Brain Builders Corner: Early Intervention

Our Early Intervention staff continues to develop their stills– both through professional development participation and Sibshop facilitation.

This August, several CDHHE Network Early Intervention providers took a road trip! The group attended a workshop sponsored by The Ohio State University titled, “All Hands on Deck: Promoting Family Involvement in Early Intervention for Children with Hearing Loss.” In reflection, here are some of the take-home points from the presenters:

From Dr. Mary Pat Moeller:

• If families do well, children do well.” (Luterman, 2001)
• Our job…support family Confidence and Competence
• Audibility matters for spoken language growth
• Support parents in providing rich and varied language input
• It’s ABOUT ACCESS!!
• Universal Newborn Hearing is allowing for a new generation of collaborative research opportunities to examine early stages of development and the impact of early service delivery
• Expect resilience, even in later identified children

From Jareen Meinzen-Derr, PhD

• Recognize when language development does not match a child’s ability (understanding potential)
• Novel therapeutic techniques that incorporate AAC strategies can provide children with additional tools in the toolbox

Sibshops offers an opportunity for siblings to meet one , sharing their personal experiences through interactive and engaging activities. Staff members, Cindy Lawrence and Kjari Newell facilitated a Sibshop in collaboration with the Indiana Deaf-Blind project in August. The group played fun games and shared insights, discovering there were other siblings who shared the commonality of having a deaf, hard of hearing or deaf-blind child in their family. This was a unique avenue to support families in their journey. Interested in more information about Sibshops? Look here: https://siblingsupport.org/about-sibshops

Sound Advice: Audiology

School Hearing Screenings: What to Expect

HOW are school hearing screenings completed?

• Several tones (frequencies) are presented through headphones
• The student may raise his/her hand or play a game
• For those unable to complete the standard task, other measures may be used
• Middle ear function (eardrum mobility) may also be checked using a quick test called tympanometry

WHAT are school hearing screenings?

• Quick tests used to identify individuals in need of further audiologic testing
• IC 20-34-3-14, Section 14.(a) states each school corporation is required to conduct periodic hearing screenings
• These are not comprehensive evaluations and do not diagnosis the presence of hearing loss

WHY do we need school hearing screenings?

• Close to 15% of school-age children exhibit some level/type of hearing loss
• Any degree of hearing loss can impact a child’s speech, language and academic performance

WHEN are school hearing screenings?

• Grades 1, 4, 7, and 10
• Hearing screenings should be completed when a new student transfers into the school corporation or if there are concerns regarding a possible hearing loss, regardless of the student’s grade

WHERE should school hearing screenings be completed?

• In a quiet area with minimal visual distractions
• Away from noisy cafeterias, gymnasiums, ventilation systems, or hallways
• A normal hearing individual should conduct a listening check 10 decibels below the screening level to ensure audibility over potential environmental noise

WHO performs school hearing screenings?

• Audiologists, speech-language pathologists, nurses or other specifically trained individuals
• Program managers who are unfamiliar with appropriate protocol or equipment should consult an audiologist

If notified that your child did not pass the hearing screening, have your child’s hearing evaluated by an audiologist as soon as possible. Share the results with your school.

Staff Spotlight

It is with pleasure that the Center welcomes Kelly Allison as our newest audiologist!

Kelly received her Bachelor of Science from Purdue University, where she studied speech, language and hearing sciences, and she completed her doctorate in audiology (Au.D.) at the University of North Carolina—Chapel Hill. She specialized in pediatric audiology as a Leadership in Education and Neurodevelopmental and Related Disabilities (LEND) trainee and completed her fourth-year externship at Cincinnati Children’s Hospital Medical Center.

Kelly is originally from South Bend and is excited to be back home again in Indiana! She looks forward to working with a variety of professionals at the Center and serving families throughout her home state.

Teachers' DEN (Deaf Educators' Network)

School has started and you’ve probably spent the majority of the first weeks of school meeting your students, providing staff trainings, having conferences and setting up equipment. You may even feel like you are meeting yourself coming and going! Now, it’s well into the school year and you are ready to learn some tips and tricks to gain the best outcomes for your deaf or hard-of-hearing (DHH) students. One of the primary ways for you, as a teacher of the deaf or hard of hearing, to assist your students to meet their maximum potential is for you to be at your best. Here are some simple tips to help you be the best you!

Setting realistic expectations
Many of our Indiana DHH teachers are itinerate. The first step is to focus on each student and accomplish what the student needs to happen next rather than think about all of the things that may be out of your control. Engaging in person-centered-planning practices helps with this tip.

Increasing your efficacy
Since Indiana is a rural state, you, as a DHH teacher may feel alone and ineffective. Having confidence in yourself is a means of reducing stress. Believe in yourself and the impact you are effecting on your students. Observing and documenting your students’ growth and progress may also help you to realize your potential and increase your efficacy as well.

Maintaining a balance between your professional and personal life
This is perhaps the most important step to managing stress. Often it is seen that special educators (spEd teachers, SLPs. DHH teachers, OTs, PTs, school psychologists, etc.) carry their work-life stress back home. Thinking about the needs a student has, a particular student in an unfortunate circumstance, that child you just cannot seem to reach, the parent with a grievance, and the mounds of paperwork and emails awaiting you, can tempt you to put in long work hours, bring work home, or if you do put work down, have your mind spinning about work when you should be watching your family member’s performance or game with rapt attention. In this case, mental homework is necessary to bring about a home/life balance. DHH teachers (and other individuals in special education) have big hearts and want the best for the students they serve. Just remember, leaving time for yourself allows you to give more to your students. Additionally, the moments that you have to be fully present for your family members are fleeting and those are the moments you and they will remember.

Analyze Your Potential
Managing stress is not always as tough as it seems to be. DHH teachers must analyze their present situation and work on it to reduce stress levels and live life to the fullest. This is only possible if you have analyzed your potential well. Be practical about what you know/can do and seek help when needed. Be sure to take advantage of peer groups to gain insight and information such as the joining DHH list serve and consulting with the Center, which is here as your Indiana Resource Network. If you have a workload that is not manageable, ask peers how they may have addressed the situation with their administration and gained assistance. Consider what you may have on your list of responsibilities now that could be completed by an aide or support staff member. DHH teachers are a precious commodity, and our Indiana DHH students need you at your best!

TACKLIN' Assessment (Therapists Actively Consulting & Knowledgeably Leading INdiana)

There are many resources that can easily be found in response to any number of questions, especially when searching the world wide web. It is important to find quality resources that inform and assist in making decisions that will impact educational provisions provided to ensure the student is functioning at their optimal learning level. Example questions may include: How do I know if my student has additional needs beyond Deaf or Hard of Hearing? Is it possible to    separate my student’s hearing or access needs and language delays from something else that could be impacting their learning?   

Do not hesitate to ask the questions, be diligent in your quest for the answer and remain open minded to different ideas, such as using techniques or adapting ideas for your student from various resources to address some sensory processing, attention, executive function or vestibular needs. It does not mean that your student meets the criteria for diagnosis but that you have simply found something that makes it click for your student. DO WHAT WORKS!

https://www.iidc.indiana.edu/pages/sensory-integration-tips-to-consider

Language and Literacy Corner

The Impact of Screens on Language Development
Strong language development is an important aspect of social and academic success for deaf or hard of hearing chil-dren. Children and students develop language through rich experiences, one on one interaction, motor activities 
(rolling, climbing, hanging, digging, etc.), exploring objects and places, talking/signing with caregivers and playing (particularly outdoors). Excessive screen time impacts the ability to develop language naturally. While we live in a society where screens play a role in our daily lives, it is important to find a balance. Campaign for a Commercial-Free Childhood (https://commercialfreechildhood.org) has provided some startling statistics:

• By age 3 months, 40% of infants are watching screen media regularly 
• 64% of toddlers watch over 2 hours of videos per day; 36% have a TV in their bedroom 
• 42% of young children have their own mobile device 
• 56% of parents of young children believe baby videos are beneficial for development 
• 49% of children under 8 often use screens in the hour before bedtime  

With balance, screen time can add some enhancement to a child’s knowledge, but to be effective adults and children need to use technology together. The American Academy of Pediatrics has recommendations on screen time here:   

https://bit.ly/2eUUttI 

Consider implementing “mindful screen time” practices in your home or classrooms and allow plenty of time for the activities that develop strong language. You can find a family media plan at:  

www.HealthyChildren.org/MediaUsePlan 

Children’s Picture Books on Screen Time Mindfulness 

• Doug Unplugged by Dan Yaccarino Blackout by John Rocco 
• Chloe by Peter McCarty 
• Hello! Hello! By Matthew Cordell 
• Unplugged by Steve Anthony 

Brain Builders Corner: Early Intervention

Connecting new providers with SKI HI Training
After three 2-day sessions of training, we have a group of new SKI HI Certified Parent Advisors who are ready to join our CDHHE Network serving families. Our new Parent Advisors, who are already licensed to work with Deaf and Hard of Hearing children, now have added training to work with families of newly identified children as they journey through the early intervention system until they transition to school services. These providers coach families in promotion of communication and language with their child in ways that best match the child’s needs. Parents learn about various strategies for language development and are given information in order to have confidence in using resources and skills to see their child reach their potential. Parent Advisors also help par-ents promote their child’s development in literacy, cognition and social-emotional development. We are grateful to our Indiana State Trainers, Michelle Coleman and Jodee Crace, as well as the entire Early Intervention team who coordinated efforts to expand our pool of providers and increase capacity to serve families.
  

We also have a new pool of Deaf Mentor candidates who completed SKI HI Deaf Mentor training the first week of June. Deaf Mentors are certified when training is successfully completed to teach families American Sign Language (ASL) and other visual communication skills, shared reading techniques to promote literacy and information about being Deaf and Deaf Culture. Deaf mentors will work with families who have Deaf and Hard of Hearing children between the ages of birth and three years, as well as work with other First Steps service providers on the families’ Individual Family Service Plans (IFSPs). Our gratitude goes out to Jodee Crace and Paula Pittman, national trainers from the SKI HI Institute for their dedication to ensuring quality training takes place as we grow potential resources for families. For further information about the SKI HI Deaf Mentor Program, there is a video available at deaf-mentor.skihi.org    

Check out this resource from the Center on the Developing Child at Harvard University. This shows key steps within the ‘serve and return’ framework between children and adults. These steps are key in brain development, social skills and communication. https://developingchild.harvard.edu/resources/5-steps-for-brain-building-serve-and-return

Sound Advice: Audiology

HEARING LOSS AND DOWN SYNDROME 

Hearing loss is common in children who have Down Syndrome and can affect the development of their communication skills. The physical ear structure of children who have Down syndrome may predispose them to hearing difficulties.  

Types of hearing loss 
The majority of hearing loss associated with Down  Syndrome is conductive in nature. This type of hearing loss happens in children with Down Syndrome because they often have narrow ear canals, which may lead to occlusion of the ear canal with ear wax. Additionally, these children are more prone to middle ear issues such as build-up of fluid, infections, and eardrum perforations. 

Conductive hearing loss can be transient as is the case with otitis media; however, recurrent or chronic otitis  media can damage the middle ear and eardrum leading to a permanent conductive hearing loss. While a transient conductive hearing loss is rarely treated with hearing aids, amplification may be recommended for a more permanent loss. 

Sensorineural hearing loss occurs less often in children with Down Syndrome than conductive hearing loss but it can occur. It may be pre-sent at birth or develop later in childhood. Therefore, it is important for children to receive routine hearing tests even if they passed the hearing screening as a newborn.

When should my child’s hearing be tested?
Every infant should receive a newborn hearing screen. This is typically completed before the child is discharged from the newborn nursery. Infants who do not pass the screening are referred for diagnostic testing to further evaluate hearing sensitivity. 

After passing the initial hearing test, infants who have Down Syndrome should have their hearing tested again between 9-12 months of age.
  
If there are no concerns, the child’s hearing should be tested every 6 months until normal hearing is confirmed in both ears. 

If concerns exist, the child should be referred to an Ear, Nose, and Throat (ENT) specialist. 

Once normal hearing is confirmed in both ears, children should continue to receive an audiogram every year to monitor for any changes. If hearing loss has not been ruled out for a child you know who has Down Syndrome, consult their doctor for a  referral to an audiologist for a hearing evaluation.  

As a parent or caregiver of a child who has Down  Syndrome, it is important to be aware of the possibilities of hearing loss. A high prevalence of hearing loss does not mean that your child has/will have one. However, adequate monitoring will assist in early identification and appropriate treatment, if necessary. 

Adapted from: https://www.massgeneral.org/children/down-syndrome/hearing-loss

Teachers' DEN (Deaf Educators' Network)

It’s summer! Long, sunny days are here and children are looking forward to having fun! Opportunities to socialize with other children and adults who are deaf and hard of hearing is critical to developing a positive self-image and summer can be a great time to find these opportunities. 

Summer camps for students who are deaf and hard of hearing are fantastic opportunities for peer interaction and socialization. Students immediately bond over shared experiences. They meet children they may never have had the opportunity to meet and make lasting friendships. If your child missed camp this year, plan for it next year!   

 “Social interactions and friendships in childhood are associated with a wide range factors related to psychological well-being and can be considered protective factors against life stressors and developmental challenges..”  (Batten, Oakes, Alexander, Factors Associated With Social Interactions Between Deaf Children and Their Hearing Peers) 

"Meeting deaf adults will acquaint you with the world and culture of deaf people, and it will bring role models into your child's world—a factor whose importance, right from the start, cannot be overstated."  (Ogden, P. 1996, The Silent Garden: Raising Your Deaf Child) 

More ideas:

• Play groups/dates
• Open-captioned movies
• Sports/classes w/ an interpreter
• Deaf Community groups
• Social media groups

Where to find events: 
https://www.facebook.com/CDHHE  
https://www.deafhoosiers.com/news 
https://www.hearindiana.org
https://iadhoosiers.org     
https://www.inhandsandvoices.org

From the Director

House Enrolled Act 1484—Indiana Deaf Education and Assessments of Language (IDEAL) was approved and signed by the governor on May 5, 2019. Our center has been tasked to implement this act, and we are getting down to business already! We will work in conjunction with an advisory committee to create a parent resource and tools & assessments list for deaf and hard of hearing children birth to ten years of age. In addition, we will be providing technical assistance related to assessing deaf and hard of hearing children and reporting on assessment data received. This is an exciting initiative to  ensure parents have accurate information on communication development, children are monitored through annual testing and the Center receives ongoing assessment results to form programming to meet the needs of deaf and hard of hearing children in our state. 

Teachers' DEN (Deaf Educators' Network)

Captions in the Community

The Center for Deaf and Hard of Hearing Education is thankful to AMC 17 in Indianapolis for its collaboration to show the Lego Movie 2 on Feb. 24, 2019, with open captions. We had a sold-out show! The Center will continue working with local theaters to bring open captioned movies to children who are deaf and hard of hearing and their families. If an open captioned movie is not available, there is technology available for increased accessibility in movie theaters. The Described and Captioned Media Program describes the various systems  available to movie goers.

Captions in Schools

Visual media that is actively used in schools must be equally accessible. This includes visual media in curriculum, assessments, to supplement educational content and all audio-visual components of school websites and content portals. DCMP.org has a wealth of information regarding captioning, but it also has a library of described and captioned media that is available to be streamed anytime at no cost. Many educational topics are available and some even contain lesson plans. If schools need accessible visual media, they can conduct a search and find content on a myriad of topics. The library can be used for self-study as well as for enjoyment. 

For teacher- or student-created content, Amara.org is a free resource to caption YouTube videos. Clips is a speech-to-text app that can be downloaded and used for videos created using iOS applications.

Schools can start up “caption clubs” to assist teachers with captioning materials that they frequently use. Learning to caption is a great skill and can turn into a rewarding career. 

Captions on the Go

Advances in technology has made it easy to have captioning with us at all times. From needing to have access to a quick
conversation or to caption a presentation, check out these free tools that are ready to go at a moment’s notice.

Ava

Microsoft Translator

Skype Translator

Live Transcribe

Google Slides

For additional information about captioning, speech-to-text or accessibility laws, contact the Center for Deaf and Hard of Hearing Education at skiefter@isdh.in.gov or 317-232-0971. 

TACKLIN’ Assessment

TACKLIN’ AssessmentTherapists Actively Consulting & Knowledgeably Leading INdiana

Psychometric Data: Misunderstanding and Misuse

Assessment requires forethought, expertise and knowledge of how to choose the tools used and interpretation of the results. Students who have limited access to language as well as children with delayed  language development may present as lower functioning than their true abilities. Educators should use caution when interpreting results for deaf and hard-of-hearing students. This is especially true for those who may be misidentified as having intellectual challenges. Sometimes we find that these challenges impacting their acquisition of language and subsequent skill development may be due to other factors. Some of those factors could be lack of opportunities to develop language, such as poor access to language in the environment (e.g. amplification, skilled interpreter, etc.), lack of typical peer language models and limited enriching educational experiences.

A Case Conference Committee decision cannot be made on one statistic alone. Because people, not instruments, make decisions, the instrument is only as good as the clinician using it.

Qualified clinical judgment plays a critical role!

  

A … common misuse of classification concerns misleading assumptions regarding precision of scores. ... Although the statistical reliability of most scales … is well established before the test is published, it is still important … that professionals carefully consider the possible statistical error in any score, the variability in scores across different tests, and the importance of the [student’s] physical limitations, motivation, and cultural background.  

-Schalock et al. (2010, pp. 81-82)

… the knowledge required to  answer the verbal questions, for example, gets in the way of measuring the child’s ability to think (intelligence)...-Jack Naglieri

I was taught that cognitive ability tests measure attainment, the sum of formal and informal learning experiences and  opportunities. -Mark Shinn

Language and Literacy Corner

Language Delay vs. Language Disorder

Language is an essential element of school success. It directs cognition and behavior, provides an individual with emotional control, assists with complex learning and regulates social interactions. Language is the basis for all academic skills and is the foundation for literacy development. Age-appropriate language allows a child to develop grade-level reading. How do you know when your child/student is developing language at an appropriate pace vs. when they present delays or even exhibit a language disorder?

• Typically developing children require no additional support to perform within normal limits
• Language-delayed students may need some environmental modifications, such as a language-focused preschool with more peer interaction, and language therapy, but will develop language in a typical trajectory
• Language–disordered children will not learn in a typical fashion. These students will learn at a slower pace and in an atypical developmental order. They will need significant supports to gain the language skills needed for academic gain

For more information on language delay vs. language disorder, check out these resources:

Special Education Guide

https://www.specialeducationguide.com/blog/language-delay-versus-language-disorder/

American Speech-Language Hearing Association

https:/?www.asha.org/public/speech/disorders/LateBlooming.htm

BRAIN BUILDERS CORNER: Early Intervention

Connecting at the National Early Hearing Detection and Intervention Conference

Center staff members Cindy Lawrence and Bethany Colson were to present alongside First Steps Director Christina Commons, EHDI Follow-Up Coordinator Stacy Allgeier and Guide By Your Side’s Outreach Coordinator Mariana Barquet at the National EHDI Meeting in Chicago in March. Our presentation highlighted efforts to collaborate among state agencies and entities responsible to helping families in Indiana along the early intervention journey.

We were able to share how our system helps us track how families get to specialized early intervention services. The collaborative tracking takes place between the EHDI program, Guide by Your Side program, Center for Deaf and Hard of Hearing Education and First Steps, among other stakeholders.

Our Center staff learned and gathered resources to share with families and made connections with other state and national leaders and experts to enhance our system and update resources. Here are a couple of them: 

· 2 Ears 2 Learn, a not-for-profit organization that collects and refurbishes used sound processors and then provides them to qualified children with Microtia and Aural Atresia at no charge.  www.2Ears2Learn.org

· Described and Captioned Media Program DCMP, to gain access to on-demand streaming of more than 8,000 educational videos free of charge. 

Sound Advice: Audiology

Educational Technology: Let's Get Connected! 

The use of educational technology is increasing in the classroom as a tool to accompany teacher instruction. In 2015, 68 percent of teachers used videos found online as part of instruction, compared to 47 percent in 2012. A 2018 survey of classroom teachers found that 63 percent think that educational technology accelerates learning. Another survey found that 72 percent of teachers observed an increase in student engagement with the use of technology in their classrooms. Blended learning environments that incorporate face-to-face instruction with in-class activities and media, are being used with increasing frequency and the use of such models is expected to continue to grow.

The biggest question that arises for children who are deaf and hard of hearing with this growing use of technology in the classroom is whether they have access to classroom content presented in a variety of formats throughout their educational day. There are many  technologies that can help these students fully participate in their educational environment.

Direct audio input: Ear-level FM, DM and neckloop systems can be connected to one-on-one devices, such as iPads and Chromebooks, via a standard headphone jack. Additionally, they can also be plugged into a teacher’s computer or classroom speakers to allow students to hear audible media that is played for the entire class.

Closed Captions: Display the audio portion of recorded media in writing. Many previously captioned materials are available to download for classroom use. There are also a variety of programs which may be used to caption original media by the teacher prior to presenting it to students.

Telecoil: Students who have a telecoil program in their hearing technology (hearing aids or cochlear implants) have several options. Some children may be able to use a neck loop to transmit the signal. However, regardless of whether the child uses an FM/DM system, there are also ear level “silhouettes” which may be plugged into any device with a standard headphone jack in lieu of traditional headphones. The auditory information is transmitted directly to the hearing devices via an electromagnetic signal. These “silhouettes” require that the student’s audiologist specifically set a program for use with these devices.

Pass Around microphones: Students using FM or DM systems have access to the teacher’s voice when he or she is wearing the transmitter/microphone, but have difficulty hearing their peers in large group discussion or small group work settings. Wireless pass-around microphones allow peers to use a microphone as well to ensure that their questions and comments are received by students who wear hearing devices.

Dual transmitters: Many manufacturers of FM and DM technology have a method for allowing multiple microphones to be used in a “Team Teaching” setup. One transmitter could be worn by the teacher, and the other could be plugged into a media output, passed around, given to a small group of students working together, or plugged into a student’s one-on-one device to allow audibility of the primary teacher, as well as a secondary source of information at the same time.

Remote Microphones: Wireless technology which allows for some hearing devices to have access to media sources (i.e. computers, IPADs, etc.) via Bluetooth. Although it is not available in all makes and models, and not all options allow for media connectivity, it may be an option!

Roger AudioHub: Connects to any multimedia device with an audio out jack, which may include interactive whiteboards, TVs, computers and MP3 players to hear the device’s audio output clearly through Roger speakers or Roger receivers.

Staff Spotlight

The Center is pleased to announce that Laura Leffler has joined our staff as an accommodation specialist. This position has three main duties: providing ASL-English interpreting, overseeing accommodation needs for Center services and events, and providing educational interpreting outreach through trainings and consultations.

Laura’s career started 30 years ago on the same grounds now occupied by the Center. Laura received a bachelor’s degree in deaf education from Ball State University and holds Certificates of Interpretation and Translation through the Registry of Interpreters for the Deaf. She has worked as a teacher of the deaf, an educational interpreter, a video relay interpreter and a freelance interpreter in a variety of settings. Throughout her career she has had the opportunity to work with children and adults in a variety of languages and communication modes, and be shaped by experiences working with outstanding professionals in the deaf community, as well as in the fields of interpreting and deaf education. 

Through her varied work history, Laura has developed a passion for communication access and deep respect for individual and family choices. Laura is looking forward to working with the exceptional staff at the Center to support its mission of promoting positive outcomes for all deaf and hard-of-hearing children.

From the Director, Bethany Colson

So far, 2019 has been a productive year for the Center. In addition to our continued services and outreach through our three program areas ― Audiology, Early Intervention and Deaf Education ― we have engaged in a variety of   opportunities for deaf and hard of hearing children, their families and professionals who serve them across the state. It is a privilege for us to participate in both local, statewide and national events as a sponsor, presenter and/or      exhibitor. There are a multitude of organizations for families and professionals to tap into, collaborating with other organizations allows information we share to reach further and have deeper impact.

Here are various highlights from the first quarter of 2019:

· Engagement in a pilot project with First Steps to participate in intake meetings with families

· Presentations at national and state conferences, including the National Early Hearing Detection & Intervention Meeting,   National ASL and English Bilingual Consortium for Early Childhood Education Summit and the Indiana Speech-Language-Hearing Association Convention

· Gathering of deaf educators regionally at our DHH roundtable meetings

· Arrangement of open-captioned movies for families to enjoy

· Sponsorships at events for parents and families to receive information and meet one another, including Hands & Voices Advocacy Support & Training (ASTra) event, Hearing Indiana’s Listening & Spoken Language Conference, upcoming EHDI Family  Conference and Indiana School for the Deaf’s PTCO Day

· Facilitation of trainings for early intervention providers including Ski-Hi Parent Advisor and upcoming Deaf    Mentor training

· First quarterly meeting of the new Center Advisory Committee for 2019-2020

I look forward to the wonderful accomplishments we can make in the upcoming months.

Teachers' DEN (Deaf Education Network)

Deaf Education “Life Hacks”

As 2018 winds down and goals for a more productive 2019 are being made, the Deaf Education team would like to offer some “life hacks” that may helpful to become more organized in the new year.

Service documentation—Best practice denotes that services should be documented and readily available to present at a moment’s notice. Teachers and therapists should get in the habit of documenting the amount of service each student should be receiving per his/her IEP, the dates of service provision, notes of what occurred during the session and a plan to make up for missed sessions. This ensures that the Individualized Education Plan (IEP) is being followed. A good service documentation tool is available on the internet that can be easily modified to meet specific school’s or teacher’s needs. 

Scheduling—Juggling multiple calendars for both personal and business can be challenging. You Can Book Me is a great online application that displays your availability to potential meeting participants. This reduces the amount of time spent going back and forth to check participants’ individual calendars. Bookings are automatically synced with your calendar to eliminate the extra step of creating a calendar entry.

Digital curation—There can be a lot of papers, folders, binders and notebooks floating around that do not have an apparent organizational system. Such loose items can be cumbersome to lug around, but it can also be time consuming 

to try to go back and locate needed information. There are numerous digital curation sites available online. These can also serve as an organized collection of information that can be shared with families and school staff. Some favorite digital curation sites are: Diigo, Google Drive, LiveBinders, Pinterest and Pocket.

Rocketbook—If you still want to take notes on paper, Rocketbook is a great way to take your handwritten notes and file them away digitally. Rocketbook is dubbed a smart notebook that uses special paper with a QR code on each page. Once the Rocketbook app is downloaded on your mobile device, you scan a page and it is automatically emailed, saved or shared to your pre-specified locations. As a bonus, the special pens are erasable on Rocketbook or regular paper. Once the Rocketbook is full, simply wipe the pages down with a damp cloth or place in the microwave for a few seconds and the smart notebook is ready to use again.

Sticky notes—Are you someone who writes down everything on a sticky note? Not only is paper waste bad for the environment, but it does not have the ability to integrate with anything other than the object it is stuck to. Google Keep is the next generation of sticky notes that easily integrates with many
other G Suite applications. You can create a shopping list, draw, savewebsites and take notes. You can easily set a reminder for something you have in Google Keep, for example, a student could take a picture of the board in class that has homework assignments listed, open in Google Keep, set a hashtag to organize all homework assignments and notes from the same class and then set a reminder for due dates. The possibilities of Google Keep are endless!

Troubleshooting kit—As teachers for the deaf and hard of hearing travel from place to place, it is helpful to have some items readily available to quickly troubleshoot students’ hearing assistive technology. The most beneficial items are extra batteries, a battery checker, stethoset and an FM/DM receiver checker. For additional items to include, watch our November 2018 Effecting Positive Outcomes (EPO) webinar titled Hearing Assistive Technology (HAT) in the Classroom. Find out why you should have an eraser in your toolkit!

For a list of links above, visit https://tinyurl.com/y9j7aplx.

TACKLIN’ Assessment: Therapists Actively Consulting & Knowledgeably Leading INdiana

Toys, Collaborative Play and Enrichment

During any time of celebration when gifts are purchased or given to your children, it is important that you think not only about the appropriateness of the toy in reference to the child’s age and safety but also about the level of
enrichment. It is important to provide children with natural opportunities to learn through play, not only with toys but with others who can interact during playtime. Children learn through play. Play encourages the development of motor skills, abstract thought, early literacy skills, emotional health, language development and perspective-taking. Some
ideas for interactive play  that are fun and will allow you to see your child’s skill growth include:

Science, Technology, Engineering and Math

Creatively build using blocks, magnetic tiles, clay, sand, wooden logs, etc.

-Comment on the shape and size of what your child has erected

-Count the number of items

-Prior to building, have your child sort everything by color, shape, material, etc.

Read, Write, and Color

Sidewalk chalk, dry-erase board and markers, bathtub paint/pens, etc.

http://www.readingrockets.org/article/103-things-do-during-or-after-reading

Additional Ideas

http://www.ncca.biz/Aistear/pdfs/Guidelines_ENG/Play_ENG.pdf

https://www.education.govt.nz/assets/Documents/Early-Childhood/Play-ideas/Play-ideas-complete-collection.pdf

https://www.pinterest.com/mrsbrookebrown/enrichment-activities/

https://www.laparent.com/Enrichment-at-home-fun-ideas-for-kids

https://www.verywellfamily.com/fun-learning-activities-kids-at-home-3128960