Tag: featured-2

Visual Attention in the Early Childhood Classroom

The issue Visual attention (VA) is the ability to attend visually to relevant information while filtering out irrelevant information within an environment. VA is developed by age two in typically developing children. Deaf and hard-of-hearing (DHH) 2-year-olds, however, may have limited VA and difficulty with maintaining and redirecting VA in the educational setting. At this age, many DHH children therefore are not ready to allocate… Read more »

Early Intervention for Children Who Are Hard Of Hearing

The issue The term “hard of hearing” is a commonly used term for individuals with a mild to severe hearing loss, who often use spoken language and hearing aids. Hearing loss of any degree is likely to affect social interactions in a spoken language environment, and may affect children’s language development as well as cognitive and psychosocial development. Before universal newborn hearing screening, mild to… Read more »

Self-Advocacy for Deaf, Hard of Hearing, and Deaf-Blind Youth Relating to Employment

The issue The transition from school to work is an important milestone in the lives of young adults. However, since many deaf, hard of hearing and deaf-blind (D/HH/DB) students have incomplete access to the language(s) of hearing family members and community, they may lack understanding about the worlds of commerce and employment.  For example, D/HH/DB students may be excluded from parents’ discussions about issues in… Read more »

Are Interpreting Services for Young Deaf and Hard-of-Hearing Students Appropriate?

The issue Individualized Education Program (IEP) teams often recommend interpreting services as an appropriate means for very young deaf and hard-of-hearing (DHH) children, as early as preschool, to access their school experience.  A large number of these children are just beginning to acquire sign language and, in addition, may have significant overall language and communication delays, making them unprepared to use an interpreter. Even older… Read more »

Questions to Ask Your Pediatrician When Your Child Has Been Diagnosed with a Hearing Loss

The issue Severe to profound hearing loss affects approximately 1 in 1000 live births, with more children affected by mild or temporary losses. There are many different causes of hearing loss including congenital (present at birth), genetic (inherited), acquired during infancy or childhood, or progressive (developing over time). Hearing loss can be either conductive (related to sound getting to the cochlea, the sensory organ of… Read more »

Transitioning from Birth to Three (IDEA part C) to the Local Public School (IDEA part B) for Deaf and Hard-of-Hearing 3 Year Olds

The issue As deaf and hard-of-hearing (DHH) 3 year olds age out of the Birth to Three (B-3) system, choosing the most appropriate and beneficial educational program can be challenging for parents, especially when options are limited.  The Planning and Placement Team (PPT) meeting to determine placement and Individual Education Plan (IEP) services in the public school is comprised of public school personnel, family members,… Read more »

Eyes for Early Language Learning: Promoting Visual Strategies for Deaf Children

The issue Regardless of whether deaf and hard-of-hearing (DHH) children are acquiring sign language or spoken language, vision will play an important role in the development of their language and literacy skills. Visual support is important because, with reduced access to the auditory environment, DHH children need to depend more on their eyes to access the world.  Visual attention strategies are essential for getting and… Read more »

Deaf and Hard-of-Hearing Children and Autism Spectrum Disorder: Screening, Assessment, and Diagnosis

The issue Autism Spectrum Disorder (ASD) is a life-long neuro-developmental disorder that impacts social, communicative, and behavioral functioning.  According to the Diagnostic and Statistical Manual of Mental Disorders-5 (DSM-5), the standard classification system used in the United States for diagnosing psychiatric disorders, ASD is characterized by persistent deficits in: 1) social communication and social interaction (i.e., social-emotional reciprocity, nonverbal communicative behaviors used for social interaction,… Read more »