through multilingual text messages

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All too often we do an inservice with the teachers and then we leave and they forget how to use the equipment...and thats to be expected! They didn't go to school to know the ins and outs of all of these forever changing hearing aids, cochlear implants, BAHAs and FM systems! Our jobs as teachers of the deaf is to help the classroom teachers have the easiest time helping our kids! So what's better for them than to have an easy to read, fun to look at and straight to the point user guide?!

This user guide is for the Roger Inspiro FM system.

Not only is this perfect to leave in the classroom for teachers and substitutes, but it is also perfect to help your students learn how to appropriately use the FM system when it is brand new! I have a few kids getting FM systems in late elementary school, and they are more than capable of taking ownership of it right away! This user guide is simple for students to read and use as well :)

Print off PDF as a full size sheet or half size sheet

** I prefer half size so it's more like a tiny book!**

If you don't know how to print half sized, you can change the sale when you go to print to 50%
Follow my store for more TOD & SLP resources along with future freebies and fun language activities! Check out my instagram @StressedOutTeacher to stay up to date with my most recent posts on activities, materials and therapy ideas! Check out my other user guide for the Roger Touchscreen! User Guide: Roger Touchscreen User Guide: Roger Pen

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All too often we do an inservice with the teachers and then we leave and they forget how to use the equipment...and thats to be expected! They didn't go to school to know the ins and outs of all of these forever changing hearing aids, cochlear implants, BAHAs and FM systems! Our jobs as teachers of ...

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All too often we do an inservice with the teachers and then we leave and they forget how to use the equipment...and thats to be expected! They didn't go to school to know the ins and outs of all of these forever changing hearing aids, cochlear implants, BAHAs and FM systems! Our jobs as teachers of the deaf is to help the classroom teachers have the easiest time helping our kids! So what's better for them than to have an easy to read, fun to look at and straight to the point user guide?!

This user guide is for the Roger Inspiro FM system.

Not only is this perfect to leave in the classroom for teachers and substitutes, but it is also perfect to help your students learn how to appropriately use the FM system when it is brand new! I have a few kids getting FM systems in late elementary school, and they are more than capable of taking ownership of it right away! This user guide is simple for students to read and use as well :)

Print off PDF as a full size sheet or half size sheet

** I prefer half size so it's more like a tiny book!**

If you don't know how to print half sized, you can change the sale when you go to print to 50%
Follow my store for more TOD & SLP resources along with future freebies and fun language activities! Check out my instagram @StressedOutTeacher to stay up to date with my most recent posts on activities, materials and therapy ideas! Check out my other user guide for the Roger Touchscreen! User Guide: Roger Touchscreen User Guide: Toger Insprio

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All too often we do an inservice with the teachers and then we leave and they forget how to use the equipment...and thats to be expected! They didn't go to school to know the ins and outs of all of these forever changing hearing aids, cochlear implants, BAHAs and FM systems! Our jobs as teachers of ...

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All too often we do an inservice with the teachers and then we leave and they forget how to use the equipment...and thats to be expected! They didn't go to school to know the ins and outs of all of these forever changing hearing aids, cochlear implants, BAHAs and FM systems! Our jobs as teachers of the deaf is to help the classroom teachers have the easiest time helping our kids! So what's better for them than to have an easy to read, fun to look at and straight to the point user guide?!

This user guide is for the Roger Inspiro Mic and Digimaster 500.

Not only is this perfect to leave in the classroom for teachers and substitutes, but it is also perfect to help your students learn how to appropriately use the FM system when it is brand new! I have a few kids getting FM systems in late elementary school, and they are more than capable of taking ownership of it right away! This user guide is simple for students to read and use as well :)

Print off PDF as a full size sheet or half size sheet

** I prefer half size so it's more like a tiny book!**

If you don't know how to print half sized, you can change the sale when you go to print to 50%
Follow my store for more TOD & SLP resources along with future freebies and fun language activities! Check out my instagram @StressedOutTeacher to stay up to date with my most recent posts on activities, materials and therapy ideas! Check out my other User Guides: User Guide: GROWING BUNDLE User Guides: Roger Pen User Guide: Roger Inspiro User Guide: Roger Pen

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User Guide: Roger Inspiro & Digi Master 5000

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All too often we do an inservice with the teachers and then we leave and they forget how to use the equipment...and thats to be expected! They didn't go to school to know the ins and outs of all of these forever changing hearing aids, cochlear implants, BAHAs and FM systems! Our jobs as teachers of ...

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Online copies of the magazine + worksheets from @TODonwheels!

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The COVID-19 outbreak presents new challenges for teachers, therapists, and parents trying to support students at home.

Digital issues of Hearing Our Way with coordinating worksheets from

Read Aloud Videos of books featuring hearing loss

Links to more resources:

For more great worksheets and activities for students with hearing loss, please visit:

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The COVID-19 outbreak presents new challenges for teachers, therapists, and parents trying to support students at home.

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These FREE weekly sticker charts reward children for wearing their hearing devices (hearing aids or cochlear implants) at three different times throughout the day. They are great to provide to parents and/or teachers to increase device use!

For both hearing aids and cochlear implants, there are two versions (morning/afternoon/evening and breakfast/lunch/dinner). Both versions include color and black/white versions. In addition, there is an text editable version for parents or therapists to use in another language, if desired.

This file is zipped file, with both the premade and editable versions included.

I hope this resource helps you and the families that you serve!

Check out more resources for children with hearing loss:
Early Language and Listening Activities BOOM CARDS™ Early Intervention Listening At Home Environmental Sounds BOOM CARDS™ Listening To Animal Sounds BOOM CARDS™ Conditioned Play Audiometry Practice BOOM CARDS™ Learning To Listen Sound Discrimination BOOM Cards My Hearing Helpers Presentation for Self Advocacy Get To Know Hearing Technology Boom Cards™ Cochlear Implants Hearing Aids The Six Sound Test: Beginner Boom Cards™
*** Blog *** Instagram *** Pinterest *** Facebook ***

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Hearing Aid Cochlear Implant Wear and Use Reward Sticker Charts Hearing Loss

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These FREE weekly sticker charts reward children for wearing their hearing devices (hearing aids or cochlear implants) at three different times throughout the day. They are great to provide to parents and/or teachers to increase device use!For both hearing aids and cochlear implants, there are two v...

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Excellent list

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Overview of Captions in Videoconference Platforms

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Overview of Captions in Videoconference Platforms

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This knowledge base is a volunteer effort by Catharine McNally & Tina Childress.

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For students who are deaf and hard of hearing, access to online video instruction poses significant challenges. Remember, a teacher's voice can be heard, but may be difficult to understand.

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Helpful Tips for Teachers: Remote Learning at Home

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For students who are deaf and hard of hearing, access to online video instruction poses significant challenges. Remember, a teacher's voice can be heard, but may be difficult to understand.

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Access via the Americans with Disabilities Act

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Communication access is a key component of 504, IDEA and Title II of the ADA. A November 2014 policy guidance from the US Department of Education and US Department of Justice clarified that, under Title II of the ADA, schools are required to ensure that communication for students who are deaf and hard of hearing "are as effective as communication for others" [ADA Title II 28 C.F.R.

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Playlist with hearing loss simulation videos.

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DHH Itinerant

I am a hearing itinerant teacher for children with hearing loss ages 3-21. I have been teaching for 19 years across a wide variety of schools. Itinerant life is fun and exciting but no two days are every the same.

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BoomLearning.com - Amazing authors make awesome learning content! I am a hearing itinerant teacher for children with hearing loss ages 3-21. I have been teaching for 19 years across a wide variety of schools. Itinerant life is fun and exciting but no two days are every the same.

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BoomLearning.com - Amazing authors make awesome learning content! This 3-part Boom Cards deck targets listening and identifying minimal pairs that differ only by the vowel sound (e.g. nut vs. net) for your Deaf & Hard of Hearing Students who are developing their speech perception skills. The deck contains 3 sections: 1.

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In this installment of EdTech Tips, our Instructional Technology Coordinator, Warren Watkins show how auto-captioning can be easily enabled to add accessibil...

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TEACHER INFORMATION has many tools and direction regarding the needs of children with hearing loss. The other categories within Takeout have materials to use directly with students.

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Books for Children who are Deaf, Hard of Hearing, or DeafBlind

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In light of COVID-19, we are staying home and figuring out resources for our children. Here, we are putting together activities, ideas, videos to support your child's learning at home. A major focus of our activities will be based off on our award-winning VL2 Storybook Apps. We are making our apps available for free, at specific times. Please keep checking in for updates.

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In light of COVID-19, we are staying home and figuring out resources for our children. Here, we are putting together activities, ideas, videos to support your child's learning at home. A major focus of our activities will be based off on our award-winning VL2 Storybook Apps.

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free for teachers

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Instantly access over 40,000 of the best books & videos for kids on Epic

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ReadWorks | Award-Winning, EdTech Nonprofit Organization

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ReadWorks is an edtech nonprofit organization that is committed to helping to solve America’s reading comprehension crisis.

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Toy Theater is your source for free educational games specially designed for elementary-aged students. It's available on all desktop computers, tablets, and mobile devices, ensuring learning is never out of reach. If you are a fan of our site, we encourage you to share Toy Theater on your social media or website.

Explore Toy Theater

Here's a sneak peek into what Toy Theater has in store:

Math Games: Ranging from counting and numeral recognition to division and telling time, there's a vast assortment of interactive math games.

Language Arts: Students can work on spelling, letter recognition, and even practice reading with online books.

Art and Music : From teaching students to play simple songs on a keyboard to exploring symmetry via art games, the platform fosters creativity alongside learning.

Puzzles and Games: Ideal for early finishers or indoor recess, their online educational puzzles and games promise fun-filled learning.

Teacher Tools: Need a fun timer or a spinner? Or perhaps a simple way to evaluate basic math skills? Their virtual teacher tools have got you covered.

Whether you project Toy Theater games and interactive tools on your smartboard for the whole class to see or use them during small group work, you're sure to love them!

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Toy Theater | Fun Online Educational Games for Kids

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Make learning a blast! Toy Theater is chock full of interactive online art, reading & math games for kids. Designed with the needs of kindergarten through third grade classrooms in mind, these free games are trusted by teachers around the world to provide real educational value.

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, an online platform that offers parents of deaf and hard of hearing children one-on-one ASL practice sessions with Deaf adults, is now welcoming kids of all ages to the platform with their new program Friends Like Me.

Friends Like Me connects your deaf and hard of hearing (DHH) child with 2-3 other DHH kids that are the same age. Groups meet weekly for 30-minute sessions led by a trained DHH Adult Mentor.

With the Friends Like Me program, your child can:
Already a member?

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New program brings deaf kids together online - American Society for Deaf Children

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an online platform that offers parents of deaf and hard of hearing children one-on-one ASL practice sessions with Deaf adults, is now welcoming kids of all ages to the platform with their new program Friends Like Me. Friends Like Me connects your deaf and hard of hearing (DHH) child with 2-3 other DHH kids that are the same age.

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Free download: template for your powerpoint/presentation. Hope your students are excited to see a few asl on your presentation. Save your time to decor your ppt for a bit as welcome back to school. Wish you good luck and teaching/learning in school. I provide a few different sizes for your powerpoint or keynote.

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Free download: template for your powerpoint/presentation. Hope your students are excited to see a few asl on your presentation. Save your time to decor your ppt for a bit as welcome back to school. Wish you good luck and teaching/learning in school. I provide a few different sizes for your powerpoint or keynote.

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As an itinerant teacher, it can be difficult to contact each students' classroom teacher to inform them of important hearing information. This is especially true for middle and high school students who have 7-8 teachers each. This resource makes it easy to reach out to all classroom teachers. They'll have access to pertinent hearing information, goals and accommodations, and your contact information. Simply select the version you wish to edit, then email a copy to classroom teachers.

What's Included:

▶ One Student Hearing Information page with a title, general hearing information, and the following six labeled section headers:

-Student Information

-Hearing Equipment

-Accommodations and Modifications

-IEP Goals

-Services

-Contact Information

▶ One Student Hearing Information page with only a title and six labeled section headers

▶ One Blank Student Hearing Information page (no title, no section headers)

▶ Three pages total in Microsoft PowerPoint.

All pages are EDITABLE. A PDF version is also included.

⟐⟐⟐⟐⟐⟐⟐⟐⟐⟐⟐⟐⟐⟐⟐⟐⟐⟐⟐⟐⟐⟐⟐⟐⟐⟐⟐⟐⟐⟐⟐⟐⟐⟐⟐⟐⟐⟐⟐⟐⟐⟐⟐⟐⟐⟐⟐

▶ Be the first to know about my new discounts, freebies, and product launches:

▶ Get TPT credit to use on future purchases:

Go to your My Purchases page and click the Leave a Review button.

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Back to School Inservice Letter for Deaf and Hard of Hearing Students

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(EDITABLE) Back to School Inservice Letter for Deaf and Hard of Hearing StudentsAs an itinerant teacher, it can be difficult to contact each students' classroom teacher to inform them of important hearing information. This is especially true for middle and high school students who have 7-8 teachers ...

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As an itinerant teacher of the deaf and hard of hearing, part of my job is educating other professionals about hearing loss and ways they can help their students. I find it helpful to give teachers a cute little poster/handout of suggestions and reminders. This is not an exhaustive list, but simply a starter pack of suggestions. I hope this handout is helpful to you and your mainstream teachers!

There are two versions of this list (both are very similar). Both come in color and black and white. The first list is geared toward younger children. The second list is geared towards older students who have a lot of different vocabulary and switch classes. There is also space at the bottom of both to add your contact information in case any of the teachers have problems or questions.

Remember to follow me by clicking the green star so you won't miss any future freebies or fun listening activities!
Looking for more helpful tool as a TOD? Check out: New Teacher of the Deaf Starter Pack BUNDLE Itinerant Teacher of the Deaf Caseload Binder Notes Home for Deaf Ed: Post Its and Quarter Page Notes
Some other helpful resources:
Teacher of the Deaf Monthly Consult Checklist Phonemic Awareness Puzzles: Initial Digraphs and Blends Go Fish! Plural s and Counting Idiom Matching Game

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Handout for Teachers: Tips and Tricks for Deaf or Hard of Hearing Students

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As an itinerant teacher of the deaf and hard of hearing, part of my job is educating other professionals about hearing loss and ways they can help their students. I find it helpful to give teachers a cute little poster/handout of suggestions and reminders. This is not an exhaustive list, but simply ...

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Itinerant Teachers of the Deaf have very unique jobs. We go into schools to support Deaf and Hard of Hearing students in the mainstream schools, but it may not be clear to everyone else what our role is. This handout is a good introduction to itinerant TODs and what we can do to support a student. This is NOT an exhaustive list of everything we do (that would be impossible!) instead it is meant to be a starting point of information in an easily digestible format.

I hope this handout makes explaining our job a little easier!

-Deanna
Stay updated by clicking the green star- new products are 50% off the first 24 hours! More TOD resources you might be interested in: Self-Advocacy Series: My Cochlear Implants Teacher of the Deaf Caseload Binder Self-Advocacy for Seating and Classroom Acoustics Let's Connect!

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Itinerant Teachers of the Deaf have very unique jobs. We go into schools to support Deaf and Hard of Hearing students in the mainstream schools, but it may not be clear to everyone else what our role is. This handout is a good introduction to itinerant TODs and what we can do to support a student.

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Hangman View Word Wheel View Self Advocacy Board Game View Roger Pen Bingo View Roger Touchscreen Mic Bingo View Hearing Aid Bingo View

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Self-concept, identity and self-esteem with hearing loss. Exploring the psychosocial aspects of hearing loss.

Self-concept, identity and self-esteem with hearing loss. Exploring the psychosocial aspects of hearing loss.

Connecting content to people.

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Alexander Graham Bell Association for the Deaf and Hard of Hearing

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Volta Voices November-December 2014 Magazine

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Self-concept, identity and self-esteem with hearing loss. Exploring the psychosocial aspects of hearing loss.

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Online dictionaries, resources, and websites

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Educating Students Who Are Deaf or Hard of Hearing: A Guide for Professionals in General Education Settings

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Clerc Center " Learning Opportunities " Online Learning " Educating Students Who Are Deaf or Hard of Hearing in General Education Settings

Educating Students Who Are Deaf or Hard of Hearing: A Guide for Professionals in General Education Settings is an online, three-module resource that is designed to equip general education professionals (grades K-12) with the knowledge and skills they need for working with deaf and hard of hearing students in the classroom or school environment. Developed in a collaboration between the Laurent Clerc National Deaf Education Center and the Texas Education Service Center 20, this resource allows users to view topics of interest or to complete the modules in their entirety.

General educators are often unprepared to work with deaf and hard of hearing students in their classrooms.

This resource will help you to do the following:

prepare for having deaf and hard of hearing students in your classroom

include the principles behind educational planning and use them within the classroom or school

understand how laws governing educational services for deaf and hard of hearing students support your work

incorporate evidence-based practices to better prepare for and work with deaf and hard of hearing students within your classroom or school

consider and familiarize yourself with teaching and inclusion strategies for incorporation in your classroom or school

Earn a Certificate of Completion
After Successfully Navigating the Modules

This site was supported by federal funding. Publication of this material shall not imply approval or acceptance by the U.S. Department of Education of the findings, conclusions, or recommendations herein. Gallaudet University is an equal opportunity employer and does not discriminate on the basis of race, color, sex, national origin, religion, age, hearing status, disability, covered veteran status, marital status, personal appearance, sexual orientation, family responsibilities, matriculation, political affiliation, source of income, place of business or residence, pregnancy, childbirth, or any other unlawful basis.

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Educating Students Who Are Deaf or Hard of Hearing: A Guide for Professionals in General Education Settings

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Clerc Center " Learning Opportunities " Online Learning " Educating Students Who Are Deaf or Hard of Hearing in General Education Settings Educating Students Who Are Deaf or Hard of Hearing: A Guide for Professionals in General Education Settings is an online, three-module resource that is designed to equip general education professionals (grades K-12) with the knowledge and skills they need for working with deaf and hard of hearing students in the classroom or school environment.

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A longer and more in-depth lecture

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Children with hearing loss in public schools: an introductory lecture for school-based professionals

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By: Katherine L. DeGeorge

Friends are people who know and like each other. All human beings need and want to share the common bond of friendship with others. Traditionally, making friends is viewed as a natural and simple ongoing process. Children with disabilities, particularly learning disabilities, do not always make friends as effortlessly and easily as do their nondisabled peers. Through the use of children's literature, children with learning disabilities can be taught valuable skills that will enable them to make and maintain friendships.

Friendship is the pleasant and rewarding result of human interaction. Webster's New American Dictionary (Morehead & Morehead, 1981) defines friendship as "the state of being on intimate and affectionate terms with another" (p.222). Traditionally, making friends is a natural result of human verbal transactions. Though making friends seems natural, children with learning disabilities may not always be able to make friends. In fact, by definition, students with learning disabilities often experience difficulties with peers. According to the National Joint Committee on Learning Disabilities (1988), people with learning disabilities may have "problems in self-regulatory behaviors, social perceptions, and social interaction" (p.1).

Because making friends involves social interactions and requires the skillful use of social perception and self-regulatory behaviors, children with learning disabilities may find making friends with their non-disabled peers difficult. Their problems with expressive, receptive, verbal, and nonverbal language, as well as their inability to recognize the subtleties of interpersonal communication, make friendships a challenge. Making friends is a skill that must be taught directly to many students with learning disabilities if they are to succeed in school. Students with learning disabilities can benefit if skills are taught explicitly through systematic lessons that incorporate a variety of experiences.

Early identification of inappropriate social and communication skills is critical to success in school. Learning problems affect students academically as well as socially. Students' social problems may in turn affect their attitudes toward school. Research has shown that students without peers are more likely to develop behavior problems that can lead to school failure and ultimately dropping out. Identifying students prior to their social difficulties and teaching them appropriate skills can prevent problems in the future.

This article (a) describes a strategy incorporating children's literature for teaching friendship skills and (b) discusses a practice lesson using this strategy.

Using children's literature for teaching friendship skills can be invaluable to students and to teachers. Children's literature is a resource for instruction that also incorporates other academic skills. The skills become meaningful to students through the stories, so that they are able to use the skills outside of classroom activities.

Reader response theory provides a framework for using literature in the classroom. Gunning (1996) defined reader response theory as "a view of reading in which the reader plays a central role in constructing the meaning of a text. The meaning is not found in the text or the reader, but is found in the relationship or transaction between the two" (p. 335). This theory can be applied to the use of children's literature as a tool for teaching friendship skills.

Strategy for teaching friendship skills

The strategy for teaching friendship skills using children's literature has four parts: (a) the use of children's literature, (b) direct instruction of steps to follow, (c) practice in the natural environment, and (d) evaluation of the lesson and skills.

Use of children's literature

Using children's literature has many benefits for teaching friendship skills to children with learning disabilities. As a tool for teaching, stories provide easy and creative introductions to a topic. Many children's books are available on the topic of friends, socializing, conversation, and playing together. Examples of books about making friends are listed in Figure 1. A lesson can easily be anchored in the content presented in the story. The story provides examples for discussion, small-group activities, journal writing, creative writing, and models for skills practice.

Teaching and introducing skills with a book involves many benefits. First, reading to the students can increase their literacy, listening comprehension, and vocabulary. Students enjoy stories and are motivated to learn more than if direct teaching were the only aspect of the skills lesson. Second, the story provides relevant examples of how to use skills and about what to do during peer interaction. For example, students may be able to relate to the emotions of the characters. Stories can also encourage students to pay attention to their own actions and behavior. Third, because stories are fun and pleasurable for many children, being read to may not be seen as a typical lesson, but as a leisure activity during class time for many children.

Direct instruction

The direct teaching of a strategy for making friends is an important part of teaching social skills, particularly to children with nonverbal deficits. Direct instruction of a social skill lesson involves modeling and peer practice. Huggins, Moen, and Manion (1995) developed six steps for the social skill of making a new friend. These steps can be incorporated into a lesson using children's literature and adapted to the specific needs of children with learning disabilities.

Miriam Cohen's (1996) Will I Have a Friend? is about a kindergarten student named Jim whose anxieties about the first day of school are alleviated when he makes a new friend. This story is used in the following adapted steps for students. A sample lesson using Will I Have a Friend? is presented in Figure 2. Examples of how the characters in the story follow the steps are detailed in the sample lesson.

Step 1: Identify someone to whom you can introduce yourself. Students should examine their surroundings and find someone with whom they would like to play with or talk. Students should be given examples of how people look when they want to play or talk. Teachers can use pictures of students engaging in a variety of activities. For example, a student finishing a homework assignment, a student coloring alone, a student with a sad face, a student with a happy face, and so forth.

Step 2: Smile and approach the person. The teacher should model walking up to someone with a smile on his or her face. Students should practice this while approaching a peer.

Step 3: Introduce yourself. Say your name and ask the other person his or her name. Look at the person and smile. The teacher should continue modeling.

Step 4: Ask open-ended questions to get and give information. Students can ask another student what they are playing with, what they like to play, and so forth. Student need to know what an open-ended question is. Open-ended questions have answers that have more than two or three words. Remember to look at the person and smile. The teacher can now ask two students to model for the class, or the teacher can continue modeling. A list of questions can be provided for the students if they are able to read or the teacher can provide questioning prompts. This step will depend on the level of the students.

Step 5: Suggest something to play or do together. Find some activity or game to play on the playground, during free time, and so forth. The teacher can prompt the pairs to engage in an activity and provide ideas for the students so that the interaction will continue.

Generalization

Besides practicing these steps in the classroom during a lesson, students need the opportunity to practice these skills in the natural environment. There are only five steps, so children can easily remember them. These steps are also broken down to include and identify nonverbal behaviors that children with learning disabilities may forget.

The story used in the lesson can provide many generalization examples for students. Students can see how the characters in the story act and can model the behavior in their own personal interactions. Students will see that there are many opportunities to practice these skills on the playground, at home, in the neighborhood, and during free time in the classroom. Referring back to the book also increases memory skills and problem-solving skills. A variety of reading education techniques can be employed to increase comprehension of the story and the skills. Teachers can pause while reading and let the students fill in what the main character does. Students can also put themselves in the character's shoes, thus taking on the perspective of another person.

Evaluation

Evaluating the strategy and its usefulness for individuals will determine its effectiveness and what modifications need to be made for the class and for individual differences. Pretests and post-tests can be administered to the students to determine how they felt before the lesson and how they felt about their abilities after the lesson. The goal of the lesson is for children to generalize prosocial friend-making skills. Children should be able to take these skills and use them outside of the classroom. The following sample pre-post-test can be used for evaluating the lesson. Students can either write the answers to the test before the lesson and after the lesson, or, for students who do not read or write well enough to independently answer questions, the teacher can interview the students individually, in small groups, or as a class (see Figure 3 for a sample pre-/ post-test).

Other books about making friends

Aliki, We Are Best Friends

Anglund, J.W., A Friend is Someone Who Likes You

Barkin, J., Are We Still Best Friends?

Berenstein, S. & Berenstein, J., The Trouble With Friends

Cohen, M., Will I Have a Friend?

Craig, H., Angelina and Alice

Crary, E., I Want to Play

De Reginers, B.S., May I Bring a Friend?

Holabird, K., Angelina and Alice

Iwasaki, C., Will You Be My Friend?

Lystad, M., That New Boy

Moncure, J.B., A New Boy in Kindergarten

Prather, R., New Neighbors

Robinson, N.K., Wendy and the Bullies

Stevenson, J., Fast Friends: Two Stories

Viorst, J., Rosie and Michael

Zolotow, C., The New Friend

Practice lesson

The lesson presented in Figure 2 was taught to a group of 5 students in a public elementary school. There were 3 boys, 2 in first grade and 1 in second grade. One first grader had the label of other health impaired (OHI), another had the label of mildly mentally retarded (MR), and the third had the labels learning disabled (LD) and speech impaired (SI). All 3 boys were African American. Of the 2 female students, 1 was labeled emotionally disturbed (ED), and the other was labeled OHI. Both girls were Caucasian and in the second grade.

These students spent no more than 3 hours per day in the resource classroom. They received individual instruction- in math and language arts and were in their appropriate general education classroom the rest of the day. The pretest was administered orally to students individually (see Figure 4).

The lesson was taught according to the plan in Figure 2. The students listened to the book and the steps were modeled by the author. The students were allowed to pick partners with whom they could practice the skills. One student was partners with the author. Students were guided as a whole group through the steps with their partners and then were able to pick another partner to practice independently. Each student was also given the option of practicing individually with the teacher or the author. All students chose this option for independent practice. Students orally completed the post-test with the author after the lesson (see Figure 5).

Will I have a friend? by Miriam Cohen sample lesson

1. Anticipatory Set

1. Administer Pretest

2. Introduce Topic

1. What and who are friends? (Ask the class open-ended questions about making friends.)

2. The story (Tell them about the book and explain its use in making friends.)

3. Friend-making skills (Explain that after reading and discussing the book that they will have an opportunity to practice the skills.)

2. Presentation of material

1. Read Will I Have a Friend?

1. During the story, ask guided and open-ended questions for the students to answer or think about.

1. What does Jim want or who does he want to meet?

2. Who are some of the people in his class?

3. What does Jim enjoy doing?

4. Who does Jim talk to?

5. What did he say?

2. After the story, question the students about Jim's feelings:

1. How did Jim feel before he entered his class?

2. When was Jim happy during the story?

3. When was Jim nervous during the story?

4. Who is Paul? How do you know?

2. Present steps for making a new friend.

1. Identify someone to whom you can introduce yourself. a. From Will I Have a Friend? "Jim looks around the kindergarten classroom and sees Bill, Anna-Marie, Danny, and Paul."

2. Smile and approach the person. b. From Will I Have a Friend? "Jim sees the other students, but does not smile and approach them. Paul smiles at Jim and shows him a tiny truck."

3. Introduce yourself. c. From Will I Have a Friend? "Jim and Paul already know each other's names, so they move to the next step."

4. Ask open-ended questions to get and give information. d. From Will I Have a Friend? "When rest time was over, everyone got up. 'Look what I have,' said Paul. He showed Jim a truck. Jim reached out and put it in his hand."

5. Suggest something to play or do together. e. From Will I Have a Friend?" 'I have a gas pump,' said Jim. 'I'll bring it tomorrow.' Jim and Paul then went to play with Anna-Marie." NOTE: For each step (1) provide an example from the story and (2) model, demonstrate, and describe each step using the book example or a partner

3. Guided practice

1. Pair up students with others they may not know very well.

2. As a class, go through the steps for making a new friend (the teacher leads the activity).

3. Allow the pairs to practice alone.

1. Teacher can guide those in need of assistance.

2. Teacher monitors students' progress.

4. Independent practice (follow-up activities or practice outside of class).

1. Have students talk about where they can use these steps outside of the classroom.

2. Do a writing activity that summarizes story or student's thoughts about friendship.

3. Use role playing. D. Read a second story and have students identify each of the steps.

5. Closure

1. Summarize story and steps.

2. Administer post-test.

Summary

The lesson was successful in many ways. First, students maintained attention to the book and enjoyed hearing the story. The story motivated students to participate actively: Almost all of them were willing to practice skills in pairs and with the author. Only 1 student was unwilling to participate and preferred not to work with a partner. Second, the students were able to relate to feelings of fear and nervousness (like the character Jim in the story) and readily conveyed these feelings during the lesson and in the pre- and post-tests. Third, the activities used in the lesson – modeling, guided practice, and use of literature – were effective tools for teaching skills for this group of students.

The teacher should also consider several other factors when using a lesson that incorporates reading, active participation, and work with a partner. First, the students in this setting were not able to read the steps for making friends as they were written out on the overhead projector. The steps had to be repeated for the students and modeled a number of times in order for students to recall what to do next. Pictures would be one way to circumvent student literacy levels.

Second, follow-up activities to the story may be used to further reinforce skills. The lesson shown in Figure 2 was taught as it is listed. The only activity used for practice and evaluation was practicing of skills with partners. A written activity, a second story, or perhaps instruction of the students' entire general education classroom would be helpful for those students who have a learning disability. It might be easier to teach these skills to a larger group of students so that there is more opportunity for practice with peers who may or may not need additional help with friendship skills.

Third, students may need to be taught the meaning and use of an open-ended question. Relevant examples and modeling by the teacher proved effective during the practice of this lesson. Open-ended questions can be taught prior to the entire lesson or after the pretest, depending on needs of the students.

The pretest results showed that only 1 student felt comfortable about making friends. The majority responded that they were not comfortable around new people, that they were afraid to talk to new people, and that they enjoyed using stories when learning to do something. All but 1 of the students said that they were confident about making friends. This statement may reflect the fact that the students did not understand the question.

The post-test showed a change in feelings and opinions about the students' own friendship skills. Only 1 student reported that he was uncomfortable about his skills after the lesson and skills practice. More students (than in the pretest) reported that they felt more comfortable with their skills after the lesson.

1. Do you like using stories as part of learning a new way to do something?

yes/no

2. Are you confident about making friends?

yes/no

3. Do you know how to make friends?

yes/no

4. Do you like talking to new people in your class/on the playground/ in your neighborhood?

yes/no

5. Are you afraid to talk to new people?

yes/no

Conclusion

Teaching friendship skills directly to students with learning disabilities may be beneficial to them both in school and outside of school. Using children's literature can be an effective tool to increase motivation and generalization of the skills taught. Children's literature also provides an opportunity to increase student language skills through the follow-up activities of writing, additional reading, and practicing skills taught in class.

About the author

Katherine L. DeGeorge, MEd, holds undergraduate degrees in Spanish and secondary education and a master's degree in special education. Her interest is in teaching students with mild to moderate disabilities, and her research interests include effective social skills and ways to promote generalization of skills. Address: Katherine L. DeGeorge, 3727 Farber, Houston, TX 77005.

Appendix: Relevant research

A variety of research studies have been done that examine social skills, peer status, nonverbal communication deficits, and self-esteem of students with learning disabilities. The following is a list of these empirically based articles.

Asher, S. R., & Renshaw, P. D. (1981). Children without friends: Social knowledge and social training. In S. R. Asher & J. M. Gottman, (Eds.), The development of children's friendships (pp. 273-296). New York: Cambridge University Press.

Bear, G. G., Clever, A., & Proctor, W. A. (1991). Self-perceptions of nonhandicapped children and children with learning disabilities in integrated classes. The Journal of Special Education, 24, 409-426.

Bear, G. G., & Minke, K. M. (1996). Positive bias in maintenance of self-worth among children with LD. Learning Disability Quarterly, 19, 23-32.

Cooper, C. S., & McEvoy, M. A. (1996). Group friendship activities: An easy way to develop social skills of young children. Teaching Exceptional Children, 28(3), 67-69.

English, K., Goldstein, H., Kaczmarek, L., & Shafer, K. (1996). "Buddy Skills" for preschoolers. Teaching Exceptional Children, 28(3), 62-66.

Kaufmann, J. M. (1993). Characteristics of emotional and behavioral disorders of children and youth. New York: Merrill.

Kavale, K. A., & Forness, S. R. (1996). Social skills deficits and learning disabilities: A meta-analysis. Journal of Learning Disabilities, 29, 226-237.

Nowicki, S., & Duke, M. P. (1992). Helping the child who doesn't fit in. Atlanta: Peachtree.

Rosenthal, A. L. (1997). Using metacognitive strategies to teach students social skills. Teaching Exceptional Children, 29(3), 29-31.

Sale, P., & Carey, D. M. (1995). The sociometric status of students with disabilities in a full inclusion school. Exceptional Children, 62, 6-19.

Selman, R. L. (1981). The child as a friendship philosopher. In S. R. Asher & J. M. Gottman (Eds.), The development of children's friendships (pp. 242-272). New York: Cambridge University Press.

Smith, D. S., & Nagle, R. J. (1995). Self-perceptions and social comparisons among children with LD. Journal of Learning Disabilities, 28, 364 371.
References
References

Cohen, M. (1996). Will I have a friend? New York: Aladdin Books.

Gunning, T. G. (1996). Creating reading instruction for all children. Boston: Allyn & Bacon.

Huggins, P., Moen, L., & Manion, D. W. (1995). Teaching friendship skills: primary version. Longmont, CO: Sopris West.

Kavale, K. A., & Forness, S. R. (1996). Social shills deficits and learning disabilities: a metaanalysis. Journal of Learning Disabilities, 29, 226-237.

Morehead, A., & Morehead, L. (Eds.). (1981). Webster's new American dictionary. New York: Signet.

Katherine L. DeGeorge Intervention in School and Clinic Vol. 33, No. 3, January 1998 (pp. 157-162) by PRO-ED, Inc.

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Using Children's Literature to Teach Social Skills

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LD OnLine is the leading website on learning disabilities, learning disorders and differences. Parents and teachers of learning disabled children will find authoritative guidance on attention deficit disorder, ADD, ADHD, dyslexia, dysgraphia, dyscalculia, dysnomia, reading difficulties, speech and related disorders.

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Children with hearing loss are a very diverse group. When most of the students we served were functionally Deaf and educated in center-based programs the Meadow-Kendall Social-Emotional Inventories that were normed on this population were very appropriate to use to assess these areas of need. Now most of our students spend the majority of time in the mainstream and it is most appropriate to compare their social/emotional needs to those of their typically hearing class peers. Thus, this long-used assessment should no longer be the 'go to' for most of our students. So what can we use?

When school psychologists perform a social/emotional assessment the usual areas of need they are most likely to identify are impulsivity, lack of ability to attend, depression, or non-compliant behavior. Although our students can experience these issues, the hearing loss may cause behaviors that suggest these issues but the behavior is due to hearing loss and not other issues. For example, if the teacher completed the Connors Behavior Rating Scale a student with hearing loss may seem off task and inattentive when the real reason is fragmented hearing and not receiving all of the information, or excessive effort to listen resulting in periods of distractibility. Likewise, the Behavior Assessment System for Children may identify a child as depressed, when instead the student is hyperfocused on trying to get information auditorilly and visually and seems to have little affect or interaction.

Online Game to Assess and Improve Social/Emotional Skills

Created by a team of researchers, artists, and game developers, Zoo U is the only research-proven online game that assesses and improves children's social and emotional skills. These skills include:

impulse control and self-management

emotion regulation

communicating effectively

showing empathy

social initiation

cooperating with others

Developed with funding from the US Department of Education. Zoo U is geared toward students in grades K through 5 and can be administered to one child or to many children at once. Because the assessment is a game, children stay engaged and motivated. In Zoo U, players are students in a school for future zookeepers, where Principal Wild and a host of friendly animals help them learn social and emotional skills as they navigate common school-based social scenarios. Educators can sign up for a free trial of Zoo U. Find out more about the Zoo U games.

The key is the need to have someone on the evaluation team ( YOU) who can discuss the results of these measures with the team in terms of the 'DHH Lens'. Adding teacher checklist information about specific behaviors that are of most concern for students with hearing loss and discussing the results with the evaluation team in addition to other testing performed can help you to 'make the case' that there may be more social and emotional challenges than are easily identified by using standard measures alone.

SPECIFIC ASSESSMENT SUGGESTIONS

1) Social-Emotional Assessment/Evaluation Measureis completed by parents of infants, toddlers and preschoolers (up to 66 months). Preschool teachers can also complete the form. It is most useful if parents/teachers review skill development and identify areas of concern over time.

2) Social Language Development Test is a norm-referenced test that delves into pragmatic language use, social cognition, making inferences, peer negotiation and multiple interpretations of social information. Grades 1-6. Low performance in any of these areas is likely - in combination with hearing loss - to impact social interaction.

3) Pragmatic Language Skills Inventory is a teacher checklist that can be completed in 10 minutes. Great psychometrics allow this Inventory to be used to identify functional social language issues. For children ages 5 through 12. It has 3 subscales: Personal Interaction Skills, Social Interaction Skills, and Classroom Interaction Skills.

4) Children's Peer Relationship Scale can provide very useful information about how isolated or integrated a child feels. Although it is not normed, this data can add insights to the results of other test measures.

5) Children's Loneliness and Social Dissatisfaction Scale is designed to assess children in grades 3-6. Simple to administer and score, this scale has psychometric properties to identify students who are socially rejected and/or who feel lonely in regard to their school relationships.

6) Does this student have a poor self concept? This checklist asks the classroom teacher or the DHH teacher in discussion with the classroom teacher to consider 15 behaviors. All items are presented negatively, such as "Expreses feelings of not belonging" or "Gives up easily." This checklist is not normed but can provide very important insights to consider in addition to other assessment information.

7) s a checklist for teens to assess self-concept. It asks the teen to judge themselves against their peers in five different domains, including peer acceptance. There is a cut off score to identify areas of concern.

8) Social skills checklists can also be completed by the teacher, such as the Social Skills Checklist (Pre-K/Elementary), Social Skills Checklist (Secondary) and The Social Attributes Checklist.

If we truly tailor assessment so that the vulnerable areas of development specific to the access issues of hearing loss are considered AND we examine functional performance in a classroom setting (or predictive measures) I believe that most children with hearing loss can be found to be eligible for specialized instruction and related services. Refer to Steps to Assessment for case examples and specifics on assessment.

Other Resources

Social Communication in Challenging Situations: The Child Role Play Measure for ages 7-10 years. This measure provides role play situations that can then be scored to identify if children have typical responses to challenging

Minnesota Social Skills Checklist for Students who are Deaf or Hard of Hearing

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Children with hearing loss are a very diverse group. When most of the students we served were functionally Deaf and educated in center-based programs the Meadow-Kendall Social-Emotional Inventories that were normed on this population were very appropriate to use to assess these areas of need.

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I've been a pediatric SLP for 12 years. I started in a pediatric outpatient setting, but in 2014 I began to provide school-based teletherapy services. I also became a Listening and Spoken Language Specialist/Auditory Verbal Therapist, as accredited by the AG Bell Academy, in 2017.

Yet to be added

HONORS/AWARDS/SHINING TEACHER MOMENT

Yet to be added

MY OWN EDUCATIONAL HISTORY

I attended Truman State University (Kirksville, Missouir) from 2002-2006 for my Bachelor of Arts degree in Communication Disorders with a minor in Spanish. I attended Fontbonne University (St. Louis, Missouri) to earn my Master of Science in Speech-Language Pathology with an emphasis on Children who are Deaf/Hard of Hearing.

ADDITIONAL BIOGRAPHICAL INFORMATION

I am originally from Columbia, Missouri but I have lived in Johnston, Iowa (a suburb of Des Moines) for 12 years. I am married and have a 7-year-old daughter, 3-year-old son, and 8 year old dog. In addition to creating materials to use in therapy and share with others, I love to play with my kids, organize and decorate the house, attempt Pinterest recipes, take walks, and have BBQs with neighbors and friends. Thanks for stopping by!

English Language Arts, Reading, Grammar, Vocabulary, Specialty, Special Education, Life Skills, School Counseling, Instructional Technology, Short Stories, Writing, Holidays/Seasonal, Back to School, Thanksgiving, Christmas/ Chanukah/ Kwanzaa, Autumn, Halloween, Speech Therapy, Winter, The New Year, Valentine's Day, St. Patrick's Day, Easter, Spring, Earth Day, Summer, Informational Text, Early Intervention, End of Year

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I've been a pediatric SLP for 12 years. I started in a pediatric outpatient setting, but in 2014 I began to provide school-based teletherapy services. I also became a Listening and Spoken Language Specialist/Auditory Verbal Therapist, as accredited by the AG Bell Academy, in 2017.

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Stacy Crouse
Listening Fun
Listen with Lynn
The Chatty Classroom
TOD on Wheels
The Listening Ladybug
Mrs Funk
Stressed out Teacher
DHH Down South
Rule the School
All Things Deaf Ed
Connecting Deaf Ed
The Itsy Bitsy Classroom
Mrs. Burgen's Sign Me Up
Doin it Deaf Ed
Deaf Ed Toolkit
Callista Powell
Language Launchers
Lauren Dibiase

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Free Inservice Resource from TPT (Connecting Deaf Ed)

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Free Inservice Resource from TPT (Connecting Deaf Ed)

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https://www.teacherspayteachers.com/Product/Itinerant-Teacher-of-the-Deaf-In-Service-for-Distance-Learning-5804277?fbclid=IwAR1oeSCZLkQvh1BNqWo1rTcpL2FY324gj-9_iEvxrgWv3M--XLH9jJVvwU0

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As we prepare in-services for our Deaf & Hard of Hearing students' general education teachers this year, there are many new challenges to navigate in distance learning. These meetings may be done virtually, so we will need to have a way to easily share information about our students' hearing and accommodations.

This free fillable Google Slides file contains 2 slides:

1. A fillable form to describe your student's hearing, hearing assistive technology, IEP services, and IEP accommodations.

2. An infographic with tips for making distance learning accessible for DHH students and an area to add contact info for you and the audiologist.

Before your in-service with your student's general education teacher, fill in the text boxes on both slides. Then, use these slides in a virtual meeting by sharing your screen. After the meeting, email it to the teacher so they can save it for future reference.

I hope this tool will help you as an Itinerant Teacher and the students you serve with navigating distance learning this year!

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Itinerant Teacher of the Deaf In-Service for Distance Learning

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As we prepare in-services for our Deaf & Hard of Hearing students' general education teachers this year, there are many new challenges to navigate in distance learning. These meetings may be done virtually, so we will need to have a way to easily share information about our students' hearing and...

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Welcome to
The Listening Room!

Here you will find a host of free, fun activities and resources to support the development of speech, language, and listening skills in people of all ages with a hearing loss.

The Listening Room features three sections with content created specifically for their respective age groups: Infants & Toddlers, Kids, and Teens & Adults.

Log in to get started or register now to create your free account.

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Here you will find a host of free, fun activities and resources to support the development of speech, language, and listening skills in people of all ages with a hearing loss. The Listening Room features three sections with content created specifically for their respective age groups: Infants & Toddlers, Kids, and Teens & Adults.

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In today's article, Rebecca Claridge, SLP and MED-EL Rehabilitation Manager, introduces us to a new series of professional resource kits designed specifically to support telepractice.
We understand that many professionals are facing new challenges, including a sudden and dramatic increase in the demand for remote aural rehabilitation services via telepractice. We are here to support you with digital resources and hands-on guides to getting started in providing remote rehabilitation.

Today, we will explore the topic of telepractice and share a free, practical digital resource kit that can help you start using telepractice to continue to provide quality service to families with children using hearing technology.

This kit is designed for audiologists, rehabilitation therapists, speech-language pathologists, and any other person who works with children with hearing loss. You can find the free download link to the pdf resource kit and an interactive slide deck at the end of this article.

Where to Begin: Telepractice

Telepractice includes many types of services. In this article, we use the word telepractice to describe services provided through online video conferencing where the therapist and family are in different locations. Telepractice is also known as tele-rehabilitation, remote rehab, remote therapy, distance therapy, tele-health or tele-intervention.

Providing telepractice intervention to families with children who use hearing technology has been documented since 2005. Over the past ten years there has been a steady increase in research demonstrating the feasibility and efficacy of telepractice for this population. In addition, researchers have detailed the challenges and barriers reported by therapists delivering telepractice.

We have summarised these findings for you below. For more detailed information, see the references at the end of the post. Now let's look at some frequently asked questions about telepractice.
Why do telepractice?

Allows for continuation of services to families in times of community (or global) crisis

Provides equitable access to service

Meets increasing demand for specialist services

Overcomes geographical barriers

Offers flexible appointments

Minimises travel costs

Increases family engagement

Does telepractice work?
Research conducted by programs delivering listening and spoken language focused intervention both in person and via telepractice demonstrate listening outcomes are the same after six months, and language outcomes are no different after two years.

One study demonstrated accelerated spoken language development in the telepractice group after six months.
What is needed to do telepractice?
With modern household technology, telepractice is becoming more and more readily accessible. To get started, both the therapist and family need:

Computer or laptop (a tablet or mobile phone can be used if necessary)

Web camera + microphone (build-in or separate)

High-speed internet connection

Access to the shared video-conferencing platform (examples include Skype, Zoom, Teams, Facetime, Adobe Connect, WeChat, Messenger)

For improved audio performance, the therapist can use a headset/earphones with an attached microphone.
What are the challenges of delivering telepractice as reported by professionals?

Internet reliability (although this has steadily improved in recent years)

Developing specialist skills in delivering telepractice

Accessing or developing appropriate therapy resources

Sharing information effectively

Managing child behaviour

What is associated with the effective delivery of telepractice as reported by professionals?

Use of parent coaching strategies

Completing telepractice training

Managing the therapy setting, location or environment

What do parents/caregivers think of telepractice?

Initial reservations about effectiveness are common

Concern that their child will not co-operate

Following a trial, the majority report high level of satisfaction with telepractice

MED-EL Remote Lesson Kits

The MED-EL Remote Lesson Kits are specifically designed to address the challenges identified by professionals.

We understand that this may be very new to you, so the Remote Lesson Kits use fundamental therapy techniques combined with simple-to-use digital resources.

Each kit contains:

Guided walk-through to help you get started with telepractice

A description of essential strategies used to develop listening and spoken language

Tips on parent coaching and child attention management

A multi-level lesson plan with 4 activities

Detailed instructions on how to deliver each activity

Resources that can be emailed and printed by the family

A slide deck digital resource in PowerPoint format that can be screen-shared or emailed

Links to other MED-EL online resources that can help with sharing information

There will be 4 Remote Lesson Kits in total. Each kit introduces therapists and families to new strategies and techniques in a range of activities.
Download Now: MED-EL Remote Lesson Kit #1 - Animals Download Slide Deck: Animals Download Slide Deck Without Animations
Share Your Knowledge: Telepractice Research Survey

We understand how essential your hard work and dedication is for helping overcome hearing loss as a barrier to communication and quality of life worldwide.

We're committed to creating and delivering the best possible resources to support you by working in close collaboration with professionals all across the world. That is why your personal experience is incredibly valuable in helping further our knowledge and improving the resources we create.

Would you willing to support us our telepractice research project by answering our 15-minute telepractice survey?

As part of this research, we'll send you the early-access version of the 2 nd Remote Lesson Kit after you complete the survey.
Complete Research Survey: Remote Lesson Kits
Subscribe & Share

We want these kits to help as many people as possible. If you know anyone that could benefit from these Lesson Kits, please feel free to share them.

And if you want more material and activities to work with, you can apply these telepractice techniques to all 26 of our free comprehensive Themed Lesson Kits. These guided kits can also help support parents with at-home rehabilitation activities.

Don't forget to subscribe to our Professionals Blog to receive all our latest updates right to your inbox.

*We'd like these kits to help as many people as possible, so the Remote Lesson Kits may be shared openly for fair usage. However, MED-EL retains full rights to the material, so the content may not be altered, rebranded, or repurposed for commercial use.

**Not all products, features, or indications for age shown are available in all areas. Please contact your local MED-EL representative for more information.

1. Behl, D., Blaiser, K., Cook, G., Barrett, T., Callow-Heusser, C., Moog Brooks, B., Dawson, P., Quigley, S. & White, K. R. (2017) A multisite study evaluating the benefits of early intervention via telepractice. J. Infants & Young Children, 30 (2), 147- 161

2. Behl, D. & Kahn, G. (2015) Provider Perspectives on Telepractice for serving families of children who are deaf or hard of hearing. International Journal of Telerehabilitation. 7 (1) 1-12

3. Behl, D., Houston, K.T., & Stredler-Brown, A. (2012). The value of a learning community to support telepractice for infants and toddlers with hearing loss. Volta Review, 112(3), 313-327.

4. Blaiser, K., Behl, D.D., Callow-Heusser, C. & White, K. (2013) Measuring Costs and Outcomes of Tele-Intervention When Serving Families of Children Who are Deaf/Heard of Hearing. International Journal of Telerehabilitation. 5(2) 3-10

5. Brown, A. S (2015) Examination of Early Intervention Delivered Via Telepractice with Families of Children Who are Deaf or Hard of Hearing. Dissertation. University of Northern Colorado. Scholarship & Creative Works@Digital UNC

6. Constantinescu, G., Waite, M., Dornan, D., Rushbrooke, E., Brown, J., McGovern, J., Ryan, M., Hill, A. (2014). A pilot study of telepractice delivery for teaching listening and spoken language to children with hearing loss. Journal of Telemedicine and Telecare, 20(3), 135-140

7. Dunst, C. J., Boyd, K., Trivette, C. M., & Hamby, D. W. (2002). Family-oriented program models and professional helpgiving practices. Family Relations, 51, 221-229.

8. Dunst, C. J., Trivette, C., & Hamby, D. (2007). Meta-Analysis of Family-Centred Helpgiving PracticesResearch. Mental Retardation and Developmental Disabilities Research Reviews, 13, 370-378.

9. Houston, T., Behl, D. & Mottershead, S. (2018) Chapter 17 Using Telepractice to Improve Outcomes for Children Who are Deaf or Hard of Hearing & Their Families. A Resource Guide for Early Hearing Detection & Intervention. National Centre for Hearing Assessment and Management. Utah State University.

10. McCarthy, M., Leigh, G., & Arthur-Kelly, M. (2019). Telepractice delivery of family-centred early intervention for children who are deaf or hard of hearing: a scoping review.Journal of Telemedicine and Telecare, 25(4), 249-260

11. Olsen, S., Fiechtl, B., & Rule, S. (2012). An evaluation of virtual home visits in early intervention: Feasibility of "virtual intervention." The Volta Review, 112(3), 267-281.

12. Stredler-Brown, A. (Ed.) (2012). Preface. Current knowledge and best practices for telepractice, Volta Review, 112(3), 191-193.

Comments

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Telepractice: Introducing MED-EL Remote Lesson Kits | MED-EL Professionals Blog

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In today's article, Rebecca Claridge, SLP and MED-EL Rehabilitation Manager, introduces us to a new series of professional resource kits designed specifically to support telepractice. We understand that many professionals are facing new challenges, including a sudden and dramatic increase in the demand for remote aural rehabilitation services via telepractice.

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Listen With Lynn - Rehab Audiologist & AVT - LSL Resources

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Listen With Lynn - Rehab Audiologist & AVT - LSL Resources

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https://www.hearsaylw.com
https://www.teacherspayteachers.com/Store/Listen-With-Lynn

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Tips For Communication Success - Self Advocacy (Free)

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Tips For Communication Success - Self Advocacy (Free)

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5 L's - Listening Rules- Self Advocacy (Free)

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5 L's - Listening Rules- Self Advocacy (Free)

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Listening Rules for Spoken Language Learning. Includes the lyrics to the Listening Song.

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Sinister the BAD Listener   - Self Advocacy

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Sinister the BAD Listener   - Self Advocacy

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Kids LOVE Sinister! This activity allows children to laugh, relate, and share what they have thought about but never dared to say out loud. Most importantly, it includes suggestions to lead a discussion and brainstorm how to become a better listener.

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This resource is hilarious and a kid's favorite self-advocacy activity. It was created to encourage self-advocacy skills in children who are deaf and hard of hearing but is effective when targeting listening skills in all kids.

The Premise: Sinister has two ears, wears great hearing devices and has been in

listening and language therapy since he was a toddler. But, it doesn't matter. Sinister is a BAD listener! He doesn't try and makes up excuses for not listening. Sinister gets in a whole lot of trouble because he doesn't listen.

The adult leads a discussion using Sinister's poor excuses for not listening. Kids love imaging the trouble sinister gets himself into because he doesn't listen. This activity is an easy, no-prep way to encourage the child to be Boss of Your Hearing Loss. It can be used by parents at home, teachers and therapists both face to face and during tele-practice.

While not age-specific it has been successfully used with kids as young 1st grade and up through middle school. This resource can be easily leveled up or down to meet a variety of children's goals and needs.

Sinister The Bad Listener requires no prep or planning because everything is in this resource. It can be easily used by parents at home, teachers and therapists both face to face and on tele-platforms.

This Digital - No Prin t resource can be opened and played with your favorite PDF reader app on a tablet. When playing on a computer, open and use a PDF reader such as the free Adobe Acrobat Reader DC.

Please note: Sinister The Bad Listener is a serve and return conversational game between the adult and the listener. There is no audio component or sound bytes included.

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Sinister The Bad Listener - Self Advocacy | Digital

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This resource is hilarious and a kid's favorite self-advocacy activity. It was created to encourage self-advocacy skills in children who are deaf and hard of hearing but is effective when targeting listening skills in all kids.The Premise: Sinister has two ears, wears great hearing devices and has b...

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While the theme is lemons the scenarios are common listening situations where problems may occur due to the setting, the listener or the person talking.
20 Real Life Scenarios with real photos that elicit language and engagement. Discussion prompts are included.

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20 passages with ear-related sayings or idioms to foster advocacy & communication skills. Builds figurative language, nuances in word meanings and vocabulary.

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This PowerPoint template consists of approximately 30 slides that students with hearing loss can choose from to present to their classmates.

The template is filled with fun facts, animated images and videos highlighting relevant topics such as “How we hear”, “Types of hearing loss”, “How hearing aids work”, “Tips that will help me hear you” and “How to protect your hearing”. Within the template, children upload photos of themselves, their hearing technology and even their audiogram to personalize it.

There are 2 versions of the template. A version for younger children (5-10 years old) and a version for older children (11-16 years old). Both versions have the same content but images of children in each template reflecting the different age groups.

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'Hearing and me' template

Introducing a classroom resource that empowers kids of different ages to talk about their hearing loss. This PowerPoint template consists of approximately 30 slides that students with hearing loss can choose from to present to their classmates.

The template is filled with fun facts, animated images and videos highlighting relevant topics such as "How we hear", "Types of hearing loss", "How hearing aids work", "Tips that will help me hear you" and "How to protect your hearing". Within the template, children upload photos of themselves, their hearing technology and even their audiogram to personalize it.

There are 2 versions of the template. A version for younger children (5-10 years old) and a version for older children (11-16 years old). Both versions have the same content but images of children in each template reflecting the different age groups.

This resource is intended to help students with hearing loss:

share their hearing journey with classmates

feel comfortable and confident talking about their hearing loss

learn self-advocacy skills and empower independence

be proud of their hearing technology

answer questions regarding their hearing loss at the end of the presentation

It is also intended to help students learn:

how we hear

what a hearing loss is

the different types of hearing loss

how hearing aids work

how cochlear implants work

how Roger™ technology helps in the classroom

tips that help those with hearing loss understand

that a hearing loss doesn't make someone different

the importance of protecting your hearing

We encourage teachers to share this resource with their students so they have an opportunity to educate and speak openly about their hearing journey with classmates.

If students in the class are interested in learning more about hearing related topics after the presentation, we recommend: Professor Hallux; Hallux's Hearing Helpdesk videos which cover topics such as "Dangers to hearing", "Why do we have two ears?" and "Structure of the ear" in an animated and fun way.

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Introducing a classroom resource that empowers kids of different ages to talk about their hearing loss. This PowerPoint template consists of approximately 30 slides that students with hearing loss can choose from to present to their classmates.

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Remember Accessibility in the Rush to Online Instruction_ 10 Tips for Educators