Our mission is to help YOU to improve the futures of children who are hard of hearing or deaf.
|How we help improve children’s futures:
1) Accessible Information & Resources
2) Relevant Bi-Monthly Updates (FREE)
3) Professional Development Webcasts
4) Teacher Tools Membership Networking
5) Biennial SSCHL Conference
6) Products to improve student outcomes
7) Advocacy Info for Appropriate Services
|Supporting Success is a ‘go-to’ site for professionals and family members seeking more information about hearing loss and what can be done to better support the future learning and social success of children with hearing loss*.
Only 1 in 100 students with IEPs are receiving services primarily for hearing loss! Hearing loss causes learning issues due to access barriers, not learning disorders.
February 2017 Conference in Orlando! Hotel rooms going fast! Book NOW! Preconference space almost full – register now.
Steps to Assessment Workshop is Ready to Go! 7 Modules.
Purchase this 9 hour webcast and you have 300 days to view.
See our NEW PRODUCTS for 2017! We are very excited to add 15 items to support the success of our students!
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|Self-Concept||Social Issues||Speech Perception||SEE video about Interact-AS Speech-to-Text Captioning|
|Take our survey: CHILDREN REJECTING HEARING DEVICES: WHO, WHY, WHEN ! Help identify the key issues!|
|Teacher Tools now has 11 Kool Kidz Vidz posted. Members only!
Join more than 1000 2016-2017 members. December Teacher Tools materials now posted!
|Next Interact-AS Captioning Webinar (free) will be January 17th. New ‘how to’ videos now posted!|
|Upcoming Bimonthly Update Topics: Classroom Observation, Early Intervention Considerations, Multiple Learning Challenges & Hearing Loss, Focusing on Access in the Classroom, etc. See all upcoming topics here. Sign up to receive these free Updates!|
Newly Revised and Expanded Steps to Success Now Available!
Now with assessments at each level, components for both auditory and visual learners, and professional development activities. 250 pages – now including resource materials. Designed to be an add-on to the original or a complete teaching materials resource as is.
Access truly is the name of the game! Yet how do we know how WELL our students are truly accessing information presented in the classroom. Let’s work together to figure out practical ways to assess the level of access. See our working draft of Estimating-Access-of-Communication-Effectiveness. There is still much to be figured out! What do YOU do? We would love to collaborate with some interested DHH teams on this project. Contact Karen for comments.
Check out our Trio Combos! Professional Development NOW!
Supporting Success for Children with Hearing Loss is now offering 13 webcasts with 3 brand new offerings! Each is typically one hour and you have 300 days to view. Go to webcasts for more info. Our Webcast Trio Combos allow you to purchase 3 one-hour webcasts for the price of 2! Only $48.00.
Why do we use ‘children with hearing loss’ rather than ‘deaf and hard of hearing’? There are differing opinions that have changed over time regarding how to refer to the population of persons with hearing loss. The term “children with hearing loss” was purposely selected. The terms “Deaf” and “hard of hearing” do not necessarily coincide with audiometric hearing thresholds. As children enter adolescence who have functioned as hard of hearing there are a significant number who choose to identify with the Deaf community. The terms “Deaf” and “hard of hearing” relate to ‘personal identity’ and reflect cultural preferences. It is up to the individual to define their own identity. Research from 2003 indicated that 56% of hard of hearing teens (11, 13, 15 years) identify themselves as having a “hearing problem” and not as having a disability (hard of hearing or hearing impaired). For these children, the preference is to be identified as neither Deaf nor hard of hearing. Also, families of children who are early identified and receive early amplification and intervention are increasingly choosing listening and speaking as the preferred communication modality they use with their child (over 90% in some places). With this in mind, it is reasonable to assume that the numbers of children who do not identify themselves as either deaf or hard of hearing will increase. The choice of “children with hearing loss” for this website is not meant as a slight to the Deaf community who feel that they have experienced no ‘loss’ nor is it meant to reinforce a medical approach to ‘fixing’ persons with hearing loss. In view of the phenomenon of increasing numbers of children identifying themselves only as persons with a ‘hearing problem’ and in recognition that the terms Deaf and hard of hearing are personal identity and cultural choices, it is a sign of respect for this personal choice that the term “children with hearing loss” is used throughout this website.
Kent, B. (2003). Identity issues for hard of hearing adolescents aged 11, 13 and 15 in mainstream setting. Journal of Deaf Studies and Deaf Education 8(3), 315-324.