Their Words, Their World: Printable Resources

The following resources are free to download and/or share online for use in their original form without alteration.  Click on the link above each graphic to download a printable PDF version.

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Their Words, Their World

Join us as we explore how to honor and enhance family culture to promote excellent outcomes for children with hearing loss.
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Complex and Challenging Cases: WEBINAR RECORDING

See below for a recording of my May 2016 presentation for Cochlear and the Royal Institute for Deaf and Blind Children/Renwick Centre “Complex and Challenging Cases” [CC]


Aim for the Middle

It is so exciting to read about people with hearing loss in the news accomplishing great things.  Academic award winners, artists, actors, athletes — their stories raise public awareness about hearing loss and dispel stereotypes about people who are deaf or hard of hearing.  Conversely, there are those people with hearing loss who struggle mightily — never achieving age-appropriate language abilities, falling behind in school, or failing to find employment.  With such a broad spectrum of outcomes for people with hearing loss, how do we make sense of it all?

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Out with the Old

Hearing loss technology and intervention are rapidly changing.  Advances in cochlear implant programming, hearing aid design, and the brain science behind auditory verbal intervention continue to drive our field forward and propel children born deaf today to new heights.  Children born deaf or hard of hearing in 2016 truly have a world of possibilities open to them.  As leading audiologist and Cert. AVT Jane Madell says, “This is a wonderful time to be born deaf.”

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Falling into a Hole

When I help children learn language, I want them to fall into a really deep hole.  It’s not as mean as it sounds!  By thinking about learning new skills as “falling into a hole” vs. “climbing into a mountain,” we, parents and professionals, can structure our play with children to help them learn more while struggling less.  Here’s how it works.

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Back to the Audiogram

A child with hearing loss may visit the audiologist once every few months, or, for an older child, only for a yearly check up.  In contrast, these same children often see their therapists much, much more frequently (an average Auditory Verbal Therapy family receives one hour of therapy each week).  How can therapists (and teachers) partner with audiologists to make the child’s audiological information relevant each and every day, not just during periodic audiology appointments?  We know hearing is the key to developing spoken language, so how do we make this information understandable and valuable to families each day?

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Why I Stopped Saying “Good”

In my completely unbiased opinion, I work with some of the best children, families, and Listening and Spoken Language Specialist candidates in the world.  But this year, I’ve decided to stop telling them that they’re doing a good job.  Here’s why…

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