GAP - Guide to Access Planning

About the author

Carrie Spangler

Carrie Spangler brings both a personal and professional perspective to the field of audiology and GAP. Born with a severe to profound hearing loss in both ears, she was identified at the age of 4, and wears hearing aids. She attended mainstream school and understands the challenges that teens with hearing loss can face.

Currently employed at Summit County Educational Service Center, Ohio where she provides educational audiology outreach services. She is also involved in the implementation of the TALK (Teaching Auditory Learning in Kids) public preschool program. Her areas of interest include educational audiology, teens and support groups, advocacy, and humanitarian audiology. She also gives of her time in Haiti for Hear the World Foundation/Hear Haiti project.

Carrie received her bachelor’s degree from Bowling Green State University in Communication Disorders, her Master’s degree from The University of Akron, and her Doctor of Audiology degree from the Arizona School of Health Sciences. She is the 2012 recipient of a national award, the Cheryl DeConde-Johnson Award for Best Practices in Educational/Pediatric Audiology. She has presented locally, nationally, and internationally on topics related to educational and pediatric audiology.

Cheryl DeConde Johnson

Cheryl DeConde Johnson provides consulting services in educational audiology and deaf education focusing on service delivery and accountability systems through her practice, The ADEvantage. She is also a consultant with pepnet2, a federally funded program emphasizing the improvement of post-secondary outcomes for students who are deaf and hard of hearing. IN addition to her consulting work, Cheryl holds adjunct faculty appointments in audiology at the University of Colorado and the University of Northern Colorado and in deaf education at the University of Arizona. Previously, she was the statewide consultant for audiology and deaf education with the Colorado Department of Education, coordinator of the Greeley, Colorado public school program serving deaf and hard of hearing students, a school-based educational audiologist and an early intervention provider. Cheryl is co-author of the Educational Audiology Handbook, 2nd ed (2012, Cengage Delmar Learning), co-author of Educational Advocacy for Student who are Deaf or Hard of Hearing (2013, Hands & Voices), as well as numerous articles and book chapters. She has been a persistent advocate for effective communication access in the classroom for learners who are deaf and hard of hearing and others with auditory deficits, as well as the use of hearing access and assistance technologies. Cheryl also has a grown daughter who describes herself as sometimes deaf and sometimes hard of hearing.

Introduction to GAP: Guide to Access Planning

Purpose and Goal of the GAP Program

GAP - Guide to Access Planning - contains information and tools to help increase your communication and participation in school and other activities. The purpose of the Guide to Access Planning (GAP) program is to help you be your own best, #1, advocate. This program is for teens and young adults with hearing loss. If you are at student, GAP will also help in planning your IEP (Individualized Education Program) or ITP (Individualized Transition Program. Already graduated? GAP offers information for getting a job, going to college, and living life.

The information in GAP was put together by a team of audiologists and deaf educators including ones who are deaf or hard of hearing, like you. They each have personal experience with the communication challenges related to hearing loss. There are two other sections of GAP for people who help you. One is for the professionals, such as your teachers, counselor, audiologist, vocational rehabilitation specialist, or college disability coordinator. The other section is for your parents and other family members.

Getting Started

Step 1. Explore GAP

Search through the GAP program to learn what it contains and see what interests you! If you have questions, ask your teachers or parents to help you.

Step 2. Getting Started with GAP: Finding out what you know

Click on and complete the GAP Transition Checklist and the GAP Self-Assessment to see what you know and what you still need to learn. The Transition Checklist covers basic self-help areas and skills that lead to independence and self-advocacy. The Self-Assessment asks what you know about your hearing loss and communication. Be honest with your answers. Be sure to get help from one of your teachers and your parents as you complete these assessments.

Step 3. Developing a Learning Plan

After you have completed the Checklist and the Self-Assessment, use the Transition Planner or Self-Assessment Planner forms to write goals for what you still need to learn. By developing a plan, you are on the right path for success!

Step 4. Materials and Resources to Help Me Learn About Hearing Loss and Communication Access

Explore and use the GAP website materials to help you work through and achieve your learning goals.

Do you need help telling a teacher, coach, or boss about your hearing loss? Check out the Personal Profile and Accommodation letter, located in the Self-Advocacy section, to help you advocate for your needs. Driving? You can download the Hearing Loss Notification Card also located in the Self-Advocacy section.

Step 5. Putting Your Plan Together

Use a 3 ring binder create your own  Personalized GAP Transition Notebook. Organize materials that you download from GAP. Feel free to add other information as well.

Section 1: Teens and Young Adults

Assessments

Assessments: Introduction

This section contains three assessments along with two learning planners. By completing these documents you will find out information or skills you have and ones that you still should learn so that you can live independently with hearing loss and advocate for your communication needs. Transition is an on-going process, not an event that occurs with graduation. Therefore you should begin these assessments before you get to high school.

Assessments: GAP Transition Checklist

The  GAP Transition Checklist looks at twelve areas that are important for self-advocacy and personal responsibility. These areas are: Hearing Loss and Hearing Technology, Communication and Accommodations, Social Skills, Functional Skills, Money Management, Survivor Skills, Work-Related Skills, Communication Skills, School/Work Related Grooming Skills, Health Skills and Safety, Recreational Skills, and Education/Training After High School. Ask a teacher, counselor or parent to help! When you are finished with the checklist, identify your goals and write them into the GAP Transition Planner along with the help you will need to work on those skills. Save, print, and add the Planner to your GAP notebook. Be sure to track your progress.

Assessments: GAP Transition Planner

The GAP Transition Planner is an "action plan" form that helps organize the learning goals that were identified through the Transition Checklist. This is similar to your IEP at school. It includes your goals, needed resources and who will help you in reach those goals, a timeline, and an evaluation. The evaluation asks you what activities you have completed for your goal. The planner is available in both word  Transition Planner-MS Word, and PDF  Transition Planner-PDF formats. The word version allows for more flexibility when filling out the plan.

Assessments: GAP Self-Assessment

The  GAP Self-Assessment specifically addresses your understanding about your hearing, hearing loss, personal and assistive technology, and your rights. This assessment is a PDF form that allows you to enter information, save, and print. Information that you still need to learn should be entered into the GAP Self-Assessment Planner. It is recommended that you get help from your teacher, audiologist, or parent when completing this self-assessment.

Assessments: GAP Self-Assessment Planner

Just like the Transition Planner, the GAP Self-Assessment Planner is an "action plan" form that helps organize the information on which you will be working. To complete this planner, you will need to identify your goals, needed resources and the persons who will assist you in achieving those goals, a timeline, and an evaluation. The evaluation asks you to list the activities that you can perform as a result of completing work on your goals. The planner is available in both word,  Self-Assessment Planner-MS Word, and PDF,  Self-Assessment Planner-PDF formats. The word version allows for more flexibility when developing the plan.

Assessments: Self-Assessment of Communication

This self-assessment asks questions about how you communicate. Check with your audiologist, counselor, teacher or other specialist to select the most appropriate one for you.

The Self-Assessment of Communication was made for teens to identify communication difficulties associated with your hearing loss. It is also a useful tool to discuss ways for you to improve your communication. The checklist contains 2 forms; one for you to complete, the  Self-Assessment of Communication or SAC-A, and one for a friend to complete, the  Significant Other Assessment of Communication or SOAC-A.

Information

Information: Your Rights, the Legal System, and Funding

Learning about the laws that affect persons with hearing loss is important. These laws describe your rights about common accommodations and modifications. Some programs provide support and funding to help with technology costs. Transition is an on-going, life long process. Start learning early to be prepared for college and work.

Information: Regulations

As a person who is deaf or hard of hearing, you have rights that provide you accessibility to information and communication in school, colleges, employment, public places within your community.  Click here to learn more about each of these laws and regulations listed below. You will also find links to additional information as well as websites for the agencies responsible for these regulations.

- IDEA

- NCLB

- 504

- ADA

- FERPA

- HIPPA

- OSHA

- Telecommunications Act

Information: Comparison of 504, IDEA, ADA

Sometimes it is difficult to know which laws affect you. This chart compares key sections of 504, IDEA, and ADA.

Type

504 (Civil Rights Law)

IDEA (Education Act)

ADA (Civil Rights Law)

Title

The Rehabilitation Act of 1973

The Individuals with Disabilities Education Act (IDEA)

Americans with Disability Act of 1990 (ADA)

Responsible Agency

General Education

Special Education

Public and Private Schools

Funding

No federal funding - state and local school responsibility

State, local, and federal funding (IDEA funds cannot be used with students only eligible under 504)

No federal funding - Public and private responsibility

Administrator

Section 504 Coordinator (for entities with 15 employees or more)

Special Education Director or designee

504 Coordinator may oversee ADA responsibilities

Service Tool

Appropriate Academic Adjustments, Accommodations and/or Services

Individualized Education Program

Reasonable Accommodations and Legal Employment Practices

Purpose

Abroad civil rights law which protects the rights of individuals with disabilities in programs and activities that receive Federal financial assistance; any qualified individual with a disability has the right to a reasonable accommodation, such as services or aids, to help that individual participate in the programs or jobs offered by the federally-funded employer, school or other organization.

A federal funding statute whose purpose is to provide financial aid to states in their efforts to ensure a free appropriate education for students with disabilities.

To provide a dear and comprehensive national mandate for the elimination of discrimination against individuals with disabilities.

Population

• Identifies students as disabled Identifies 13 categories of Identifies

persons as disabled so

long as she/he meets the definition of qualified persons with disabilities (e.g., “has a physical or mental impairment; has a history of impairment or is believed to have a disability that substantially limits a major life activity such as learning. speaking, seeing, hearing, breathing, walking, caring for ones self, or performing manual tasks.”)

• Applies to all employers, schools and educational programs, nursing homes, mental health centers, and human service programs that receive or benefit from federal financial assistance.

Identifies 13 categories of qualifying conditions:

• Autism

• Deaf Blindness

• Deafness

• Emotional disturbance

• Hearing impairment

• Mental Retardation

• Multiple disability

• Other health impaired

• Specific learning disability

• Speech or language impairment

• Traumatic Brain Injury

• Visually impaired including blindness

Identifies persons as disabled so long as she/he meets the definition of qualified persons with disabilities (e.g., has a physical or mental impairment has a history of impairment; or is believed to have a disability that substantially limits a major life activity such as learning, speaking, seeing, hearing, breathing, walking, caring for ones self, or performing manual tasks.")

Free Appropriate Public Education

Require the provision of a free appropriate public education to eligible students, including individually designed instruction.

Requires educational accommodations. “Appropriate” means an education comparable to the education provided to nondisabled students.

Require the provision of a free appropriate public education to eligible students, including individually designed instruction.

Requires the school to provide an IEP; “Appropriate education” means a program designed to provide "educational benefit".

Addresses education in terms of accessibility, requirements. Requires appropriate and public entities not to use employment practices that discriminate on the basis of a disability.

Eligibility

A student is eligible so long as she/he meets the definitions of qualified person with disabilites, i.e., currently has or has had a physical or mental impairment with substantially limits a major life activity, or is regarded as disabled by others, The student is not required to need special services in order to be protected.

A student is only eligible to receive special education and/or related services if the multidisciplinary team determines that the student has a disability under one of the thirteen qualifying conditions and requires special education services,

A person is eligible so long as she/he meets the definition of qualified person with disabilities, i.e., currently has or has had a physical or mental impairment which substantially limits a major life activity, or is regarded by others as having a disability. The student is not required to need special education services in order to

Accessibility

Regulations regarding building and program accessibility, requiring that reasonable accommodations be made.

Requires that modifications must be made to provide access to a free appropriate public education.

Requires that public and private programs be accessible to individuals with disabilities

Undue Hardship

Consideration is given for the size of the program, extent of accommodation, and cost relative to school budget.

Size of the program and its budget, type of operation, nature and cost of accommodation.

Size of the business and its budget, type of operation, nature and cost of accommodation.

Procedural Safeguards

Require prior notice to the parent or guardian with respect to identification, evaluation, and placement.

Require prior notice to the parent or guardian with respect to identification, evaluation, and placement.

Makes provisions for public notice, hearings, and awarding attorney fees.

Consent

Does not require consent but a school district would be wise to do so.

Requires written consent before initial evaluation and placement.

Due Process

Statutes require schools to provide impartial hearings for parents or guardians who disagree with the identification, evaluation, records who disagree with the identification, evaluation, records or placement of students with disabilities.

Requires that the parent have an opportunity to participate and be represented by counsel. Other details are left to the discretion of the school district. Policy statements should clarify specific details.

Statutes require schools to provide impartial hearings for parents or guardians who disagree with the identification, evaluation, records who disagree with the identification, evaluation, records or placement of students with disabilities.

Delineates specific requirements.

Due process hearing can be initiated by either party. The court may allow the prevailing party, other than the United States, a reasonable attorney’s fee.

Enforcement

Enforced by the U.S. Office for Civil Rights. State Department of Education has no monitoring, complaint resolution, or funding involvement.

Enforced by the U.S. Office of Special Education Programs, U.S. Department of Education. Compliance is monitored by each state’s Department of Education, Office of Special Education Programs, with oversight by the U.S. Department of Education.

Enforced by the U.S. Office for civil Rights.

Information: Accommodations and Modifications

Accommodations give your access to communication. Typical accommodations include use of a Roger system or other assistive technology or a sign language interpreter. Accommodations may be provided through an IEP, a 504 Plan, or under ADA.

Modifications change the content and generally require an IEP. The  IEP/504 Checklist outlines a menu of accommodations and modifications for teens in schools. College and work accommodations are detailed in the  Postsecondary Program Interview Accommodations Availability Checklist which can be found in the self-advocacy section under college.

Information: Funding Resources

Funding resources for college, assistive technology and other services are important to check out. Each agency has guidelines that must be followed. Make sure you complete all of the paperwork.

Frequently funding requests are denied. Don’t be afraid to try again. You should contact your local Vocational Rehabilitation office to discuss benefits for personal hearing instruments, assistive technology, college and job training as well as other services.

Click on the links below for information on the following programs and to learn how to contact them.

- Social Security Disability Insurance (SSDI)

- Social Security Insurance (SSI)

- Rehabilitation Services Administration

- General Funding for Hearing Aids and Hearing Assistance Technology

- College Funding Resources

Information: Cost Comparison of Common Access Supports

Estimated costs of interpreting, captioning, and hearing assistance technology are illustrated in this cost comparison chart.

This table shows estimates of common services that are provided by schools, colleges and in employment settings. Costs may vary based on where you live or availability of services.

Support

Description

Estimated Cost

Interpreters

- Staff (e.g., school college, employer)

- Contract (agency)

$15-$30 per hour

$50-$75 per hour

Captioning

- Formal - CART, Typewell/CPrint Remote

- Informal (aide hired by school to provide classroom transcription

- Voice to Text Software (e.g., Dragon Naturally Speaking)

$50-$75 per hour

$15-$30 per hour

$500

Hearing Assistive Technologies

- Personal remote microphone system (transmitter/receiver)

- Induction (transmitter/neckloop)

- Classroom Audio Distribution System

$2500-$3200

$1200-$1600

$1000-$1500

Information: Links

Students with Disabilities Preparing for Post Secondary Education: Know Your Rights and

Responsibilities PDF  www.ed.gov/about/offices/list/ocr/transition.html#reproduction

U.S. Department of Education

Office for Civil Rights - Revised September 2007

Free Appropriate Public Education for Students with Disabilities: Requirements Under Section 504 of The Rehabilitation Act of 1973

www2.ed.gov/about/offices/list/ocr/docs/edlite-FAPE504.html

U.S. Department of Education

Office for Civil Rights - Revised September 2007

IDEA-Reauthorized Statute: Secondary Transition Requirements

idea.ed.gov/explore/view/p/%2Croot%2Cdynamic%2CTopicalBrief%2C17%2C

U.S. Department of Education

Office of Special Education and Rehabilitation Services (OSERS), Office of Special Educations Programs (OSEP)

A Guide to Disability Rights Law

www.ada.gov/cguide.htm

U.S. Department of Justice

Civil Rights Division, Disability Rights Section

Auxiliary Aids and Services for Post-Secondary Students with Disabilities: Higher Education’s Obligations Under Section 504 and Title II of ADA

http://www.ed.gov/about/offices/list/ocr/docs/auxaids.html

U.S. Department of Education

Office of Civil Rights - Revised September 1998

Self-Advocacy

Self-Advocacy Introduction

Self Advocacy and personal responsibility are keys to success. Advocacy (standing up for your needs) requires knowledge and skills. Start learning by completing the Self-Advocacy Competency Checklist and the Accommodations Letter. Be sure to review the employment and college sections for useful information about workplace challenges and what to do about them, and suggestions for getting ready for college.

Self-Advocacy: Checklist

Self-advocacy means "understanding and seeking support for one’s personal rights." 1 Development of these skills starts now! You must start taking responsibility for your own communication accommodations. The  Self-Advocacy Checklist 2 has suggested skills in the areas of personal health and medical information, hearing and other assistive technology use, and accommodations and consumer awareness.

To start, check the boxes of the skills you feel you know. Once completed, a list of “skills to work on” will be created for you. You can use this checklist to track your self-advocacy skill progress. Talk with your audiologist, teachers or parents if you need help. Be sure to include these in your IEP.

1-English, K. (1997). Self-Advocacy for Students who are Deaf or Hard of Hearing. Austin, Tx: Pro-Ed

2-Adapted from Transition Competency Checklist for Individuals with Hearing Loss, Kate Salathial, 2008.

Self-Advocacy: Personal Profile and Accommodations Letter

The  Personal Profile and Accommodations Letter is intended to describe:

- A little about who you are;

- A statement about your hearing loss;

- How you prefer to communicate; and

- How you use technology to assist yourself.

Before completing this letter, review the sections of GAP that cover this information so that it will be easier to complete the questions. After you complete the letter, you should share the letter with your IEP team, teachers, friends, employer, college, or anyone else who may communicate with you. You may add any other important information about yourself you would want others to know to help communicate better. Afterwards, try to have a conversation with one of these people to help them understand how the communication practices work with people who are deaf or hard of hearing.

Self-Advocacy: Employment Considerations

What do you need to know to be successfully employed?

If you have worked on these skills in the Transition Checklist and the Transition Planner, you are on your way to assuring you have the necessary skills.

The Transition Checklist reviews skills in twelve areas that are important for independent living and employment after high school. These skill areas are hearing loss and hearing technology, communication needs and accommodations, social, functional, money management, survival, work-related, communication, school/work- related grooming, health and safety, recreational, and education/training after high school. Areas of need that are identified on the checklist are entered onto the planner to help organize what you are going to work on.

You will also want to read the following papers:

- 10 Common Workplace Barriers

- 10 Workplace Solutions

- Making the Interview Count: The Six Ps of Job Interviews

- Tips and Worksheet to Get Ready for College and Employment

PEPNet is a program funded by the federal government to support transition services for teens and young adults who are deaf and hard of hearing across the U.S. Getting a Job contains tools and information along with helpful resources. Link for Getting a Job: www.pepnet.org/training/getajob

Self-Advocacy: College

What should you know about accommodations to be prepared to make your college experience successful? This section includes several helpful tools.

Click on the titles to see some very helpful guidance.

- Questions to ask my College Disability Coordinator

- Postsecondary Program Interview Accommodations Availability Checklist

- College Testing Accommodations

- Talking to my Professors

Self-Advocacy: Hearing Loss Notification Card

Complete this card and carry it in your wallet in case you need to use it in an emergency or to explain how you best communicate.

Hearing Loss

This section provides basic information about hearing and hearing loss to help you understand how communication is affected. You will get to tour the ear to see how hearing works and you will be able to experience what it sounds like to have various levels of hearing loss.

This is a good section to share with your teachers, employers, parents, or others who might be curious what it sounds like to hear differently.

Have fun!

Hearing Loss: Understanding Hearing Loss

Hearing loss changes our everyday life

Hearing loss can have many causes but in most cases, hearing loss can be addressed successfully.

Hearing loss changes our everyday life.

The ear is a very complex sensory organ.

It consists of three sections: Outer ear, middle ear and inner ear.

Parts of the ear:

1. Pinna

2. Auditory canal

3. Eardrum

4. Malleus

5. Incus

6. Eustachian tube

7. Stapes

8. Semicircular canals

9. Cochlea

10. Auditory nerve

Hearing Loss: Causes of Hearing Loss

Hearing loss can be the result of damage to any one of these sections

Causes in the outer ear

Typical problems with the outer ear (A) include ear wax plugs and infections of the auditory canal. Usually, addressing these problems is very easy. But it is important to act quickly in order to avoid hearing damage.

Causes in the middle ear

Inflammation, fluid behind the eardrum, perforations of the eardrum and otosclerosis (a stiffening of the bones in the middle ear) are the most common problems to interfere with middle ear (B) function. Most outer and middle ear problems can be addressed effectively with medication or surgery. If this is not possible, permanent hearing loss can be compensated with a hearing aid in most cases.

Causes in the inner ear

The majority of hearing issues concern the inner ear (C). The most common cause is the natural aging process. But loud noise, taking some types of medication, or skull fractures can also have a negative influence on a person's hearing ability. These influences damage the fine hair cells and affect the transmission of signals to the auditory nerves. Usually, inner ear hearing loss cannot be addressed medically. However, this type of hearing loss can be corrected with a hearing aid in most cases.

Hearing loss caused by an outer or middle ear defect is called conductive hearing loss. Damage to the inner ear, is called sensorineural hearing loss. If both types occur together, the condition is called mixed hearing loss.

Hearing Loss: Levels of Hearing Loss

What are the different degrees of hearing loss?

Between “hearing well” and “hearing nothing” lies a wide range of different degrees of hearing loss. Experts distinguish between mild, moderate, severe and profound hearing loss. Most cases of hearing loss are categorized as mild or moderate.

Mild hearing loss

Soft noises are not heard. Understanding speech is difficult in a loud environment.

Moderate hearing loss

Soft and moderately loud noises are not heard. Understanding speech becomes very difficult if background noise is present.

Severe hearing loss

Conversations have to be conducted loudly. Group conversations are possible only with a lot of effort.

Profound hearing loss

Some very loud noises are heard. Without a hearing aid, communication is no longer possible even with intense effort

The sound of speech

Human speech consists of vowels and consonants at different loudness and frequency levels. They are recorded on the audiogram as a so-called “speech banana”. It is an easy way to check whether the entire spectrum of speech is still audible and how a person’s hearing changes with time.

Hearing Loss: The Audiogram

What is an audiogram?

An audiogram is a graphic representation of your hearing ability. During a hearing test, your hearing is checked at different frequencies. The result is recorded as a characteristic audiogram curve.

The frequencies

The horizontal scale at the bottom indicates the different frequencies. The low frequencies (e.g. the hum of an engine) are located on the far left, the high sounds (e.g. the twitter of a bird) on the far right.

The loudness level

The vertical scale indicates the loudness level of the respective frequency, from soft (top) to loud (bottom). Values are given in decibels, abbreviated as dB. The healthy human ear begins to perceive sounds starting at 0 dB and reaches the threshold of pain at 110 dB.

Hearing Loss: Consequences of Hearing Loss

Hearing loss often has complex consequences

Many facets of everyday life become increasingly more difficult. Conversations with loved ones, meetings, phone calls and watching TV can be particularly challenging. In many cases, people with hearing loss will withdraw and become socially isolated. Their quality of life diminishes noticeably.

Social Consequences

Studies have shown that people with hearing loss who do not use hearing aids experience more sadness, fear and anxiety than hearing aid users. They reduce their social activities, become emotionally unstable and have trouble concentrating.

On the other hand, studies also show that hearing aid users experience a dramatically increased quality of life as soon as they start using a hearing aid. They maintain better family relationships, have more self-confidence and experience more independence and security.

Physical Consequences

If hearing loss is not addressed, it can result in physical issues such as tiredness or fatigue, headaches, dizziness and stress.

The described symptoms are not always caused by untreated hearing loss, but they are observed in many cases. If you experience hearing loss and recognize some of the symptoms described above, you should contact your audiologist and ENT specialist.

Hearing Loss: Facts and Figures

About 800 million people around the world are affected by hearing loss. It is estimated, that this number will rise to 1.1 billion by 2015 – about 16% of the world’s population.

Several different studies show that approx. 65% of people with hearing loss experience a mild hearing loss, 30% a moderate and 5% a severe or profound hearing loss.

More and more young people experience hearing loss, which is mainly due to excessive noise levels and listening to music much too loudly.

Did you know that about 800 million people around the world are affected by hearing loss?

Hearing Loss: What Does Hearing Loss Sound Like?

I can hear, but I don’t understand properly

Hearing loss often affects our ability to understand speech. In particular, the consonants /P/, /K/, /F/, /H/ or all /T/, /Sh/ and /S/ sounds are no longer heard.

Sound tracks

We can't hear what other people hear. People with hearing loss are usually unable to explain how the hearing loss affects them or what they hear and what they don’t hear.

The following sound tracks are meant to give you or other people an idea of how hearing loss changes perception.

Hearing loss demos

The following will take you to the  hearing loss demo page.

Technology

Technology:Hearing Access Assistive Technology

There are a variety of personal hearing instruments (hearing aids, cochlear implants, and other implantable devices), hearing assistance technologies, and other technologies available to choose from. Decisions regarding the best options for you should be determined with your audiologist and any other people who support your communication access. There are five parts to this section.

- The personal hearing instrument section describes hearing aids, cochlear implants and implantable devices including their advantages and limitations.

- The hearing assistance technologies section describes a variety of devices that can assist your hearing and understanding in situations that might be noisy or have poor acoustics. In addition to these technologies, the Roger Selection Wizard will help determine the best options for you based on your personal hearing technology. Some people will purchase a personal hearing instrument package that includes their own Roger system. Again, you should discuss these options with your audiologist, deaf education teacher, parents or other support persons to determine the best ones for you.

- Connectivity options describe how to connect your personal hearing instrument with cell phones, IPods, videophones, computers, and other audio-visual equipment.

- Other technologies that are commonly used by persons who are deaf and hard of hearing are described in this section. These include captioning, videophones, alerting devices.

- Finally, the best part is hearing from your peers about how they use these devices and how they help. These testimonials can be found at the links provided.

Technology:  Personal Hearing Instruments

- Types of hearing instruments

- Style of hearing instrument

- Amplification features

- Digital signal processing

Technology:  Hearing Assistance Technologies

- Individual and environment considerations must be analyzed before determining the best style for any individual.

- All styles improve speech reception of speaker by minimizing background noise, high reverberation levels, distance from speaker and other interfering factors.

- Generally the closer the signal is to the ear the greater the benefit.

- All systems minimally contain a remote wireless transmitter/microphone and a receiver and/or speaker.

Technology:  Connectivity Options

Keeping in touch with the environment means being able to connect to communication and entertainment systems like mobile phones, TV, Tablets and computers. Explore these options to discover the many possible connections between personal hearing instruments (hearing aids, cochlear implants, Baha) and various technologies. Some of these are highlighted in this selection list along with links to individual websites where more information can be obtained.

- Cell Phones

- Other Audio Sources

- Special Applications

Technology:  Other Access Technologies

There are many technologies that have been designed specifically to assist deaf and hard of hearing people access communication and interact in their environments. Some sample resources representing phones, captioning services, alerting devices, and communication devices are included here along with links to obtain additional information.

- Phones & Video Phones

- Captioning

- Alerting Systems and Other Accessories

- Other Communication Devices

- Hearing Aid Insurance

With thousands of Apps available for smartphones and tablets, there are also Apps that can help teens who have hearing loss. Whether you need to have some extra listening practice, to hear the alarm clock better, or to learn sign language…..you may be able to find “an App for that”. The App Chart link below takes you to a spreadsheet of Apps that might be helpful and fun. You will need to search in iTunes for the title of the App to obtain the link. This spreadsheet was created by Tina Childress, an audiologist who is deaf and uses a Cochlear Implant. For a complete and updated list you can refer to her  website.

Activities

Activities: Scenarios

The activities in this section will provide some interesting information and practical assistance.

- For fun, and to stimulate thinking, there are twenty one different  scenarios portraying common situations that are encountered by teens and young adults who are deaf or hard of hearing. Think about each situation and what you might do to address the problem.

- The  Hearing Loss Notification Card is ready for you to print and fill out. Keep this card in your wallet for emergency communication situations.

- Create a Transition  Notebook to organize your materials that you collect and save from GAP as well as other materials that are helpful to you as part of your transition planning.

Resources

These resources contain a variety of useful information including communication tips and access to websites and materials. This section will be very helpful as you plan your future.

Words of Wisdom

- Be proud of who you are - the only thing that will hold you back is yourself.

- Be honest with yourself - knowing your strengths and limitations can help you advocate for what you need.

- Maintain a sense of humor and balance in everything you do.

- Seek information about your hearing loss and what you can do to communicate best.

- Understand your communication and technology options.

- Develop a set of strategies to help you when communication breakdowns occur.

- Let people know how you prefer to communicate – this will reduce frustration and communication breakdowns.

- Understand and use your legal rights to help you obtain what you need to be successful.

- Know where you can get support (e.g., financial, emotional, educational, occupational) if and when it is needed.

- Develop a support system.

Tips

Finding Services after High School

Locating an Audiologist or New CI Center after Leaving Home

Once you graduate from high school and decide where you are going to live or go to college, it is important to consider whether or not your current audiologist or cochlear implant center is within a reasonable driving distance. If you are staying local, you are in luck and can resume the services that you have. If you are moving a great distance, or out of state, it is necessary to locate a new audiologist or cochlear implant center.

Why? Even though you leave for college with working technology, it is still possible that your equipment will break down. It is best to get established with a new, local audiologist immediately so that you can have your personal hearing aids or cochlear implant serviced.

One way to locate a new audiologist is to find out if the college that you are attending has an audiology program. If so, you may be able to receive services on campus. If the college does not offer a program, you can locate an audiologist by researching the local yellow pages or searching websites. The American Academy of Audiology (AAA) has a website link that lets you find a licensed audiologist by city and state:  webportal.audiology.org/Custom/FindAnAudiologist.aspx. The American Speech Language and Hearing Association (ASHA) also has a link to finding a certified audiologist by city and state.  http://www.asha.org/proserv/

If you have a cochlear implant, ask your current cochlear implant center audiologist if they are aware of centers in the area that you are planning on moving or attending college. Another option is to contact the cochlear implant manufacturer and ask for contact information for cochlear implant centers for that area.

Locating Interpreter and Captioning Resources

If you are going to college you need to register with the Office of Accessibility/Disability in order to request sign language interpreting, captioning, or other support services. Documentation of your hearing loss will be required.

If you need a sign language interpreter for a medical, legal, or other service appointment, make sure that you indicate this when you schedule the appointment. Depending on the size of the office, these services may or may not be provided. If the office does not provide the service you may need to seek support through a local community disability agency. It is also a good idea to research on the internet the sign language and other services that are available in the area that you are moving to.

If you need a sign language interpreter for a job interview or job training, make sure you indicate this accommodation at the time you schedule the appointment. Most employment settings must provide the requested accommodations unless they meet the hardship criteria under ADA.

Documentation of Important Information

It is hard to remember when your hearing aids were last tested, what the results were, what type and model of technology you are currently wearing and what the warranties are. To keep all of this information together, start a notebook with all of your documentation. Purchase an inexpensive 3 ring binder with tabs to organize all of your information. Some ideas of sections (tabs) that you would want to organize include:

- Contact information of audiologists, ear specialists, interpreters, your Vocational Rehabilitation counselor, agencies and any other specialists. Include their names, address, phone number, and fax number.

- Your audiograms and test results. It is important to have a record of your entire hearing test results so that the next professional that works with you can understand if your hearing loss has remained stable, fluctuated, or is progressing. If you have copies of CI mappings, include those in this section.

- A record of your hearing aid or CI model including manufacturer warranties. If you have purchased hearing assistance technology, keep your model, purchase and warranty information in this section too. It is a good idea to keep your all of your receipts in case you need to return a defective unit.

- Copies of your educational records. The IEP (Individualized Education Plan), 504 plan, ITP (Individual Training Plan), or IPE (Individual Plan for Employment) should be kept in this section. If you filled out the Personal Profile and Accommodations Letter, print it out and keep in this section.

- Any other information that relates to your hearing loss and accommodations that you may need.

Tips for the Hearing Person

If you're a hearing person speaking with someone with a hearing loss, consider these tips:

1. Get the person's attention before you speak.

2. Do not put obstacles in front of your face. This includes coffee cups, hands, pencils, etc.

3. Do not have things in your mouth. This includes gum, candy, cigarettes, etc.

4. Speak clearly and at a moderate pace. Speak slowly, but naturally. Do not shout.

5. Use facial expressions, gestures, mimes, and whatever else helps make your message visible.

6. If you are not understood, try to say the same thing using different words. If that doesn't work, writing a few key words may help the person with hearing loss understand.

7. If that doesn't work, write the whole sentence.

8. When you change the subject, be sure the person with hearing loss knows what the new subject is.

9. Do not stand with your back to a source of light.

10. When in doubt, ask the person with hearing loss what you can do to improve communications!

hearinglossweb.com

Tips for the Person with Hearing Loss

When communicating with a hearing person, consider these tips:

1. Pick a good place to communicate; look for good lighting, limited background noise, and few distractions.

2. Plan ahead for difficult situations so you can use an appropriate strategy. This includes trying to anticipate what words might be used, what questions you might be asked, and communications to succeed.

3. Tell the hearing person how to best communicate with you. The person will appreciate knowing what to do.

4. Ask for rephrasing and written key words if you do not understand what is said.

5. If you don't understand something, be as specific as you can when explaining what you missed. Say something like: "I understood everything up to the name of the street."

6. Try to arrange breaks if the conversation or meeting is long.

7. If you discover you've said something that doesn't fit the conversation (and you will), use humor to make everyone (including yourself) feel at ease. This doesn't mean you should make fun of yourself, but that you recognize the situation is amusing.

8. Don't monopolize the conversation; it is boring for everyone.

9. If it's just not working, arrange to try again when the chance of success is better, perhaps in a different environment or when you're less tired.

10. Do not bluff! If the conversation is important enough for you to participate, it's important enough for everyone to know communication.

hearinglossweb.com

Resources: Websites

www.bringsoundtolife.com Because a teenager’s world is a different one, Phonak has recently launched the first website tailored to the needs of teens with hearing loss. Through teen-specific hooks such as music and social life, the site offers teens all they want to know about hearing technology – and more importantly, what it can do to enhance their lives.

www.thelisteningroom.com Regular practice is important for hearing aid and cochlear implant users to develop strong listening and language skills. Designed by certified auditory verbal therapists and speech and language pathologists, The Listening Room features three sections with content created specifically for the age groups; infants & toddlers, kids, and teens & adults. With its many different fun lessons, the interactive website offers dynamic exercises tailored for all levels of hearing loss.

www.pepnet.org PEPNet's iTransition program is a series of four, online trainings created to assist students who are deaf or hard of hearing transition successfully from high school to postsecondary education or work. These trainings include activities that help students learn more about themselves, their career goals, and the skills they need to be successful in the postsecondary setting

www.facebook.com - type "hearing loss teens" in the search box and several groups pop up. There are gobs of teens and people who are deaf and hard of hearing that use Facebook to communicate.

www.myhiplifestyle.com - This website is dedicated to living well with hearing loss. Be sure to view the section, HIPFlix, to learn about the new technology being used to make the talking in movies easier to understand.

www.agbell.org – look for the online community called Virtual Voices

www.ndvh.org – National Domestic Violence Hotline answers more than 21,000 calls per month from victims, survivors, friends and family members, law enforcement personnel, domestic violence advocates and the general public. Hotline advocates provide support and assistance to anyone involved in a domestic violence situation, including those in same-sex relationships, male survivors, those with disabilities and immigrant victims of domestic violence. All calls to the National Domestic Violence Hotline are anonymous and confidential. Specific services are available to persons who are deaf, deaf-blind, and hard of hearing at  www.thehotline.org

www.adwas.org Abused Deaf Women’s Advocacy Services provides advocacy services for abused deaf women & children, information on teen dating violence program, and more.

www.deafhealth.org comprehensive medical information is presented in ASL

www.going-to-college.org/overview/index.html Going to College Interactive Website. What's in it for you? This website contains information about college life with a disability. It is designed for high school students and provides video clips with transcripts, activities and additional resources that can help you get a head start in planning for college. Through several interviews, college students with disabilities from across Virginia provided key information for the site. These video clips offer a way for you to hear (or read the transcript) first hand from students with disabilities who have been successful. Each module includes several activities that will help you to explore more about yourself, learn what to expect from college and equip you with important considerations and tasks to complete when planning for college. Share these with your parents, teachers, and guidance counselor - you might just teach them a thing or two.

Resources: Materials

Davis, C.D., Atcherson, S.R., & Johnson, M.L. (2007). Demystifying Hearing Assistance Technology: A guide for service providers and consumers. Northridge, CA: PEPNet West, National Center on Deafness, California State University, Northridge Available from:  www.wou.edu/~davisc

I’m Determined: Understanding and Preparing for MY IEP 2008, Commonwealth of Virginia Department of Education Training and Technical Assistance Centers – I’m Determined Project  (PDF)

People in Deaf History - Articles about historic deaf and hearing people, including the Abbe de L'Epee, Alexander Graham Bell, Andrew Foster, Dummy Hoy, Erastus Smith, Helen Keller, Heather Whitestone, Douglas Tilden, Juliette Low, Laura Bridgman, Laurent Clerc, and Thomas Edison. deafness.about.com/od/peopleindeafhistory/People_in_Deaf_History.htm

Bourgeois, J. & K. Treubig (2002). A Nuts & Bolts Guide to College Success for Deaf and Hard of Hearing Students; Knoxville: University of TN.  (PDF)

Resources: Connecting to Groups

www.agbell.org - LOFT program

(Leadership Opportunities for Teens)

www.nad.org/youth-leadership-programs/JuniorNAD - Junior National Association of the Deaf

www.yfc.net/deafteenquest/ - Deaf Teen Quest. This is a Christian-based group for teens with camps and get togethers

www.hearinglikeme.com - Inspirational stories about hearing loss; you may join the community for advice and advocacy support

http://amphl.org/ - The Association of Medical Professionals With hearing Losses, abbreviated as “AMPHL” provides advocacy and mentorship, and creates a network for individuals with hearing loss interested in or working in health care professions

Don't forget all of the blogs and vlogs that teens are also posting...many deaf/hoh teens communicate through these technologies.

http://www.hearingourway.com - Hearing Our Way is a point of connection for teens with hearing loss to read about and connect with others who are experiencing similar challenges. It provides social and emotional support to overcome feelings of isolation that you may be experiencing.

Resources: Testimonials using technology

http://www.bringsoundtolife.com/experience/stories.html

https://www.youtube.com/user/PhonakOfficial

Downloadable Documents

Assessments

- GAP Transition Checklist

- GAP Transition Planner (pdf)

- GAP Transition Planner (word document)

- GAP Self-Assessment

- Self-Assessment Planner (pdf)

- Self-Assessment Planner (word document)

- Self-Assessment of Communication (SAC)

- Significant Other Assessment of Communication (SOAC)

Information

- Comparison of 504, IDEA, ADA

- IEP/504 Checklist

- Postsecondary Program Interview Accommodations Availability Checklist

- College Funding Strategies for Students with Disabilities

- Nuts and Bolts Guide to College Success

Self-Advocacy

- Personalized GAP Transition Notebook

- Self-Advocacy Checklist

- 10 Common Workplace Barriers

- 10 Workplace Solutions

- Making the Interview Count: the Six P’s of Job Interviews

- Tips and Worksheet to Get Ready for College and Employment

- Questions to ask my College Disability Coordinator

- Postsecondary Program Interview Accommodations Availability Checklist

- College Testing Accommodations

- Talking to my Professors

- Tips for Teens/Young Adults

Section 2: Professionals

Introduction: Overview and Implementation

Professional support is critical to assisting teens/young adults in developing personal responsibility and self-advocacy skills. The purpose of Guide to Access Planning (GAP) is to provide information that is important to effectively advocate and be responsible for one’s communication access supports and, in particular, hearing assistance technologies. If the teen is in high school, this information is intended to be integrated into the student’s IEP Transition Plan and the Summary of Performance. These documents are required to prepare teens for life after high school. If the teen has already graduated from high school, there are several agencies and programs that provide assistance and personal planning documents. For example, Vocational Rehabilitation clients may have an IPE, an Individual Plan for Employment; career and technical education services use an ITP, a work-based Individual Training Plan; and Developmental Disabilities Services uses an ISP, an Individual Service Plan.

The GAP program includes several assessments that can be used to identify information that is important to know and skills that teens/young adults should be able to do. Your assistance to complete these assessments and the accompanying planners is critical to the effectiveness of this program. The many resources of this program provide valuable information that can be used as a “curriculum” to fill in gaps for the learning areas that need to be addressed. Take some time to become familiar with the various materials and resources in each of the GAP sections. This will enable you to guide and assist the teens/young adults that you are supporting through these materials.

Getting Started

Step 1. Get Familiar with GAP

Navigate through the contents of each section under Teens and Young Adults to become familiar with the information, various checklists, documents, activities and resources that are contained within the program.

Step 2. Assessment

Determine the most appropriate assessment tool for the individual. Plan to be available to assist and guide the teen/young adult through completion of the assessment that you use. Some tips to guide your choice are:

- Self-Assessment: This tool is best for teens and young adults with whom you are most interested in their knowledge and abilities and self-advocacy skills related to hearing and communication.

- Transition Assessment: This tool is recommended for teens or young adults who may have general needs as they prepare for independence and adulthood.

In addition to these two basic assessments you will find additional assessments that specifically address communication and self-advocacy skills:

- Self- Assessment of Communication (SAC) and  Significant Other Assessment of Communication (SOAC): These companion forms provide two perspectives about the teen/young adult’s communication. One is completed by the individual with hearing loss and the other by a friend or family member of that person.

Self-Advocacy Checklist: This checklist addresses the development of self-advocacy skills that should be acquired at different age levels. The checklist is located in the self-advocacy section of this program. Self-Advocacy development should not wait until high school!

Step 3. Develop a Learning Plan

The  Self-Assessment and the  Transition Assessmenteach are accompanied by planners to use for developing goals, objectives, and timelines for addressing targeted learning areas. These should be used to track development of all skills in the GAP program. Your assistance is needed to help the teen or young adult identify appropriate learning goals and complete the remaining sections of the form.

A sample  Transition IEP demonstrates how these objectives can be included in the formal transition planning process.

Step 4. Materials and Resources to Help Teens and Young Adults Learn About Hearing Loss and Communication Access

The remaining sections (Information, Self-Advocacy, Hearing Loss, Technology, Activities, and Resources) contain a wealth of information to help you design the content portion of the work with the teen, including IEP goals. Remember that any work related to transition should be included on the teen’s Transition Plan. The National Secondary Transition Technical Assistance Center ( www.nsttac.org) is another helpful and informative resource. Also be sure to review your state’s transition resources.

The  Accommodations Letter in the self-advocacy section is a particularly helpful document to produce. This letter can be developed for teachers, church clergy, employers, or anyone that has consistent communication with your son/daughter.

Each of the following handouts provides more information on implementation geared to specific transition and teen interests.

- GAP Highlights for College Bound Teens

- GAP Highlights for Employment

Finally, you can help the teen start a  notebook for GAP materials. A personalized GAP notebook will organize pertinent information contained in the GAP program.

All of the forms and documents used in the GAP program can be directly downloaded. See the GAP downloadable documents link in the resources section.

Helpful Information to Know

Rights of People who are Deaf and Hard of Hearing

There are important regulations that provide for specific services and access accommodations under the law. Each of these laws is summarized with links to definitions and additional information as well as websites for the agencies.

Funding Considerations

Individual agencies have specific criteria and application procedures that must be followed when making a funding request. Always provide the necessary documentation that is requested. Frequently funding requests are denied and must be resubmitted. All teens and young adults should contact their local Vocational Rehabilitation office to meet with a counselor to discuss benefits for personal hearing instruments, assistive technology, college and job training as well as other potential services.

Securing Hearing Assistance Technology

Securing funding and appropriate hearing assistance technology can be a navigation nightmare often requiring substantial time of the professionals involved. Some considerations when working through this process are:

- Collaboration among audiologists - It is critical for clinical and educational audiologists to collaborate with each other when recommending any new hearing technology. Keeping the lines of communication open between the audiologist, the school, the teen and the teen’s family will reduce the risk of incompatibility of technology, extra costs, confusion for the teen/family, and possible resistance to using the technology. After high school graduation, the clinical audiologist becomes the primary provider of hearing assistance technology since the public school system is no longer involved.

- Device selection considerations - Audiologists should work with teens/young adults to determine the most appropriate hearing assistance technology option(s) based on the individual hearing instrument(s) and the communication and listening environments encountered. In addition, the audiologists should assist them to acquire the information they need to advocate for their individual hearing technology needs and other accommodations that are necessary. Audiologists may also need to provide written recommendations to the entities that are involved with providing the accommodations. Some settings, such as colleges and universities who frequently serve young adults with hearing loss, may have their own hearing assistance technology for students. It is common to find older technology that has greater transmission interference and compatibility issues with the digital hearing instruments currently used by most users. Audiologists can work with these entities to help them learn about appropriate hearing assistance technologies and how to acquire them.

Some users may own their own Roger system either as part of a hearing instrument package that includes Roger or by purchasing it separately. In these situations the user can choose whether to use their own technology or the technology provided by the entity (e.g. college, job training, employer). ADA applies in either situation.

Promoting Self-Advocacy

“Self-advocacy means understanding and seeking support for one’s personal rights”. 1 Teens and young adults who are deaf or hard of hearing may have difficulty with self-advocacy for a variety of reasons. One of the main reasons is that people with hearing loss are at a disadvantage because of communication barriers related to not being able to hear. If a person has difficulty listening, he or she may be apprehensive to bring up difficulties to people that they do not know. If a teen or young adult uses sign language to communicate, they may be in situations where the other person does not know sign language and an interpreter is not available. People with hearing loss may also exhibit anxiety in social situations due to a difficulty or inability to “overhear” conversations. Literature in developmental psychology tells us that about 90% of what very young children learn about the world they learn incidentally. “Incidental learning is not just about knowledge; it is about overhearing to facilitate social/cognitive development.” 2

As professionals working with teens/young adults with hearing loss, we must understand the struggles associated with hearing loss. Social/emotional problems, lower reading and writing skills, frustration and anger related to communication barriers, social isolation, and increased self-consciousness are all issues that may develop. If a teen or young adult is dealing with any or all of these problems, the ability to advocate for oneself is compromised. If the person is not able to work through these issues on their own, professionals should recommend that the person see a counselor, or other mental health professional, in order to promote healthy social/emotional development.

Once a person has a relatively healthy acceptance of his/her hearing loss, the basic foundation for beginning self-advocacy is in place. With some essential tools and support, the foundation can grow so that teens and young adults are informed and confident about taking care of their communication accommodations. There are several tools in this program to assist with this process. Information about a few of them is found by clicking on the topics below.

1-English, K. (1997). Self-Advocacy for Students who are Deaf or Hard of Hearing. Austin, Tx: Pro-Ed

2-Adapted from Transition Competency Checklist for Individuals with Hearing Loss, Kate Salathial, 2008.

Click each link for more information:

- Personal Profile and Accommodations Letter

This interactive document is intended to describe:

- the person (teen or young adult),

- the person’s communication preferences, and

- how the person uses technology.

The Personal Profile and Accommodations Letter is structured with questions that the teen or young adult answers. The answers then populate a letter that can be printed. This letter should be shared with pertinent persons in the teen or young adult’s circle - teachers, friends, his/her employer if applicable, college support staff and faculty, or anyone else with whom they may interact. Other important information regarding information others should know to facilitate more effective communication may be added.

Professionals should encourage teens/young adults to complete and use this letter. If the document cannot be completed independently, the teen or young adult may need to learn or review information from the self-advocacy competencies or other part of this program.

- Self-Advocacy Checklist

The  Self-Advocacy Checklist in this section is intended to encourage the development of personal responsibility and self-advocacy skills as early as possible, long before the teenage years. In general expectations should be no different from a person without a hearing loss. Transition is an on-going process, not an event that occurs with graduation.

This checklist identifies skills by suggested school levels (elementary, middle school, and high school by when the skills in the teen/young adult Self-Advocacy Checklist (located in the Self-Advocacy tab) should be learned and also includes a scoring procedure. The teen/young adult version of the Self-Advocacy Checklist is organized on just two levels: teens and young adults. When teens/young adults complete this checklist, a list of skills that still need to be learned is generated. Professionals and parents along with the teen/young adult should work together through the IEP goals and objectives to achieve these skills. If the teen is age 16, they should be addressed in the IEP Transition Plan. If the teen has graduated from high school, they can be addressed in the  GAP Self-Assessment Planner.

- Keys to Success

- Self-Advocacy for Students who are Deaf and Hard of Hearing (K. English)

This  book is comprised of 14 lessons organized into four units with three evaluations. The fourteen lessons are designed to integrate into any existing course that addresses transition of life skills, career preparation, and community membership. Teachers, audiologists, and parents are encouraged to look at this valuable curriculum, especially before the student participates in his/her IEP meetings.

Goals, Curricula & Activities

Sample IEP Goals and Learning Objectives for GAP

It is important to align IEP goals with relevant state content standards or the Common Core State Standards (June 2010)  www.corestandards.org/the-standards. A portrait of students who meet the standards that are set forth in this document suggests that “students who are college and career ready in reading, writing, speaking, listening, and language are able to exhibit the following capacities as a literate individual :

- They demonstrate independence.

- They build strong content knowledge.

- They respond to the varying demands of audience, task, purpose, and discipline.

- They comprehend as well as critique.

- They value evidence.

- They use technology and digital media strategically and capable.

- They come to understand other perspectives and cultures” (p. 7).

IEP goals for high school students may include all areas of the content standards (reading, writing, speaking, listening, and language). When getting started, however, the speaking and listening standards are an important place to start. Some sample IEP goals which are aligned to content standards illustrates how this works (Note: The objectives below need to be expanded in the SMART goal format based on the individual needs of each student (Specific, Measureable, Attainable, Realistic, Time –ordered).

Functional Performance

The student’s inability to hear speech the same as typical peers diminishes his/her ability to achieve grade level standards.

Content Standard

(from Speaking and Listening Standards 6-12, Comprehension and Collaboration-Grades 6 students)

Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly.

Personal Health Information and Self Advocacy

Goal: [Student] understands communication barriers that occur in discussions in the academic setting/work setting as a result of his/her hearing loss.

Objective: [Student] will actively participate in all communication discourse in the classroom.

- With support, [student] will learn about the type and degree of hearing loss and relate to effective auditory access in the classroom/work environment (Resources: Gap/Hearing Loss)

- With support, [student] will identify his/her personal implications of hearing loss in the classroom. (Resources: Gap/Hearing Loss/Consequences of Hearing Loss)

- With support, [student] will identify two strategies that can be used to enhance communication in the classroom (e.g. using Roger system, flexible seating, CART, Smartboard notes) and use the strategies in the classroom.(Resources: Gap/Technology or Gap/Self Advocacy)

- With support, [student] will service his/her teachers about hearing loss, personal limitations, hearing technology, and accommodations for the classroom. (Resources: Gap/Self Advocacy/Accommodations Letter)

- [Student] will maintain a personal hearing health notebook to include: contact information of ear specialist and audiologist, audiogram/hearing test results, type of equipment (including manufacturer, model, warranties, battery information), educational programming (504/IEP/Accommodation Plans), and any other pertinent information.

- (Resources: Gap/Resources/Tips/Finding Services After High School)

Self Advocacy

Goal: [Student] employs self-monitoring and self-advocacy strategies to engage effectively in a range of collaborative discussions.

Objective 1: [Student] will decrease reliance on parent advocacy while increasing use of self-advocacy by assuming responsibility for planning and decision making.

Objective2: [Student] will use self-advocacy procedures during the IEP conference.

- [student] will identify areas of need for self-advocacy by completing the Self Advocacy Competency Checklist.(Resource: Gap/Self Advocacy/Self Advocacy checklist)

- With support, [student] will develop and verbally/sign rehearse a script for disclosing hearing loss information and required accommodations during the first grading period with 100% accuracy. (Resources: Gap/Self Advocacy/Accommodations Letter)

- After mastering verbal rehearsal, [student] will demonstrate application of the strategies by role-playing a simulated IEP conference. The role-plays should be recorded and reviewed by the teacher and student. The teacher gives feedback on each of the student's responses during the playback. Students should make at least three positive, relevant responses during a role-play session in order to have reached mastery. (Resources: Gap/Self Advocacy/Accommodations Letter or Gap/Self Advocacy/College/Talking to my Professors)

- With support, [student] will discuss the Personal Profile and Accommodations Letter (PPAL) with his/her instructor during the second grading period.

(Resources: Gap/Self-Advocacy/Accommodations letter)

- With support, [student] will identify how his/her personal Roger system integrates in class and community activities and demonstrate how he/she may use the device in appropriate situations during the third grading period.(Resources: Gap/Technology)

- Throughout the day, when presented with a variety of grade level assignments, [student] will identify the academic and hearing assistive technology (HAT) supports that he/she needs for full participation in 4 out of 5 random samples.

(Resources: Gap/Technology and Gap/Self Advocacy)

- [Student] will seek assistance when he/she has not received the entire message in the classroom

- [Student] will identify strategies for asking for clarification, explanation, or need for an example to be presented when he/she does not understand a comment, direction, or activity.

Hearing Assistance Technology

Goal: [Student] uses personal hearing instruments and HAT independently to access auditory information necessary to achieve grade level standards in the classroom.

Objective: [Student] will demonstrate independent use of personal hearing instruments and HAT (Resources: GAP).

- With assistance, [student] will learn care, use, and limitations of HAT for the classroom.

- [Student] will independently maintain the HAT system (e.g., charge battery, clear equipment, store equipment at designated area).

- [Student] will transport HAT from class to class.

- [Student] will identify a malfunctioning system and notify the teacher when the equipment is not turned on or malfunctioning.

- [Student] will use the HAT during his/her classes which will be measured by checklists/observation of teachers.

- With assistance, [student] will identify and couple HAT to two external audio devices to assist with learning in the classroom (e.g. TV, computer, Smart Board, phone)

- [Student] will participate in hearing and hearing assistive technology monitoring by the audiologist.

Transition to Work/College

Goal: [Student] understands his/her hearing loss and its effect on communication in order to develop strategies and accommodations to address workplace/college barriers.

Objective: [Student] will continue to develop more independent work habits and age appropriate social skills.

- [Student] will have auditory/visual access to presentations in large group settings and special events.

- [Student] will develop independence in his/her self-care skills.

(Resources: Gap/Assessments/Gap Transition Checklist and Gap Self-Assessment)

- [Student] will participate in mock interviews for work/college and address communication barriers due to hearing loss. (Resources: GAP/Self Advocacy/College materials)

- [Student] will identify issues related to hearing loss and obtaining a driver’s license; The student will complete the “Hearing Loss Notification Card” prior to obtaining his/her driver’s license. (Resources: Gap/Activities/Hearing Loss Notification Card)

- [Student] will identify potential workplace barriers and possible solutions as a result of his/her hearing loss.

(Resources: Gap/Self Advocacy/Employment/10CommonWorkplaceBarriers/10WorkplaceSolutions)

Rights of Students with Hearing Loss

Goal: [Student] understands the legal rights for individuals with disabilities and hearing loss and applies them to his/her situation.

Objective: [Student] will identify pertinent laws that impact individuals with disabilities and hearing loss, explain their implications, and apply them in appropriate situations.

- [Student] will identify the differences between Section 504, IDEA, and ADA in order to advocate for appropriate accommodations in high school/work setting/college. (Resources: Gap/Information)

- [Student] will review the Postsecondary Program Interview Accommodations Availability Checklist in GAP (under Information) and identify potential services needed in the following areas: In classroom and out of classroom support services, communication facilitation, and personal and school equipment requirements. (Resources: Gap/College/Postsecondary Program Interview Accommodations Availability Checklist)

- Sample Evaluation Procedures

- Conduct standardized, open-ended interviews with students, teachers, related service personnel, and parents.

- Conduct Self-Advocacy Questionnaire each grading period.

(Gap/Professionals/Promoting Self Advocacy/Self-Advocacy Competency Guide)

- Transition Plan Guidelines

GAP and Indicator 13

The components found in the GAP program present useful tools and activities to use to meet the targets of Indicator 13. Indicator 13 identifies the standards for compliance and quality in secondary transition planning for students with disabilities.

In the Federal Rules, Secondary Transition is described as "designed to be within a results oriented process, that is focused on improving the academic and functional achievement of the child with a disability to facilitate the child's movement from school to post-school activities, including postsecondary education, vocational education, integrated employment (including supported employment), continuing and adult education, adult services, independent living, or community participation."

Specific elements of the Federal Rules (34 CFR 300.43):

1. A coordinated set of activities

2. Designed to be within a results-oriented process

3. Focused on improving the academic and functional achievement

4. To facilitate the child's movement from school to post-school activities

5. Including [if needed]:

1. postsecondary education,

2. vocational education,

3. integrated employment (including supported employment),

4. continuing and adult education,

5. adult services,

6. independent living,

7. or community participation

6. Based on the individual child's needs, taking into account the child's strengths, preferences, and interests

7. and [may] include:

1. Instruction;

2. Related services;

3. Community experiences;

4. The development of employment and other post-school adult living objectives; and

5. if appropriate, acquisition of daily living skills and provision of a functional vocational evaluation.

8. Transition services for children with disabilities may be special education, if provided as specially designed instruction, or a related service, if required to assist a child with a disability to benefit from special education

9. Beginning not later than the first IEP to be in effect when the child turns 16, or younger if determined appropriate by the IEP Team, and updated annually, thereafter, the IEP must include:

1. Appropriate measurable postsecondary goals based upon age appropriate transition assessments related to training, education, employment, and, where appropriate, independent living skills; and

2. The transition services (including courses of study) needed to assist the child in reaching those goals.

NSTTAC Indicator 13 Checklist

In order to help states collect data to meet Indicator 13 of the Part B of a State Performance Plan and Annual Performance Report, as required by the Department of Education, Office of Special Education Programs, NSTTAC has developed two checklists which can be used.

- NSTTAC Indicator 13 Checklist: This multiple column form meets the requirements for collecting and reporting data on Indicator 13, allows a school, district, or state to more deeply analyze professional development and program change needs by providing data on each item for each postsecondary goal area.

http://www.nsttac.org/content/nsttac-i-13-checklist

Age-appropriate transition assessment(s)

Federal and state law require that "appropriate, measurable post-school goals [be] based upon age-appropriate transition assessments [emphasis added], related to training, education, employment, and where appropriate independent living skills."

As a student approaches age 14, the types of assessments conducted should be closely aligned with the student's future intentions. Choose specific assessments, formal and informal, that will identify the student's strengths, aptitudes, preferences, interests and needs in relation to future plans. Any discussion of transition services, proposed courses of study, and post-school goals should consider the results of these assessments and be guided by student/family input. The transition assessment process should include information that is already known about the student, as discussed above.

The assessment data appropriate to the student's post-school plans should be available to the IEP team prior to the IEP development for age 14. Document the results of these assessments and maintain the results over time so that summary data are always available to IEP team members.

http://www.nsttac.org/content/age-appropriate-transition-assessment-toolkit

Postsecondary Goals

Postsecondary goals are “generally understood to refer to those goals that a child hopes to achieve after leaving secondary school (i.e., high school)”. (Idea 2004 Part B Regulations: §300.320 (b), discussion of Final Rule p. 46,668). These are the goals that a person may have after high school and is NO longer eligible for services.

Measurable Postsecondary Goals should be based on the Age Appropriate Transition Assessments (AATA), including the student’s P.I.N.S. (Preferences, interests, needs, and strengths). The goals should be written in the affirmative….”will” Not “hopes to”. The postsecondary goals must be written for Education/Training, Employment, and Independent Living (when needed). These goals require evidence that they are updated annually, even if the goals did not change.

The National Dissemination Center for Children with Disabilities has created a reference guide to what components need to be included in writing Transition goals.

http://nichcy.org/schoolage/transitionadult/goals

Transition Services

Transition services are a coordinated set of activities that support the student’s transition from school to postsecondary environments. These activities should be based on the age appropriate transitions assessments and the student P.I.N.S. (preferences, interests, needs, and strengths). IDEA 2004 recognizes seven types of transition services, however the students are not required to be provided a service from each area. However, for each postsecondary goal on the IEP, there must be at least one transition service to support the goal.

This document  Examples of Transition Services/Coordinated Set of Activities provides examples of Transition Services/Coordinated Set of Activities that may be helpful when writing postsecondary goals.

Explore GAP for many activities and information that can assist in a coordinated set of activities to support postsecondary goals for students who are deaf/hearing impaired. These may include the Personal Profile and Accommodations Letter, Driver’s Education, completing the Self-Assessment of Need, and learning about available technology to live independently.

Course of Study

The course of study is defined as a multi-year focus of coursework that supports and aligns to the student’s desired post-school goals. It may be an individualized list of courses and/or a narrative focusing on specific skills/knowledge to be learned. The student's preferences, interests, strengths and needs related to the course of study should be included. This statement should be understood by any school district that the student would attend.

Annual IEP goals linking to Postsecondary Goals

Each postsecondary goal must have at least one associated annual goal in the IEP. Since transition is a “set of coordinated activities designed to promote movement” towards the students postsecondary goals, the annual goal acts as a connector between yearly progress and adult outcomes. They are an integral piece of a comprehensive transition plan.

- The link below has an example of a transition plan with the 8 elements of indicator 13. Indicator 6 directly addresses annual goals related to transition service needs. This model is from NSTTAC- the National Secondary Transition Technical Assistance Center. There are additional examples on the website, however none were specific to deaf/hard of hearing. Click on one of the student names for a PDF example.

http://www.nsttac.org/content/web-based-examples-and-nonexamples-sppapr-indicator-13-checklist-overview

IEP meeting participants

Students

Student focused planning is a necessary step in the transition IEP process. Below are some websites that may help accomplish this important step.

- IEP Meeting Participation Using Self-Advocacy Strategy (1)

- http://www.nsttac.org/content/student-focused-planning-0

- iTransition is a free, online transition curriculum to help students who are deaf or hard of hearing prepare for life after high school. There are four separate trainings with activities to help students learn about themselves, their career goals, and the skills they need to be successful in the future.

Career Interests and Education Choices: It's My Plan!

First Year College Success: Be the One!

Essential Skills for College Living: It's My Life!

eFolio: My Online Portfolio!

- PEPNet's Getting a Job! Tools, Techniques, and Trainings website was developed and designed for students who are deaf or hard of hearing transitioning to work and the professionals who work with them. The website offers a series of topical videos accompanied by supporting documents and related materials, educator's guides and role model videos.

http://www.pepnet.org/training/getajob

Outside agencies

- IDEA requires if appropriate, is there evidence that a representative of any participating agency was invited to the IEP Team meeting with the prior consent of the parent or student who has reached the age of majority?

- If transition services located in the IEP indicate that support from an outside agency would benefit the student that agency should be invited to the IEP meeting. Documentation of invitation to the agency is required

- Curricula and Activities

Mind Mapping

Mind maps are a fun, useful technique to visually and creatively solve a problem. Mind maps are best used in a small group setting, but can be used one on one or with larger groups. Mind maps allow you to quickly identify a problem, think through a complex issue, and develop possible solutions.

A complete mind map starts with a main problem or topic (center circle) with lines radiating in all directions from the circle. “Feelings” and “hurdles” about the main problem will branch off of the center circle like branches from the trunk of a tree. Don’t worry about the structure produced, as this will continue to evolve with the mind map. From the branches, “solutions” or “twigs” will develop to complete your visual mind map or mind tree. See the  sample mind map to illustrate this activity.

A  mind map template is included in the GAP, however, you may want to consider using chart paper or a plain piece of paper to see where the mind map takes you!

Some tips to help improve your mind map:

- Use single words or simple phrases for information

- Print words

- Use color to separate the central problem (trunk), feelings and hurdles (branches), and solutions (twigs)

- Use pictures or images to enhance your mind map

- Use cross-linkages or cross branches and twigs. Information from one part of the mind map/tree may relate or link to another part.

Jeopardy Hearing Loss Game

Visit  www.jeopardylabs.com and browse the topic of hearing loss.

This Jeopardy website is a fun, interactive way to quiz students about knowledge about their hearing loss. Use this already developed template with questions about equipment, the ear, professionals, hearing loss, and responsibilities related to hearing loss OR create your own jeopardy questions related to the student’s IEP/Transition goals and anticipated knowledge.

This is fun to do with a support group or a small group of student who have hearing loss.

GAP Transition Notebook

Help the teen organize pertinent information utilizing  the Personalized GAP Transition Notebook.

Resources

The materials in this section provide some added information for professionals when implementing the GAP program. Be sure to review the activities and resources sections of GAP for more.

Resources: Tips

Instructional Tips from Students who are Deaf and Hard of Hearing

Classroom Tips for Teachers and Students

- Repeat other students’ answers

- Repeat directions more than once

- Don’t cover your mouth

- Don’t mumble

- Don’t put students with hearing loss in the spotlight (e.g. Did you get that?)

- Let teachers experience what it sounds like to have a hearing loss (earplugs)

- Tell other students to speak up and speak slower

- Teacher should talk to student, not an interpreter

- Teachers should talk loud, clear, and understandable

- Ask whole class for clarification, not just student with hearing loss

- Don’t talk with back to the students (writing on chalkboard)

- Review information with teachers throughout the year

Tips for Technology

- Hearing aids don’t let you hear normally

- Use closed captioning

- No tests on tape (especially foreign language)

- Be creative in the use of amplification

- Teachers need to know what to do when amplification is not working

- Give student’s more choice in selection of amplification

- Teachers should take advice from students on how to use the technology

- Use Real time captioning in the classroom to put voice in print

Modifications

- Directions in writing

- Teachers write assignments on board or in planner

- Overheads prepared ahead of time, difficult to catch auditory add-ons

- Student should be seated by the teacher

- Note taking, get a copy from teacher or peers

- Script of movies or videos that are not captioned

- Take proficiency test in small group

Advice from Teens

- When repeating something, don’t talk louder, talk clearer.

- If a child uses sign language, parents should too.

- When you need to repeat something, try rephrasing and maybe then I will understand better.

- Don’t call me from another room and expect me to answer or hear what was being said. If I hear something, it sounds like mumbling.

- Remember I am deaf or hard of hearing.

- Don’t talk at the same time; try one person at a time.

- Don’t be over protective because of my hearing loss.

- Don’t try to limit my activities because of my hearing loss. If I want to do it, I will figure out for myself if it is too difficult.

- Be supportive of what I want to do in my life. Give me strength by believing in the dreams I have for the world.

Tips for the Hearing Person

If you’re a hearing person communicating with someone with a hearing loss, please be mindful of the following tips:

- Get the person’s attention before you speak.

- Do not put obstacles in front of your face. This includes coffee cups, hands, pencils, etc.

- Do not have things in your mouth. This includes gum, candy, cigarettes, etc.

- Speak clearly and at a moderate pace. Speak slowly, but naturally. Do not shout.

- Use facial expressions, gestures, mimes, and whatever else helps make your message visible.

- If you are not understood, try to say the same thing using different words. If that doesn’t work, writing a few key words may help the person with hearing loss understand. If that doesn’t work, write the whole sentence.

- NEVER say “It’s not important”.

- When you change the subject, be sure the person with hearing loss knows what the new subject is.

- Do not stand with your back to a source of light.

- When in doubt, ask the person with hearing loss what you can do to improve communications!

Words of Wisdom

- Provide concise descriptions and offer options for parents to consider.

- Actively participate and/or play a key role in the collaborative process when possible.

- Be as informative and neutral as you can about habilitative options.

Focus Group Agenda

A  Focus Group Agenda can be used as a sample if you want to bring a group of teens or young adults together to talk about their Hearing Assistance Technology.

Resources: Materials

We've assembled various materials on topics of interest for professionals:

- Classroom Note Taking (PPT)

- IEPs and IDEA (PPT)

- Coping Strategies for Teens with Hearing Loss (PPT) adapted from Dr. L. Thibodeau, UT, Dallas

Davis, C.D., Atcherson, S.R., & Johnson, M.L. (2007). Demystifying Hearing Assistance Technology: A guide for service providers and consumers. Northridge, CA: PEPNet West, National Center on Deafness, California State University, Northridge Available from:  http://www.wou.edu/~davisc

English, K. (1997). Self Advocacy For Students Who are Deaf or Hard of Hearing. ProEd. Austin, Tx. - an excellent and practical guide to developing self-advocacy skills with examples and worksheets  (PDF)

Communicating with People Who Are Deaf or Hard of Hearing: ADA Guide for Law Enforcement Officers, brochure by the U.S. Department of Justice, Civil Rights Division, Disability Rights Section  www.ada.gov/lawenfcomm.htm

Hands and Voices: What Parents Need to Know Series:

- Spotlight on Self-Advocacy for Deaf or Hard of hearing Students,  www.handsandvoices.org/needs/advocacy.htm

- Spotlight on Socialization and the Child who is Deaf or Hard of Hearing,  www.handsandvoices.org/needs/socialization.htm

- Spotlight on The Transition Process from High School to Post-Secondary Education for the Deaf and Hard of Hearing,  http://www.handsandvoices.org/needs/transition.htm

I’m Determined: Understanding and Preparing for MY IEP 2008, Commonwealth of Virginia Department of Education Training and Technical Assistance Centers – I’m Determined Project  (PDF)

Bourgeois, J. & K. Treubig (2002). A Nuts & Bolts Guide to College Success for Deaf and Hard of Hearing Students. Knoxville: University of TN.  (PDF)

Rule the School - A game developed by the Educational Audiology Association to provide parents

and professionals a fun way to evaluate, problem solve, discuss, and role-play student& self-advocacy skills to access their school environments in accordance with IDEA.  https://edaud.site-ym.com/store/ViewProduct.aspx?ID=2212968

Tween/Teen Dilemma game, Ida Institute. This game consists of a series of dilemma cards that describes challenging scenarios involving teens or tweens with hearing loss. Three possible solutions are given, with the understanding that the ‘perfect’ solution may not exist.  www.idainstitute.com/games/tweendilemma

Resources: Websites

www.bringsoundtolife.com Because a teenager’s world is a different one, Phonak has recently launched the first website tailored to the needs of teens with hearing loss. Through teen-specific hooks such as music and social life, the site offers teens all they want to know about hearing technology – and more importantly, what it can do to enhance their lives.

www.thelisteningroom.com Regular practice is important for hearing aid and cochlear implant users to develop strong listening and language skills. Designed by certified auditory verbal therapists and speech and language pathologists, The Listening Room features three sections with content created specifically for the age groups; infants & toddlers, kids, and teens & adults. With its many different fun lessons, the interactive website offers dynamic exercises tailored for all levels of hearing loss.

www.chatbyphonak.com The Child Hearing Assessment Toolkit (C.H.A.T.) allows educational audiologist, hearing resource teachers, and teachers for the deaf to complete and manage different listening and hearing assessments in one convenient place for free!

http://www.utdallas.edu/~thib/fm_wav.html - FM system recordings and more

http://www.pepnet.org - PEPNet's iTransition program is a series of four, online trainings created to assist students who are deaf or hard of hearing transition successfully from high school to postsecondary education or work. These trainings include activities that help students learn more about themselves, their career goals, and the skills they need to be successful in the postsecondary setting.

www.gallaudet.edu - Portfolios for Student Growth (PSG) is a holistic, student-centered process teachers can use to guide students in future planning and goal setting. Through the portfolio process, students develop self-awareness, goal-setting, and decision-making skills essential for lifelong self-determination.

www.facebook.com - type "hearing loss teens" in the search box and several groups pop up. There are gobs of teens and people who are deaf and hard of hearing that use Facebook to communicate.

www.handsandvoices.org - Articles and advocacy information for parents and families of DHH children and youth

www.agbell.org - look for the online community called Virtual Voices

People in Deaf History

www.ahead.org - Association on Higher Education and Disability, see Special Interest Group (SIG) for deaf and hard of hearing.

www.deafhealth.org - Comprehensive medical information is presented in ASL

www.classroominterpreting.org - useful information on the training, roles, and responsibilities of educational interpreters

Resources: Connecting to Groups

www.agbell.org - LOFT program

(Leadership Opportunities for Teens)

www.nad.org/youth-leadership-programs/JuniorNAD - Junior National Association of the Deaf

www.yfc.net/deafteenquest/ - Deaf Teen Quest. This is a Christian-based group for teens with camps and get togethers

http://amphl.org - The Association of Medical Professionals With hearing Losses, abbreviated as “AMPHL” provides advocacy and mentorship, and creates a network for individuals with hearing loss interested in or working in health care professions

www.hearinglikeme.com - Inspirational stories about hearing loss; you may join the community for advice and advocacy support

www.hearingourway.com - Hearing Our Way is a point of connection for teens with hearing loss to not only read about but connect with others who are experiencing similar challenges. It provides social and emotional support to overcome feelings of isolation that students may be experiencing.

Don't forget all of the blogs and vlogs that teens are also posting...many Deaf/Hard of Hearing teens communicate through these technologies.

Resources: Downloadable Documents Professionals:

Assessments:

- Self-Advocacy Checklist: Elementary, Middle School, High School

Information& Resources:

- Keys to Success: Attitude, Self-Advocacy and Preparation

- Instruction Tips from Students who are Deaf and Hard of Hearing

- Classroom Note Taking( PPT)

- IEPs and IDEA (PPT)

- Coping Strategies for Teens with Hearing Loss (PPT)

- Focus Group Agenda

- Comparison of 504, IDEA, ADA

- IEP/504 Checklist

- Sample IEP Goals and Learning Objectives for GAP

- Transition Plan Guidelines

Self-Advocacy:

- Personalized GAP Transition Notebook

- Self-Advocacy for Students who are Deaf and Hard of Hearing (K. English)

Section 3: Parents

Introduction: Overview and Implementation

Parent and family support is critical to assisting teens/young adults in developing personal responsibility and self-advocacy skills. The purpose of Guide to Access Planning (GAP) is to provide information that is important for your son or daughter, as teens/young adults, to know how to effectively advocate and be responsible for their communication access supports and, in particular, hearing assistance technologies. This information is intended to be integrated into your son or daughter’s IEP Transition Plan and Summary of Performance. These documents are required to prepare teens for life after high school. If your son or daughter has graduated, there are several agencies and programs that provide assistance and personal planning documents. For example, Vocational Rehabilitation clients may have an IPE, an Individual Plan for Employment; career and technical education services use an ITP, a work-based Individual Training Plan; and Developmental Disabilities Services uses an ISP, an Individual Service Plan.

The GAP program includes several assessments that can be used to identify information that is important to know and skills that your son/daughter should be able to do. Your assistance to complete these assessments and the accompanying planners is critical to the effectiveness of this program. The many resources of this program provide valuable information that can be used to fill in gaps for the learning areas that need to be addressed. Take some time to become familiar with the various materials and resources in each of the GAP sections. This will enable you to guide and assist your son/daughter through these materials.

Getting Started

Step 1. Get Familiar with GAP

Navigate through the contents of each section under Teens and Young Adults to come familiar with the information, various checklists, documents, activities and resources that are contained within the program.

Check with school personnel to identify self-advocacy and transition activities that are planned through your son/daughter’s school. Discuss how you can support the school activities with GAP work at home.

Step 2. Assessment

GAP work should begin with an assessment to determine information that your teen knows and information that still needs to be learned. If you will be guiding these assessments from home, review the assessments and determine the most appropriate tool for your teen/young adult. Plan to be available to assist and guide your son/daughter through completion of the assessment that you use. Some tips to guide your choice are:

- Self-Assessment: This tool is best for teens and young adults with whom you are most interested in their knowledge and abilities and self-advocacy skills related to hearing and communication.

- Transition Assessment: This tool is recommended for teens or young adults who may have general needs as they prepare for independence and adulthood.

In addition to these two basic assessments you will find additional assessments that specifically address communication and self-advocacy skills:

- Self- Assessment of Communication (SAC) and  Significant Other Assessment of Communication (SOAC): These companion forms provide two perspectives about your son/daughter’s communication. One is completed by your son/daughter (with hearing loss) and the other by a friend or family member who knows him/her.

Self-Advocacy Checklist: This checklist addresses the development of self-advocacy skills that should be acquired at different age levels. The checklist is located in the self-advocacy section of this program. Self-Advocacy development should not wait until high school!

Step 3. Develop a Learning Plan

The  Self-Assessment and the  Transition Assessment each are accompanied by planners to use for developing goals, objectives, and timelines for addressing targeted learning areas. These should be used to track development of all skills in the GAP program. Your assistance is needed to help your son/daughter identify appropriate learning goals and complete the remaining sections of the form. Learning needs should be addressed through the IEP Transition planning process.

A sample Transition IEP demonstrates how these objectives can be included in the formal transition planning process.

Step 4. Materials and Resources to Help Teens and Young Adults Learn About Hearing Loss and Communication Access

The remaining sections (Information, Self-Advocacy, Hearing Loss, Technology, Activities, and Resources) contain a wealth of information to help your son/daughter acquire the desired skills. Remember that any significant work related to transition skills should be included in your son/daughter’s Transition Plan. The National Secondary Transition Technical Assistance Center ( www.nsttac.org) is another helpful and informative resource. Also be sure to review your state’s transition resources.

The  Accommodations Letter in the self-advocacy section is a particularly helpful document to produce. This letter can be developed for teachers, church clergy, employers, or anyone that has consistent communication with your son/daughter.

Each of the following handouts provides more information on implementation geared to specific transition and teen interests.

- GAP Highlights for College Bound Teens

- GAP Highlights for Employment

Finally, you can help your son/daughter start a  notebook for GAP materials. A personalized GAP notebook will organize pertinent information contained in the GAP program.

All of the forms and documents used in the GAP program can be directly downloaded. See the GAP downloadable documents link in the resources section.

Helpful Information to Know

Rights of People who are Deaf and Hard of Hearing

There are important regulations that provide for specific services and access accommodations under the law. Each of these laws is summarized with links to definitions and additional information as well as websites for the agencies.

Funding Considerations

Individual agencies have specific criteria and application procedures that must be followed when making a funding request. Always provide the necessary documentation that is requested. Frequently funding requests are denied and must be resubmitted. All teens and young adults should contact their local Vocational Rehabilitation office to meet with a counselor to discuss benefits for personal hearing instruments, assistive technology, college and job training as well as other potential services.

Securing Hearing Assistance Technology

Securing funding and appropriate hearing assistance technology can be a navigation nightmare often requiring substantial time of the professionals involved. Some considerations when working through this process are:

- Collaboration among audiologists - It is critical for clinical and educational audiologists to collaborate with each other when recommending any new hearing technology. Keeping the lines of communication open between the audiologist, the school, the teen and the teen’s family will reduce the risk of incompatibility of technology, extra costs, confusion for the teen/family, and possible resistance to using the technology. After high school graduation, the clinical audiologist becomes the primary provider of hearing assistance technology since the public school system is no longer involved.

- Device selection considerations - Audiologists should work with teens/young adults to determine the most appropriate hearing assistance technology option(s) based on the individual hearing instrument(s) and the communication and listening environments encountered. In addition, the audiologists should assist them to acquire the information they need to advocate for their individual hearing technology needs and other accommodations that are necessary. Audiologists may also need to provide written recommendations to the entities that are involved with providing the accommodations. Some settings, such as colleges and universities who frequently serve young adults with hearing loss, may have their own hearing assistance technology for students. It is common to find older technology that has greater transmission interference and compatibility issues with the digital hearing instruments currently used by most users. Audiologists can work with these entities to help them learn about appropriate hearing assistance technologies and how to acquire them.

Some users may own their own Roger system either as part of a hearing instrument package that includes Roger or by purchasing it separately. In these situations the user can choose whether to use their own technology or the technology provided by the entity (e.g. college, job training, employer). ADA applies in either situation.

Developing Self-Advocacy Skills

Developing self-advocacy skills in your son/daughter and letting go

“Self-advocacy means understanding and seeking support for one’s personal rights.” 1 Teens and young adults who are deaf or hard of hearing may have difficulty with self-advocacy for a variety of reasons. One of the main reasons is that people with hearing loss are at a disadvantage because of communication barriers related to not hearing. If a person has difficulty listening, he or she may be apprehensive about sharing their misunderstandings or confusion with people that they do not know. If a teen or young adult uses sign language to communicate, they may be in situations where the other person does not know sign language and an interpreter is not available. People with hearing loss may also exhibit anxiety in social situations due to a difficulty or inability to “overhear” conversations. Literature in developmental psychology tells us that about 90% of what very young children learn about the world they learn “incidentally” or passively, just be overhearing communication around them. “Incidental learning is not just about knowledge; it is about overhearing to facilitate social/cognitive development.” 2

Professionals working with teens and young adults with hearing loss understand the struggles associated with hearing loss. Social/emotional problems, lower reading and writing skills, frustration and anger related to communication barriers, social isolation, and increased self-consciousness are all issues that may develop. As parents, you experience these same struggles though often differently. If your son/daughter is dealing with any or all of these problems, the ability to advocate for oneself is compromised. If she/he is not able to work through these issues on their own, you should recommend that a counselor, or other mental health professional, be available to address the problems and to promote healthy social/emotional development.

Once your son/daughter has a relatively healthy acceptance of his/her hearing loss, the basic foundation for beginning self-advocacy is in place. With some essential tools and support, the foundation can grow so that he/she is informed and confident about taking care of his/her own communication accommodations. GAP provides teens/young adults a framework for building these skills.

Letting Go…

Every parent has a different perspective on the development of their son/daughter as well as their own values for parenting. When additional challenges are present, there is often an inclination to be more protective than usual. However, developing the ability to advocate for oneself is one of the most important skills to be responsible and independent as an adult. The advantage of parenting is that parents can guide their children through the various challenges they face, allowing them to experience success and even failure. When failure occurs, parents are able to discuss the situations and options for dealing with difficult situations. The letting go process should begin early and occur gradually. Responsibilities should be given to children based on what they can do, with increasing responsibility as they are older and able to do more. Management of one’s hearing technology is a perfect example of how these skills evolve. Review the self-advocacy competencies chart to see your son/daughter’s level. Should they be more independent? What more can you do to develop their independence and self-advocacy skills? Letting go is a celebration of what your son/daughter has learned from you. Celebrate!

1 English.K. (1997). Self-Advocacy for Students who are Deaf or Hard of Hearing. Austin, Texas: Pro-Ed.

2 Flexer, C. (2009, May). Theory of Mind Development in Children with Hearing Loss. Presentation at Building Bridges Conference. Cincinnati, OH.

Personal profile and accommodations letter

One tool of GAP is the Personal Profile and Accommodations Letter. This interactive document is intended to describe:

- the person (teen or young adult),

- a statement about his/her hearing loss,

- the person’s communication preferences, and

- how the person uses technology.

The Personal Profile and Accommodations Letter is structured with questions that your son/daughter answers. The answers then populate a letter that can be printed. This letter should be shared with pertinent persons in your son/daughter’s circle - teachers, friends, his/her employer if applicable, college support staff and faculty, or anyone else with whom they may interact. Other important information regarding information others should know to facilitate more effective communication may be added.

Encourage your son/daughter to complete and use this letter. If the document cannot be completed independently, you and the professionals involved with your son/daughter can help. If your son/daughter needs to learn or review information from the self-advocacy competencies or other part of this program, you can help guide them.

Self-advocacy competency guide

The  Self-Advocacy Competency Guide in this section is intended to encourage the development of personal responsibility and self-advocacy skills as early as possible, long before the teenage years. In general expectations should be no different from a person without a hearing loss. Transition is an on-going process, not an event that occurs with graduation. Parent support, in collaboration with professionals, is important to assist teens/young adults to gain the knowledge about their learning and communication access needs and to develop skills to accommodate them.

This guide provides suggested school levels (elementary, middle school, high school, and post-secondary) by when the skills in the teen/young adult Self-Advocacy Checklist (located in the Self-Advocacy tab) should be learned. The Self-Advocacy Checklist is organized on just two levels: teens and young adults. When your son/daughter completes this checklist, a list of skills that still need to be learned is generated. You can work with your son/daughter, along with the any professionals that are involved, to identify the IEP goals and objectives needed to achieve these skills. If your son/daughter is age 16, these should be addressed in the IEP Transition Plan. If your son/daughter has graduated from high school, these can be addressed in the GAP Self-Assessment Planner.

More information on these topics:

Many resources are available to assist parents in acquiring the background knowledge necessary to support the areas in the guide. One resource is a book,  Demystifying Hearing Assistance Technology, A Guide for Service Providers and Consumers (2007) by C. Davis, S. Atcherson, and M. Johnson. This material was written for PEPNet, a program funded by the U.S. Department of Education, Office of Special Education and Rehabilitation Services. The websites listed in the resource section of this program links to additional organizations that have informative materials.

Resources

The materials in this section provide some added information for parents when implementing the GAP program. Be sure to review the activities and resource sections of GAP. The inspirational profiles of other deaf and hard of hearing people and the scenarios of common communication challenges are especially fun and interesting.

Resources: Tips

Words of Wisdom

- Be proud of your child - hearing loss is not their identity; it is just one aspect of who they are.

- Be realistic about your child’s strengths and limitations - show them how to use these tools to advocate for themselves. Be as informative and neutral as you can about(re)habilitative options.

- Find a support system.

- Arm yourself with information.

- Explore all of your communication options.

- Have high expectations - having a hearing loss does not mean you have to lower your expectations of what your child is capable of doing.

- Be flexible in your thinking - the hardest thing to get over is your own self-doubt and disappointment in a situation you have no ultimate control over.

- Teach others about your child’s needs - you are your child’s best ally.

Advice from Teens

- When repeating something, don’t talk louder, talk clearer.

- If a child uses sign language, parents should also.

- Be patient, it is difficult to be the one who doesn’t hear.

- When repeating something over and over, try rephrasing and maybe then I will understand better.

- Don’t call me from another room and expect me to answer or hear what was being said, it sounds like mumblings.

- Remember that I am deaf or hard hearing.

- Don’t talk at the same time; try one person at a time.

- Don’t be overprotective because of my hearing loss.

- Don’t try to limit my activities because of my hearing loss, if I want to do it, I will figure out for myself if it is too difficult because of my hearing loss.

- Be supportive of what I want to do in my life, give me the strength by believing in the dreams I have for the world.

From: Hearing Impaired Teens Interacting Together (Hit It!), School District, Canton, Ohio, September 2004.

Resources: Websites

www.bringsoundtolife.com Because a teenager’s world is a different one, Phonak has recently launched the first website tailored to the needs of teens with hearing loss. Through teen-specific hooks such as music and social life, the site offers teens all they want to know about hearing technology – and more importantly, what it can do to enhance their lives.

www.thelisteningroom.com Regular practice is important for hearing aid and cochlear implant users to develop strong listening and language skills. Designed by certified auditory verbal therapists and speech and language pathologists, The Listening Room features three sections with content created specifically for the age groups; infants & toddlers, kids, and teens & adults. With its many different fun lessons, the interactive website offers dynamic exercises tailored for all levels of hearing loss.

http://www.pepnet.org PEPNet's iTransition program is a series of four, online trainings created to assist students who are deaf or hard of hearing transition successfully from high school to postsecondary education or work. These trainings include activities that help students learn more about themselves, their career goals, and the skills they need to be successful in the postsecondary setting.

www.gallaudet.edu - Portfolios for Student Growth (PSG) is a holistic, student-centered process teachers can use to guide students in future planning and goal setting. Through the portfolio process, students develop self-awareness, goal-setting, and decision-making skills essential for lifelong self-determination.

http://www.facebook.com - type "hearing loss teens" in the search box and several groups pop up. There are gobs of teens and people who are deaf and hard of hearing that use Facebook to communicate.

www.handsandvoices.org – articles and advocacy information for parents and families of DHH children and youth

www.agbell.org – look for the online community called Virtual Voices

People in Deaf History

www.deafhealth.org - comprehensive medical information is presented in ASL

Resources: Materials

Davis, C.D., Atcherson, S.R., & Johnson, M.L. (2007). Demystifying Hearing Assistance Technology: A guide for service providers and consumers. Northridge, CA: PEPNet West, National Center on Deafness, California State University, Northridge Available from:  www.wou.edu/~davisc

English, K. (1997). Self Advocacy For Students Who are Deaf or Hard of Hearing. ProEd. Austin, Tx. - an excellent and practical guide to developing self-advocacy skills, loaded with examples and worksheets.

Communicating with People Who Are Deaf or Hard of Hearing: ADA Guide for Law Enforcement Officers, brochure by the U.S. Department of Justice, Civil Rights Division, Disability Rights Section  http://www.ada.gov/lawenfcomm.htm

Hands and Voices: What Parents Need to Know Series

- Spotlight on Self-Advocacy for Deaf or Hard of hearing Students,

www.handsandvoices.org/needs/advocacy.htm;

- Spotlight on Socialization and the Child who is Deaf or Hard of Hearing,

www.handsandvoices.org/needs/socialization.htm;

- Spotlight on The Transition Process from High School to Post-Secondary Education for the Deaf and Hard of Hearing, //www.handsandvoices.org/needs/transition.htm

I’m Determined: Understanding and Preparing for MY IEP 2008, Commonwealth of Virginia Department of Education Training and Technical Assistance Centers – I’m Determined Project (PDF)

Bourgeois, J. & K. Treubig (2002). A Nuts & Bolts Guide to College Success for Deaf and

Hard of Hearing Students (2002). Knoxville: University of TN. (PDF)

Rule the School - A game developed by the Educational Audiology Association to provide parents and professionals a fun way to evaluate, problem solve, discuss, and role-play student & self-advocacy skills to access their school environments in accordance with IDEA.  https://edaud.site-ym.com/store/ViewProduct.aspx?ID=2212968

Resources: Groups

http://www.agbell.org - LOFT program

(Leadership Opportunities for Teens)

www.nad.org/youth-leadership-programs/JuniorNAD - Junior National Association of the Deaf

www.yfc.net/deafteenquest - Deaf Teen Quest. This is a Christian-based group for teens with camps and get togethers.

http://www.hearinglikeme.com - Inspirational stories about hearing loss; parents may join the community for advice and advocacy support

http://www.hearingourway.com - Hearing Our Way is a point of connection for teens with hearing loss to not only read about but connect with others who are experiencing similar challenges. It provides social and emotional support to overcome feelings of isolation that students may be experiencing.

Don't forget all of the blogs and vlogs that teens are also posting...many deaf/hoh teens communicate through these technologies.

Resources: Downloadable Documents

Assessments:

- Self-Advocacy Competency Guide

Information & Resources:

- Letter to Parents

- Keys to Success: Attitude, Self-Advocacy and Preparation

- Comparison of 504, IDEA, ADA

- Transition Plan Guidelines

- Demystifying Hearing Assistance Technology

Self-Advocacy:

- Personalized GAP Transition Notebook

- GAP folder for College

- GAP folder for Employment

- Self-Advocacy for Students who are Deaf and Hard of Hearing (K. English)

Table of Contents

GAP - Guide to Access Planning

About the author

Carrie Spangler

Cheryl DeConde Johnson

Introduction to GAP: Guide to Access Planning

Purpose and Goal of the GAP Program

Getting Started

Section 1: Teens and Young Adults

Assessments

Information

Self-Advocacy

Hearing Loss

Technology

Activities

Resources

Section 2: Professionals

Introduction: Overview and Implementation

Getting Started

Helpful Information to Know

Promoting Self-Advocacy

Goals, Curricula & Activities

Resources

Section 3: Parents

Introduction: Overview and Implementation

Getting Started

Helpful Information to Know

Developing Self-Advocacy Skills

Resources