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School-age children<br />Who have hearing loss<br />
Individualized Education Plan (IEP)<br />Individual with Disabilities Education Act (IDEA, 1997) mandates that the IEP con...
Individualized Education Plan (IEP)<br />
Individualized Education Plan (IEP)<br />How were these domains addressed for the different children we saw in Mr. Cooper’...
Audition<br />Listening devices<br />Assistive technology<br />Classroom acoustics<br />
Speech<br />Children speak what they hear.<br />
Speech<br />Children speak what they hear.<br />As functional hearing decreases<br />Increase in segmental errors<br />Inc...
Speech<br />Focus on phonemes<br />“ch” example<br />Focus on nasality<br />Focus on prosody<br />
Language<br />Limited access to word learning opportunities<br />Less “sparkle”<br />Lack of adjectives and adverbs<br />L...
Language<br />Literacy<br />Reading<br />Phonology::Orthography<br />Writing<br />
Therapy domains<br />Communication between parent & child<br />Understanding of complex concepts/discourse<br />Vocabulary...
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School age children

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Transcript of "School age children"

  1. 1. School-age children<br />Who have hearing loss<br />
  2. 2. Individualized Education Plan (IEP)<br />Individual with Disabilities Education Act (IDEA, 1997) mandates that the IEP consider the language and communication needs of the child and the need for assistive technologies.<br />
  3. 3. Individualized Education Plan (IEP)<br />
  4. 4. Individualized Education Plan (IEP)<br />How were these domains addressed for the different children we saw in Mr. Cooper’s talk?<br />
  5. 5. Audition<br />Listening devices<br />Assistive technology<br />Classroom acoustics<br />
  6. 6. Speech<br />Children speak what they hear.<br />
  7. 7. Speech<br />Children speak what they hear.<br />As functional hearing decreases<br />Increase in segmental errors<br />Increase in suprasegmental errors<br />Overall reduced intelligibility<br />
  8. 8. Speech<br />Focus on phonemes<br />“ch” example<br />Focus on nasality<br />Focus on prosody<br />
  9. 9. Language<br />Limited access to word learning opportunities<br />Less “sparkle”<br />Lack of adjectives and adverbs<br />Lack of diversity in sentence structures<br />The case of the missing /s/<br />Pragmatics<br />
  10. 10. Language<br />Literacy<br />Reading<br />Phonology::Orthography<br />Writing<br />
  11. 11. Therapy domains<br />Communication between parent & child<br />Understanding of complex concepts/discourse<br />Vocabulary<br />World knowledge<br />Self-expression<br />Growth of syntax and pragmatics<br />Narrative skills<br />Social competency<br />
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