Capturing Literacy Skills with Closed Captions

Another way to boost literacy in the closed captions is a wonderful tool to not only use at school, but also at home over their breaks from school. When you turn on closed captions it is a simple, however effective way to continue to build vocabulary, comprehension, and assist with reading skills. Closed captions will help children reinforce sight words. 

Live captions - Chrome, iOS, and Android

There are now options to turn on live captioning on your child's device to continue to gain access to their entertainment, school work, and further their learning. 

Happy Thanksgiving!

We are grateful for YOU!

 Here at the Center we want to share our gratitude for all of our families, partners, and staff. We hope you and your family enjoy your Thanksgiving break together. 

Check out this ASL Thanksgiving Vocabulary Video below:

Hearing Screenings and our Mobile Audiological Unit

 

It is that time of year when schools begin their hearing screenings of their students. 

If you are a Teacher for the Deaf (TOD), it is very important that you are a part of that follow-up. It is important to be a part of this process to be sure that families know what steps to take if their child is referred for additional screening/tests. 

Here at the Center for Deaf and Hard of Hearing Education you can connect with our team of Audiologists to have a hearing screening done for you child, for FREE!  To schedule an appointment or to learn more please contact them at: 317-232-7349. If you have a family that is too far from our location here in Indianapolis, you an work to schedule the mobile unit to come to your school district to help check on multiple students.

Click the video below to take a tour of our outfitted RV!

When you reserve the Mobile Unit to your school district, our Center staff will bring their expertise to you! School staff and community partners may join alongside to help address the needs of children who are deaf and hard of hearing, or have indicated that they needed to be screened additionally from your latest hearing screenings. Having the mobile unit and staff visit will address areas such as specialized early intervention services, educational audiology, classroom strategies, communication needs and technology. 

Our mobile unit is outfitted with a professional sound booth, audiology equipment for hearing testing, and troubleshooting hearing technology. It is also equipped with a consultation area to discuss options and opportunities with our professional and certified staff. 

While our Center will assist with the immediate needs the day of our visit, we will be equally focused on connecting children, families, and professionals to resources within your community for long-term support. 

The Mobile Unit

To schedule and learn more on how this would work in your community, please contact the Center:

Join us for a Virtual Conference - Topics in Audiology - Audiological Supports in Education and Early Developme

Click the above image to register for our conference!

About this event

Practical technology tips, connectivity considerations, and ways pediatric/clinical audiologists can support children and educators.

Keynote Speaker: Krista Yuskow, Au.D., R. AuD

Beyond Amplification

Clinical audiologists are not typically able to see the extensive effort of their fittings or mappings at work beyond the clinic walls. While a clinician’s window to their patients’ daily listening environments is limited to subjective feedback, educational audiologists have the unique opportunity of observing and addressing barriers to auditory access beyond hearing aids and cochlear implants. This session will explore some of those barriers and provide considerations and related strategies.

Other Presenters & Topics will Include:

Sarah Kiefer, MA Ed., Deaf Education Coordinator, Center for Deaf and Hard of Hearing Education

• Indiana update on current educational trends for children who are deaf and hard of hearing.

Bethany Colson M.A., M.S.D.E., CCC-SLP, Executive Director, Center for Deaf and Hard of Hearing Education

• Indiana Deaf Education and Assessments of Language (IDEAL) - What audiologists and other providers need to know.

Allison Soll, Au.D, CCC-A, Pediatric Account Manager, Oticon Inc.

Evan Claytor, Au.D., Account Manager Children's Hospitals & Schools, Phonak US

• Assistive listening technology options for the classroom, featuring presentations by Oticon and Phonak.
• Practical technology tips and connectivity considerations in the classroom and ways pediatric and clinical audiologists can support children and educators.

Cindy Lawrence, MA-CCC-A, Early Intervention Coordinator, Center for Deaf and Hard of Hearing Education

• Indiana early intervention for children who are deaf and hard of hearing - Benefits of audiologists collaborating with other EI providers.

Suzanne Foley, M.A., Au.D., CCC-A Director, Indiana EHDI Program

• Indiana EHDI’s Best Practice Diagnostic Follow-up Guidelines.

We hope to see you there!

Teachers' DEN: Language Rich Environments

 Language Rich Environments …            
The other LRE to consider for your DHH students

The Least Restrictive Environment (LRE) is most likely the term that you are familiar with as it is one of the vital components developed in a child’s IEP. The least restrictive environment ensures your student has the necessary access in and out of their classrooms. However, have you, or your case conference committee, considered if your Deaf and Hard of Hearing student’s least restrictive environment is also the one providing language rich opportunities?

Check the below infographic to see if these situations are being covered in their classroom(s). If they’re not already in place, we encourage you to reach out to your school team to facilitate these opportunities. That way you can make their Least Restrictive Environment is truly a Language Rich Environment. 

Please link and share this information with your colleagues!

Language and Literacy Corner: Visual Vernacular

Check out these great examples!

“TIR”, which means “truck” in Polish, is a short story about how small decisions, fractions of a second, can affect people’s lives.

Deaf Fest Visual Vernacular: The Body

Here are some more examples of Visual Vernacular videos (Use your eyes): • Visual Vernacular—The Center for Public Television • Visual Vernacular Stories: Meet Catbot! • The Performance!

TEACHERS' DEN - The Unexpected Benefits of Virtual Learning

The Unexpected Benefits of Virtual Learning

The COVID-19 pandemic has certainly shifted the approach to education. While there have been numerous downsides that students have experienced over the last year, there have been a great deal of benefits that have emerged. While not all of these benefits apply to every virtual education setting, opportunities for enhanced accessibility, inclusivity and overall universal design for learning continue to be on the rise.

• Virtual education means no face coverings to create visual or auditory barriers to access.
• While using a device, students have improved visual access to whoever is speaking—teachers or students. Students can see all peers on screen and view speaking peers in a larger window.
• Video conference platforms have embedded additional accessibility features by offering auto-subtitles and captioning. Teachers have increased the usage of closed captioning on videos.
• Students can directly connect hearing assistive technology to devices and have enhanced access to teachers and students without having to pass around a microphone to each speaker.
• Students have an increased ability to control background noise and visual environment. Students are afforded flexible seating options in remote settings.
• Students are quickly and easily able to ask their teachers questions or for clarification.
• Students have been able to remotely participate and receive services from non-local programs that specialize in deaf education.
• Teacher notes and recorded sessions are digitally available to pause, rewind and view/review multiple times to aid in comprehension. Assignments are posted and available virtually.
• There has been an increase in access to qualified interpreters since location is not a barrier.  Students are able to see an interpreter and the educational content in the same visual field. There is also an ease in securing substitute interpreters in the virtual space.
• There are increased opportunities for direct instruction from the teacher of the deaf and hard of hearing—professionals can virtually attend meetings without having to plan for transition time between classrooms or buildings.
• Parent participation in IEP meetings has increased as parents are able to attend on lunch breaks rather than having to take time off of work to travel and attend.
• The use of technology and advanced features sharpens digital, technical, and typing skills.
• Teachers have reported that interactive virtual lessons have increased focus and self-discipline.

Tacklin' Assessment - Vestibular Loss and Learning

 

 Vestibular Loss and Learning

Sources: 

1.    Lacroix E, Edwards MG, De Volder A, et al. Neuropsychological profiles of children with vestibular loss. Journal of vestibular research: equilibrium & orientation. 2020;30(1):25-33.

2.       Braswell J, Rine RM. Evidence that vestibular hypofunction affects reading acuity in children. International journal of pediatric otorhinolaryngology. 2006;70(11):1957-65.

 

 

Brain Builders Corner - Early Intervention

Navigating Transitions

One of the areas of service we provide through our network of specialized early intervention providers is oversight for families during the transition process—from Part C (First Steps) to Part B (school). Yet our experience with these transitions did not prepare us for the unexpected transitions throughout the COVID-19 pandemic. State mandates, including quarantine and social distancing, 

meant transitioning to virtual services overnight in order to provide continuity of services for some of our most vulnerable citizens: infants & toddlers. Now, 16 months after implementing teleservices, we have been able to clearly see benefits of virtual services, ensuring more equitable services statewide. 

We are now offering a hybrid approach to services within our CDHHE network. This model consists of one in-person visit per three virtual visits. Feedback from providers and families about how best to integrate virtual services long-term has helped shape this new model. For more information about the coaching model adopted in Indiana and resources check out the Family Guided Routines Based Intervention website.

Among all of these changes, we continue to support families as their children transition out of First Steps on to the next part of their journey in school. We updated our family transition resource: Navigating Transitions for Deaf and Hard of Hearing Children in Indiana to include links to our IDEAL documents. This navigating transition resource identifies how to utilize the IDEAL initiative, among other valuable resources as families go through the transition from First Steps family-centered services to school-based    services at age three.

We can think of this transition from early intervention to school services as part of a relay race in a track meet. The relay starts when hearing is found to be a potential barrier through the universal newborn hearing screening and identification process. The baton is carried through the First Steps system until the child reaches age three. In relay races, there is a section on the track when the next runner is poised to receive the baton and the first runner has to carefully and precisely pass it on without dropping it to the next runner. This is similar to transition—when the child’s services are passed from early intervention system to the school system. It is important that care is taken to not drop the baton—that both systems are poised and ready for this exchange. The center is supporting families in the process to ensure they are knowledgeable and confident as this transition occurs.

 

 

Language and Literacy Corner: The Art of Narrating your Day

 

Sound Advice from Audiology - Tips and Tricks

 

Tip #1: Know your IP Rating

Like your smartphone or laptop, hearing aids must be kept dry. Curious how protected your hearing aids are? Check your IP rating in your user manual before you head to the beach. Every hearing aid has an IP rating with two digits. The first number represents protection from dust, sand and debris (1-6). The second number represents protection from water, sweat and moisture (1-8). A higher IP rating indicates better protection. Even a hearing aid with the highest IP rating (68) is not indestructible and requires extra care over the summer.

Tip #2: Pick your perfect dryer ...and use it!

Hearing technology is water resistant, not water proof. Moisture (water, sweat, etc.) is harmful to cochlear implants and hearing aids. Summer is an important time to check your supply and ensure your drying kit is ready for use. Drying cases come in a variety of shapes and sizes. Some drying cases use disposable desiccant beads. Other drying cases are electric and circulate air around the hearing aids or use a UV light to kill bacteria. If you have significant difficulty fighting moisture or live in a humid climate, consider investing in an electronic dehumidifier. 

Tip #3: Daily Checks - is it functioning?

Daily checks are especially important in the summertime. Devices may still power on even if they have water damage. Simply turning hearing aids on does not guarantee a clear signal. Visually inspect the hearing aids and use your listening stethoset to check for signs of moisture every day. Listen for static, indicating the device requires a repair. Wipe the hearing aid with a cloth after each use. Check the earmold tubing for condensation.  Use the tubing blower to dry any moisture. Open the battery door and look for corrosion. Clean the battery contacts and leave the battery door open overnight.

Tip #4: Utilize Water Accessories ...if available

Hearing aids and cochlear implants are not waterproof. However, special accessories are available for additional protection. Ear Gear is a spandex sleeve designed to absorb sweat, water, rain, and debris for an extra level of protection. Even with accessories, hearing aids cannot be worn while swimming.  Water-wear can be added to a cochlear implant, making the device completely waterproof and functional, even while swimming. Each accessory is device-specific. Contact your managing audiologist to select the appropriate accessory for you!

 

From the Director: Back Together Again!

   

Since March 2020, our staff has worked diligently to continue providing services and sharing information and resources to families and professionals alike—using a variety of virtual methods given the limitations of in-person opportunities throughout the COVID-19 pandemic. 

With the state beginning to open up, we are happy to see you face to face! But we are not leaving behind what we learned throughout this process. Providing virtual services is an effective methodology and we will continue in a hybrid approach of our services with families and professionals. Our outreach efforts will also continue to include virtual connections in addition to in-person meetings and consultations. We recognize the value in flexibility as we determine individual needs and meet you where you are.

 

 

Summer 2021 Newsletter

Click the image below to see the full newsletter online.

Teachers' DEN

 

New Year, New In-Service

In-services provide a way for school staff to better understand the unique access and learning needs of   students who are deaf and hard of hearing. Typically, the teacher for the deaf and hard of hearing will meet with staff prior to the start of a new school year. Midway through the year is also a great time for a refresher in the event of staff changes or access consideration updates. 

When developmentally appropriate, it is a great idea to bring students in to create their own in-services. They can create a poster, brochure, video, or even an in-person presentation.  

Including real-life situations or simulations can make the in-service not only engaging but understandable by audiences who do not frequently interact with individuals who are deaf or hard of hearing. 

In-service Topics

· The hearing mechanism

· The student’s hearing levels

· How the student communicates

· How personal hearing devices work

· The role of related service providers (educational audiologist, educational interpreter, etc.)

· Accommodations

· How Hearing Assistive Technology works and quick troubleshooting

· How to perform daily monitoring of personal and hearing assistive technology

· Difficult listening/visual situations

· Educational and social implications

· Remote learning considerations

 Simulations

· Nice to Meet You https://youtu.be/QWJTK2waj68

· Access to Closed Captioning in the Classroom https://vimeo.com/154598088

· Bad Lipreading https://youtu.be/Y2vS8dPMR2U

· Can You Read My Lips? https://vimeo.com/148127830

· Caption Fail https://youtu.be/7MuDgfX9C2w

· Cochlear Implant Demos http://bit.ly/3mpAIJI

· Hearing Aid + FM Simulation https://youtu.be/1l37lzLIgQU

· Hearing Level Simulator http://bit.ly/2KuRr1f

· Interactive Ear http://bit.ly/3gOnUvw

· Simulated Listening http://bit.ly/31zig7u

· What’s it like to be Deaf? https://youtu.be/60lzVhXW_0U

More Resources

DHH Inservice http://bit.ly/DeafEdInservice
Inservicing the Classroom Teacher https://bit.ly/2KyEIL2
Dear Classroom Teacher https://bit.ly/2LBY0zr
Distance Learning  In-service Template http://bit.ly/3mkTdix
Familiar Sounds Audiogram https://bit.ly/3gSkEz6

  

 

 

TACKLIN' Assessment

Investing in Your Child: A Penny for Your Thoughts

Multiple studies have shown that hearing children typically hear 30-40 million words before kindergarten. In a study by Hart and Risley (1999), the amount of listening experience necessary for adequate language development was investigated. In their longitudinal study of children from birth to age 4, they documented the number of person-spoken words heard by this population. The study did not include electronic words heard on the TV, books on tape, or the computer. On average, talkative families spoke 2100 words per hour while quieter families spoke only 600 words per hour. Parents who talked a lot provided more varied vocabulary, complex ideas, subtle guidance, and positive feedback ended up with children who also talked a lot.  Conversely, parents who rarely talked ended up with 3-year-olds who talked a little. These findings can be applied to all deaf and  hard of hearing children regardless of communication methodology. For example, it can be implied that parents who sign more to their child will have children who use sign more than those parents who sign only a little.  Strategies for increasing communication interactions and increasing your word count with your child at home in everyday situations is provided below.

Strategies to Increase Word Count

· Be a “sports commentator” and describe  every detail as your child is doing.  Make your words/signs match not only what the child is doing, but also what they are thinking and feeling. 

· Use self-talk to narrate what you are doing when playing and/or engaging in daily routines with your child.

· Find opportunities throughout the day to read aloud to your child. If you have an older child, you can engage them in partner reading and/or book discussions.

· Sing familiar songs with your child and/or make up your own song to accompany a daily routine.

Check out the Thirty Million Words initiative from the University of Chicago!

 Activities

· Brushing your teeth.                   

· Playing with playdough.           

· Making a snowman.

· Baking cookies.           

· Setting the table.        

· Building an indoor fort.

· Play board and card games.

Create an experience book with photographs or pictures of you and your child doing any of the above activities. Hearing First offers more information on experience books here.

 Cole, E.B. & Flexer, C. (2007). Children with hearing loss developing listening and  talking: birth to six. San Diego: Plural Publishing, INC.

Hart, B., & Risely, T.R. (1999). The social world of children learning to talk.  Baltimore: Brookes.