There are many benefits of music, theater, art, and dance education for all. Arts education is linked to improved focus and behavior, academic achievement, higher SAT scores, and a host of other benefits. The positive cognitive, creative, physical, social effects are undeniable. But what about arts education for children with hearing loss?
Accomplished language users know that there are multiple ways to communicate the same message. You could say, “I’m hungry” or I could say, “I’m starving/ famished/ peckish” You could bluntly accuse someone of overreacting or gently prod them with, “Hey! Don’t have a cow!” You could ask a question directly, “Can you please turn on the air conditioning?” or as an indirect request, “It’s kind of hot in here, don’t you think?” You may not be able to do the splits, but if you can say one thing in many different ways, you have an even more valuable skill: linguistic flexibility.
If a hearing aid, cochlear implant, or Baha has good batteries, then it should be working, right? Not so fast. The Ling Six Sound Check is a simple tool we use to ensure that hearing devices are working and giving the listener access to the sounds of speech. Six sounds, okay… what could be complicated about that? Let’s break it down and look at the science behind this simple check that carries a whole lot of weight.
Whether you’ve been hard of hearing all your life or are adjusting to life as a late-deafened adult, navigating the workforce with hearing loss can be a challenge. How can you manage job interviews, communication challenges on the job, and determine appropriate accommodations?
Common “knowledge” says that hearing happens with the ears and speech happens with the mouth, but this couldn’t be further from the truth. In reality, the loop between our ears, brain, and mouth creates an integrated cycle. We only speak as well as we hear, and we only hear as well as our brain processes sound. So what often seems like a “speech issue” can really be tied to hearing. While it’s crucial to have appropriate Auditory Verbal Therapy services to help your child learn to listen and talk, it’s also important to understand how changes made in the audiology booth* can help to resolve these issues as well.
When you meet someone new, one of the first questions we tend to ask is, “What do you do?” When I tell people that I teach children with hearing loss to listen and speak, it’s a real conversation starter. Here are some of my most frequently asked questions about hearing loss, hearing technology, and Auditory Verbal Therapy. What are yours?
Can you believe that August is here already and it’s time to start thinking about getting back into the school routine? The beginning of the school year is an exciting time, but it can also be filled with anxiety on the part of parents, students with hearing loss, and school staff. How will other students react to my child’s cochlear implants? How can I best teach a child with hearing loss in my classroom? How can I give my students the skills they need to build strong peer relationships? How can I keep track of my child’s hearing equipment at school? How do I write a strong IEP?
Imagine a sapling in a tiny greenhouse. The greenhouse is a small, protective place for new plants. The elements are controlled, the four walls all around block out the noise, and little plants are perfectly positioned to soak up all the benefits of this enriched environment.
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.