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Helping Deaf and Hard of Hearing Students to Use Spoken Language


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Foreword (by Mary Ellen Nevins, EdD) Preface Acknowledgements About the Authors Part 1: The Art of Intervention 1. Listening and Spoken Language Interventions: A Model and Activities for Helping Children Listening Challenges That Children Must Overcome Model of Auditory, Speech, and Language Development Summary 2. Early Detection and Intervention for Infants and Toddlers Early Detection and Intervention Necessary Services for Infants, Toddlers, and Their Families How Listening Develops in Infants and Toddlers How Infants Develop Spoken Language How Toddlers Develop Spoken Language Interventions for Babies Applying the Model With Babies Interventions for Toddlers Applying the Model With Toddlers If a Child Is Not Making Measurable Progress The Need for Flexible Models Summary 3. Intervention for Preschoolers Collaborating With Service Providers What You Need to Know About a Child's Hearing Loss What You Need to Know About Previous Intervention What You Need to Know About Listening Technology What You Need to Know About a Child With No Prior Services Planning and Implementing Instruction and Interventions Factors to Consider When Planning Lessons Techniques to Use When Conducting a Lesson Interventions for Preschoolers Applying the Model With Preschoolers Summary 4. Interventions for Children in the Primary Grades A Typical Day in the Life of the Young Student With a Hearing Loss The Effects of Hearing Loss in the Classroom Assessing a Child's Present Levels of Performance The Multidisciplinary Team of Professionals Who Can Assist the Teacher Readiness for School Instructional Considerations Interventions for Children in the Primary Grades Applying the Model With Kindergartners and Early Elementary Children Summary 5. Developing Literacy Skills in Children With Hearing Losses Learning to Read Effective Approaches to Reading Using Reading to Develop Language - A Paradox Assessment Implications for the Special Education Teacher Implications for the General Education Teacher Intervention The Literacy Team Summary Part 2: The Science of Intervention 6. How Children Hear and Talk: Fundamentals of Listening and Speaking The Speech Chain Linguistic Level Physiological Level: The Physiology of Speech Physiological Level: The Physiology of Hearing Acoustic Level Hearing Aids, Cochlear Implants, and Assistive Listening Devices Classroom Acoustics - Increasing the Child's Ability to Hear and Understand the Teacher and Peers Daily Device Monitoring: Your Responsibility How to Give the Ling Sound Check Summary Resource A: Organizations and Agencies Serving Children With Hearing Losses Resource B: Assessments Resource C: Sound-Object Associations (by Ellen A. Rhoades, EdS) Resource D: Commercially Available Curriculum Guides and Materials References Index

About the Author

Dr. Susan R. Easterbrooks is a Professor of Deaf Education in the Educational Psychology Department in the College of Education at Georgia State University and has been active in the field of deaf education for over 30 years. Dr. Easterbrooks has been a teacher, clinician, administrator, school psychologist, lecturer, and consultant and has authored numerous articles, chapters, and books on the education of children who are deaf and hard of hearing. She has participated actively on various local, state, and national committees. She currently serves as chair of the committee revising Knowledge and Skills Needed by Teachers of the Deaf and Hard of Hearing for the Division for Communicative Disabilities and Deafness of the Council for Exceptional Children. She participated in the development and revision of guidelines for services to students with hearing loss, published by the National Association of State Directors of Special Education and on the Special Needs committee of the National Board for Professional Teaching Standards. Dr. Easterbrooks resides in Gainesville, Georgia with her husband and son. Ellen L. Estes is the Coordinator of the Katherine Hamm Center, an auditory-oral program for children with hearing losses at the Atlanta Speech School ( She has taught children with hearing losses for 30 years. She is a past-Chair of the International Professional Section of the Alexander Graham Bell Association for the Deaf and Hard of Hearing. She has written articles, conducted workshops, and advised schools throughout the country on many aspects of the language and literacy development of children who are deaf or hard of hearing. She resides in Powder Springs, Georgia with her children and two very bad dogs.


"Great for parents, people entering the field of audiology, teaching the deaf, or anyone unfamiliar with hearing loss." -- Roberta Agar-Jacobsen, Teacher of the Deaf
"The way the many complexities of speech are discussed, explained, and addressed is very reader-friendly, easy to understand, and accessible." -- Sherilyn Renner, Teacher of the Deaf and Hard of Hearing
"Real-world examples that reinforce teachings accompany analytical and framework viewpoints, making this a valuable library reference and text recommended for student teaching classrooms and college-level educator's libraries alike." -- The Bookwatch, September 2007
"Designed to enlighten educators, parents, and professionals serving children with hearing loss. However, the novice is likely to gain immense insight from this text because of its readability and excellent descriptions of language acquisition in a range of situations. The techniques explained are supported by research, and the authors have done a good job of highlighting appropriate interventions to help students succeed." -- PsycCRITIQUES, January 2008, Vol. 53(4)

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