Telephone Practice
Being able to use the telephone represents both independence and connection for people with hearing loss. It means being able to make calls for work without assistance, being able to give and receive information, and being able to make emotional connections with friends and family from miles away. Learning, or re-learning, to use the phone with a CI may be difficult, but it is not an impossible task. With practice, many cochlear implant recipients report success in using the telephone. Here are some ways you can, too!
FM and Soundfield Systems
I want to start this post by saying that BOTH FM Systems and Soundfield Systems can be excellent options for students with hearing loss. Both devices function to increase the signal-to-noise ratio, making the relevant signal (i.e. the teacher’s voice) louder than the noise and distraction (i.e. other children talking, chairs scraping the floor, etc.). There are differences, however.
Deaf+ Kids
STATISTICS: WHO ARE THESE CHILDREN?
Turning Three: Transition from Early Intervention
Part C of the Individuals with Disabilities Education Act (IDEA) stipulates that states must provide Early Intervention programs for children with disabilities/delays birth to age three and their families. Once a child qualifies (criteria vary from state to state, usually, the presence of a significant hearing loss is enough to qualify a child for Part C EI services), the services he and his family receive are governed by an Individualized Family Service Plan (IFSP). One aspect of Part C is the idea that services should be delivered in the “natural environment” of the child. Usually, this means that therapists come to the child’s home, but it may also mean daycare, a relative’s house, or another community setting — whatever is “natural” for the child and the family.
Continue reading “Turning Three: Transition from Early Intervention”
Be an Informed Consumer
Is my child receiving good services from our teacher of the deaf/SLP/AVT/early interventionist? Well, how on earth would I know? How can I tell “good” therapy when I see it? How do I choose between Program A and Program B for my child? Where do I go from here?
AG Bell 2010: Monday Concurrent Sessions
Auditory Neuropathy and Cochlear Implants: Theory and Treatment
Caroline Arendt, CCC-A; University of Michigan Cochlear Implant Program
Kelly Star, M.A., CCC-SLP; University of Michigan Cochlear Implant Program
AG Bell 2010: Friday Short Course
Adults Aren’t Just Big Babies: Guiding and Coaching Families in the Listening and Spoken Language Journey
Teresa H. Caraway Ph.D., CCC-SLP, LSLS Cert. AVT
AG Bell 2010: Friday Concurrent Sessions
A Longitudinal Study of Auditory-Verbal Effectiveness
Dimity Dornan, A.M., Ba.Sp.Th., F.S.P.A.A., LSLS Cert. AVT; Hear and Say Centre
Carol Flexer, Ph.D., CCC/A, LSLS Cert. AVT; University of Akron
AG Bell 2010: Saturday Concurrent Sessions
Essential Practices for Listening, Language, and Literacy
Lyn Robertson, Ph.D.; Denison University
Denise Wray, Ph.D., CCC-SLP, LSLS-Cert. AVT; University of Akron
Carol Flexer, Ph.D., CCC-A, LSLS Cert. AVT; University of Akron
Continue reading “AG Bell 2010: Saturday Concurrent Sessions”
Elizabeth A. Rosenzweig 