ECC-DHH Family Education

 
Families of children who are deaf and hard of hearing face many unique challenges: diagnosis and acceptance of hearing loss and a myriad of decisions concerning amplification, communication, language, and educational service.

The area of Family Education includes: Understanding Hearing Loss, Amplification, Family and Child Interactions, Communication Strategies, Education/Transition, and Resources and Technology.

Understanding Hearing Loss 

• Parent recognizes that their child has a hearing loss • Parent knows that grief is a process • Parent understands basic anatomy of the ear and the function of the parts • Parent knows types of hearing loss (conductive, sensorineural, mixed) • Parent knows cause of child’s hearing loss and age of onset and how it affects services • Parent understands basic information found on an audiogram • Parent can describe aided and unaided hearing loss • Parent understands the effect of hearing loss on living and learning • Parent knows cause of child’s hearing loss and age of onset and how it affects services • Parent understands basic information found on an audiogram • Parent and student can describe aided and unaided hearing loss • Parent understands the effect of hearing loss on living and learning • Parent and student are aware of the myths and misconceptions about individuals who are deaf or hard of hearing • Parent understands basic information found on an audiogram • Parent and student can describe aided and unaided hearing loss • Parent understands the effect of hearing loss on living and learning • Parent and student are aware of the myths and misconceptions about individuals who are deaf or hard of hearing • Parent understands basic information found on an audiogram • Student can describe aided and unaided hearing loss • Parent understands the effect of hearing loss on living and learning • Student is aware of the myths and misconceptions about individuals who are deaf or hard of hearing

Amplification 

• Parent understands various amplification devices available (hearing aids, cochlear implant, frequency modulated system, etc) • Parent understands the benefits/limitations of amplification device(s) • Parent names the main parts and function of the amplification device • Parent demonstrates knowledge of acclimating their child to amplification • Parent puts on /takes off amplification equipment appropriately (earmolds, CI processor) • Parent stores hearing aids/CI correctly when not in use • Parent checks batteries in device with battery tester and changes as needed • Parent cleans ear mold(s) and knows importance of cleaning them regularly • Parent knows how to manage all controls of amplification device properly • Parent understands various amplification devices available (hearing aids, cochlear implant, frequency modulated system, etc) • Parent understands the benefits/limitations of amplification device(s) • Parent and student names the main parts and function of the amplification device • Parent and student puts on /takes off amplification equipment appropriately (earmolds, CI processor) • Parent and student stores hearing aids/CI correctly when not in use • Parent and student check batteries in device with battery tester and changes as needed • Parent and student cleans ear mold(s) and knows importance of cleaning them regularly • Student knows how to manage all controls of amplification device properly • Student understands various amplification devices available (hearing aids, cochlear implant, frequency modulated system, etc) • Student understands the benefits/limitations of amplification device(s) • Student names the main parts and function of the amplification device • Student puts on /takes off amplification equipment appropriately (earmolds, CI processor) • Student stores hearing aids/CI correctly when not in use • Student checks batteries in device with battery tester and changes as needed • Student cleans ear mold(s) and knows importance of cleaning them regularly • Student knows how to manage all controls of amplification device properly • Student understands various amplification devices available (hearing aids, cochlear implant, frequency modulated system, etc) • Student understands the benefits/limitations of amplification device(s) • Student names the main parts and function of the amplification device • Student puts on /takes off amplification equipment appropriately (earmolds, CI processor) • Student stores hearing aids/CI correctly when not in use • Student checks batteries in device with battery tester and changes as needed • Student cleans ear mold(s) and knows importance of cleaning them regularly • Student knows how to manage all controls of amplification device properly • Parent performs daily listening check • Parent troubleshoots when amplification is not working • Parent knows who to contact when amplification is not functioning properly • Parent knows importance of appropriately fitting ear mold • Parent knows importance of regularly scheduled booth testing and follow up appointments • Parent and student perform daily listening check • Parent and student troubleshoot when amplification is not working • Parent and student know who to contact when amplification is not functioning properly • Parent and student know importance of appropriately fitting ear mold • Parent knows importance of regularly scheduled booth testing and follow up appointments • Parent and student perform daily listening check • Parent and student troubleshoot when amplification is not working • Parent and student know who to contact when amplification is not functioning properly • Parent and student know importance of appropriately fitting ear mold • Parent and student know importance of regularly scheduled booth testing and follow up appointments • Student troubleshoots when amplification is not working • Student knows who to contact when amplification is not functioning properly • Student knows importance of appropriately fitting ear mold • Student knows importance of regularly scheduled booth testing and follow up appointments

Family and Child Interactions  

• Parent is aware of parent behaviors and infant characteristics that lead to positive parent-infant relationship • Parent helps siblings understand hearing loss and its effect on the family • Parent includes and enlists extended family and friends in early intervention, education, and support. • Parent has high expectations for their child to increase success and motivation • Parent helps siblings understand hearing loss and its effect on the family • Parent applies consistent, equitable rules and/or limits for the child as compared to hearing sibling(s) • Parent has high and realistic expectations for their child to increase success and motivation • Student has high and realistic expectations and goals • Parent helps siblings understand hearing loss and its effect on the family • Parent applies consistent, equitable rules and/or limits for the child as compared to hearing sibling(s) • Parent has high and realistic expectations for their child to increase success and motivation • Student has high and realistic expectations and goals • Parent helps siblings understand hearing loss and its effect on the family • Parent applies consistent, equitable rules and/or limits for the child as compared to hearing sibling(s) • Parent is aware of community support (Child care, church, financial) • Parent has high expectations for their child to increase success and motivation • Parent applies consistent, equitable rules and/or limits for the child as compared to hearing sibling(s) • Parent understands the need to meet other children and adults who are deaf or hard of hearing • Parent promotes child’s self- awareness and identity. • Parent understands etiquette in Deaf culture • Parent understand the need for child to self-advocate • Parent is aware of community support (Child care, church, financial) • Parent understands the need to meet other children and adults who are deaf or hard of hearing • Parent understands etiquette in Deaf culture • Parent and student understand the need for student to self-advocate compared to hearing sibling(s) • Parent is aware of community support (Child care, church, financial) • Parent and student understand the need for student to self-advocate • Parent understands the need to meet other children and adults who are deaf or hard of hearing • Parent understands etiquette in Deaf culture compared to hearing sibling(s) • Student understands the need for self-advocacy • Student understands the need to meet other children and adults who are deaf or hard of hearing • Student understands etiquette in Deaf culture

Communication Strategies  

• Parent understands communication and language development depend on the support and involvement of the family • Parent knows that prelinguistic communication is expressed through motor movements, facial expressions, vocalizations, and social interactions. • Parent understands communication and language development depend on the support and involvement of the family • Parent becomes an observer of child’s listening and communication behaviors to support communication development • Parent is knowledgeable about various communication modes and educational settings in order to make informed decisions about effective communication and if a change is warranted • Parent and student consistently use modality of choice • Parent and student understand that communication modality may change according to child’s needs/preferences • Parent and student understand the need for academic environments with opportunities for direct interactions with peers and adults • Parent and student consistently use modality of choice • Parent and student understand that communication modality may change according to child’s needs/preferences • Parent and student understand the need for academic environments with opportunities for direct interactions with peers and adults • Parent becomes an observer of child’s listening and communication behaviors to support communication development • Parent is familiar with the features of communication such as proximity, turn taking, following the child’s lead • Parent understands that play is work and necessary for learning • Parent knows various communication modes and how to determine which are successful in order to make decisions about what mode(s) to use with to best support communication development • Parent consistently uses child’s mode(s) of communication • Parent understands that children with hearing loss need a language rich environment • Parent understands the need to read to the child in their communication modality • Parent understands the need for explicit teaching of communication modes and educational settings in order to make informed decisions about effective communication and if a change is warranted • Parent and student consistently use modality of choice • Parent and student understand that communication modality may change according to child’s needs/preferences • Parent understands that children with hearing loss need a language rich environment • Parent understands the need to read to the child in their communication modality • Parent and student understand the need for explicit teaching of vocabulary and concepts • Parent and student understand the need for academic environments with opportunities for direct interactions with peers and adults • Parent and student identify difficult listening situations and attempts to manage the listening environment direct interactions with peers and adults • Parent and student understand the need for extra-curricular and social environments which allow direct communication in the student’s modality • Parent and student understand the need for explicit teaching of vocabulary and concepts • Student identifies difficult listening situations and attempts to manage the listening environment • Parent and student are aware of ways to protect and conserve hearing direct interactions with peers and adults • Parent and student understand the need for extra-curricular and social environments which allow direct communication in the student’s modality • Parent and student understand the need for explicit teaching of vocabulary and concepts that other children overhear • Student identifies difficult listening situations and attempts to manage the listening environment • Student is aware of ways to protect and conserve hearing • Parent identifies difficult listening situations and attempts to manage the listening environment • Parent is aware of ways to protect and conserve hearing. • Parent understands that communication modality may change according to child’s needs/preferences • Parent and student are aware of ways to protect and conserve hearing

Education/Transition  

• Parent is aware of all Early ACCESS services available for children birth to age 3 • Parent develops rapport with professionals working with the child • Parent is aware of developmental milestones and their child’s current level • Parent develop a system for keeping their child’s records • Parent knows how to access services for the child with disabilities in addition to hearing loss • Parent is familiar with rights and laws (ADA, IDEIA, 504, etc.) • Parent understands the IFSP process and participates as a member of the team • Parent and student develop rapport with professionals • Parent knows how to access services for the child with disabilities in addition to hearing loss • Parent is familiar with rights and laws (ADA, IDEIA, 504, etc.) • Parent is familiar with their parental rights (IEP procedural safeguards, transfer of rights at age of majority) • Parent and student understand the IEP process and participate as members of the team • Parent observes and describes child’s current language, communication levels and academic skills • Parent and student develop rapport with professionals • Parent knows how to access services for the child with disabilities in addition to hearing loss • Parent and student are familiar with rights and laws (ADA, IDEIA, 504, etc.) • Parent is familiar with their parental rights (IEP procedural safeguards, transfer of rights at age of majority) • Parent and student understand the IEP process and participate as members of the team. • Parent and student describe current communication needs and academic levels • Parent and student are knowledgeable about postsecondary options and accommodations offered in order to make informed decisions • Parent and student are knowledgeable about adult services and supports available to encourage seamless transition. • Parent and student develop rapport with professionals • Parent and student know how to access services for the child with disabilities in addition to hearing loss • Student is familiar with rights and laws (ADA, IDEIA, 504, etc.) • Parent knows their parental rights (IEP procedural safeguards, transfer of rights at age of majority) • Parent observes and describes child’s current language and communication levels needed for the development of an education plan • Parent recognizes and explains the accommodations their child needs in various environments • Parent is beginning to understand the appropriate process to request reasonable accommodations for their child • Parent understands what to look for in a preschool situation and visits programs in advance of transition • Parent helps prepare the child for a new situation • Parent helps to familiarize the school professionals with the child’s history and hearing needs • Parent is familiar with their parental rights (IEP procedural safeguards, transfer of rights at age of majority) needed for the development of an education plan • Parent recognizes and explains the accommodations their child needs in various environments • Parent understands the appropriate process to request reasonable accommodations for their child • Parent and student understand what to look for in academic programs and visits programs in advance of transition • Parent helps prepare the child for a new situation • Parent and student help to familiarize the school professionals with the child’s history and hearing needs needed for the development of an education plan • Parent and student recognize and explain the accommodations needed in various environments • Parent understands the appropriate process to request reasonable accommodations for their child • Parent and student understand what to look for in academic programs and visits programs in advance of transition • Parent helps prepare the child for a new situation • Parent and student help to familiarize the school professionals with the child’s history and hearing needs safeguards, transfer of rights at age of majority) • Parent and student understand the IEP process and participate as members of the team. • Student describes communication needs and academic levels for the development of an education plan. • Student recognizes and explains the accommodations needed in various environments • Parent and student understand the appropriate process to request reasonable accommodations • Parent and student understand what to look for in post-high school settings and visits in advance of transition • Parent helps prepare the child for a new situation • Parent and student help to familiarize the school or other professionals with the child’s history and hearing needs for post high school • Parent and student understand the required assessments and tests for entry into college.

Resources and Technology  

• Parent knows name, title and role of people who provide services to their child • Parent is aware of resources and can research further (media library, websites, etc.) • Parent is aware of and can access support organizations and agencies for people with hearing loss (Lions Club, Sertoma, Hands and Voices, local support groups, SSI, etc.) • Parent recognizes that captioning is available, how to access, and its benefits • Parent is aware of communication devices for Deaf/HH (relay, video phone, personal communication device) • Parent is aware of and has experience with alerting devices and emergency procedures (fire, doorbell, phone, monitors) • Parent understands how to access and use interpreter services • Parent knows name, title and role of people who provide services to their child • Parent and student are aware of resources and can research further (media library, websites, etc.) • Parent is aware of and can access support organizations and agencies for people with hearing loss (Lions Club, Sertoma, Hands and Voices, local support groups, SSI, etc.) • Parent and student understand how to access captioning and its benefits • Parent and student are aware of and have experience with alerting devices and emergency procedures (fire, doorbell, phone, monitors) • Parent and student are aware of and have experience with communication devices for Deaf/HH (video relay services, video phone, personal communication device) • Parent and student are aware of technology to • Parent and student know name, title and role of people who provide services • Parent and student are aware of resources and can research further (media library, websites, etc.) • Parent is aware of and can access support organizations and agencies for people with hearing loss (Lions Club, Sertoma, Hands and Voices, local support groups, SSI, etc.) • Parent and student understand how to access captioning and its benefits • Parent and student are aware of and have experience with alerting devices and emergency procedures (fire, doorbell, phone, monitors) • Parent and student are aware of and have experience with communication devices for Deaf/HH (video relay services, video phone, personal communication device) • Parent and student are aware of technology to • Parent and student know name, title and role of people who provide services • Parent and student are aware of resources and can research further (media library, websites, etc.) • Parent and student are aware of and can access support organizations and agencies for people with hearing loss (Vocational Rehabilitation, Lions Club, Sertoma, Hands and Voices, local support groups, SSI, etc.) • Student understands how to access captioning and its benefits • Student is aware of and has experience with alerting devices and emergency procedures (fire, doorbell, phone, monitors) • Parent and student are aware of and have experience with communication devices for Deaf/HH (video relay services, video phone, personal communication device) • Parent and student are aware of technology to access information (speech to-text services such as TypeWell or C-Print, video remote interpreting, etc) • Parent and student understand how to access and use interpreter services access information (speech to-text services such as TypeWell or C-Print, video remote interpreting, etc) • Parent and student understand rules associated with use of technology in playing sports • Parent and student understand rules associated with use of technology in playing sports • Parent and student are aware of technology to access information (speech to-text services such as TypeWell or C-Print, video remote interpreting, etc) • Student understands how to access and use interpreter services • Student understands rules associated with use of technology in playing sports

Family Education – Assessments and Resources: 

  • C.O.A.C.H. Self-Advocacy & Transition Skills for Secondary Students who are DHH

    Age Range: 13 years of age – up 

  • Just in Time: Resource List to Support Families of Children Who Are Deaf or Hard of Hearing 

    Age Range: All ages