Supporting Success for Children with Hearing Loss

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Supporting Success for Children with Hearing Loss

Dedicated to helping children with hearing loss thrive by empowering families, educators, and communities.

Providing resources, materials and professional development to educate parents and professionals on topics related to deaf education. www.successforkidswithhearingloss.com is a ‘go-to’ site for professionals and family members seeking more information about the learning and social issues of children with hearing loss and what you can do to better support the future success of these children. Resou

rces are at no cost, designed to be easy to understand quickly, and practical to use. Products, courses, and materials developed by professionals working with children who are deaf or hard of hearing.

06/20/2026

You might be surprised to learn that a student can pass a hearing test and still struggle to understand what they hear in real-world listening situations.

Listening is about much more than detecting sound.

It's one reason professionals need tools that help us understand how a student is functioning auditorily—not just whether sound is being heard.

That's why we're excited about our upcoming September learning series focused on the Test of Auditory Functioning. Register by visiting https://successforkidswithhearingloss.com/product/taf-learning-series/

The more accurately we understand a student's listening abilities, the better we can support their success.

Have you ever worked with a student whose listening challenges weren't obvious at first?

06/19/2026

If you work with students who are deaf or hard of hearing, what's one thing you wish more educators understood?

We'll start:

Access isn't the same thing as inclusion.

A student can be physically present in the classroom and still miss critical information throughout the day.

What's one misconception, challenge, or lesson you've learned that you wish others knew?

Share in the comments. We all learn from each other's experiences.

06/16/2026

How do you choose the right experts to teach something as important as listening?

In this brief video, Supporting Success for Children with Hearing Loss Executive Director, Brenda Wellen, explains the thoughtful process behind selecting presenters for professional development offerings.

Her goal isn't just finding qualified speakers. It is to bring together voices that can make a real difference for the children, families, and professionals who rely on this knowledge every day.

Is there a presenter or a topic you'd like for to offer? If so, drop a name or a suggestion in the comments below.

06/12/2026

Even when we know a student has hearing differences, the harder question often shows up in real time:

What does meaningful access actually look like in a classroom, a therapy session, or at home?

Because access isn’t a single moment or a test result.
It’s what happens minute by minute during instruction, conversation, and learning.

And when those moments aren’t intentionally supported, even strong learners can miss key language, connections, and participation opportunities.

That’s what we’re focusing on in our September Learning Series.

This is a practical learning experience designed to help educators and families:

Recognize where access breaks down in real environments

Make small, immediate adjustments that support understanding

Strengthen communication and participation throughout the day

If you’ve ever thought, “I want to support this student better, but I need clearer strategies for how,” this learning series was built for you.

📅 Mark your calendars! September 15th is the first day of this three-day seminar.

Registration is now open!

To register: https://successforkidswithhearingloss.com/product/taf-learning-series/

06/11/2026

Accessibility doesn’t only happen at school. It starts at home.

For children with hearing differences, small changes in everyday communication can make a big difference in how safely and confidently they access language.

Here are 3 simple shifts parents can try right away:

* Get your child’s attention before speaking

Use their name, a gentle tap, or visual cue so they’re not missing the start of the message.

* Face your child when you talk

Seeing facial expressions, mouth movements, and visual cues supports understanding and connection.

* Preview what’s coming next

Simple language like “First we’re going to dinner, then bath time” helps reduce confusion and supports language processing.

These aren’t big changes, but they create immediate access to communication at home.

Which one feels most doable for your family?

06/09/2026

Many educators think access is just about accessing auditory information or using the right tools.

But for students with hearing differences, true access depends on language and communication, and the reality is, some students have experienced language deprivation.

Even with all the right supports, lessons can fall flat if:

Students can’t fully see or understand instruction

There’s limited exposure to language early on

Instruction isn’t paced or structured to maximize comprehension

Small shifts make a big difference:

Provide visuals alongside spoken language

Pause to give processing time

Preview vocabulary and concepts before the lesson

Language is the bridge to learning. Supporting access isn’t optional—it’s essential.

What strategies have you found most effective in your classroom? Share your ideas below!

06/08/2026

2-minute strategy for students using ASL in general education classrooms:

Group discussions move fast.

But for students using ASL, there’s a delay while the message is interpreted—and that means they can miss who is speaking.

Try this:
Say the speaker’s name FIRST.

“Jordan said…”
“Ms. Lee noticed…”

This gives context before the message comes through.

Without that, students are left piecing together the conversation after the fact.

It’s a small shift—but it keeps them included in real time.

Save this to try in your next class discussion.

06/06/2026

Some of the best ideas in our field don’t start in conferences.

They start in conversation.

That’s exactly what led to The Coffee Klatch – “Where the Rubber Hits the Road Tour” from Supporting Success for Children with Hearing Loss.

Over the next two years, we’re traveling state by state across the U.S. to connect with teachers of the deaf, SLPs, audiologists, and families in a very intentional way—over coffee, in local community spaces, and through real dialogue about what is happening on the ground.

Not a presentation.
Not a lecture.
Just connection.

What’s working well right now?

Where are the gaps?

What do professionals and families actually need in order to support children with hearing differences more effectively?

Because the most valuable insights rarely come from distance—they come from listening closely to the people doing the work every day.

This tour is about building those connections and strengthening the bridge between research, practice, and lived experience.

We’re already hearing interest from several states, and we’re just getting started.
If we’re coming to your area, we’d love for you to join us for coffee and conversation.

This is where the rubber hits the road.

06/04/2026

You can see it in their face.

The child who seems to hear but still misses important information.

The student who passes the hearing check but struggles to follow classroom discussions.

The child whose listening challenges don’t fit neatly into a box.

As Teachers of the Deaf, SLPs, and audiologists, we've all asked:

What’s really getting in the way of listening and learning?

The revised Test of Auditory Function (TAF) is here to help.

It goes beyond assumptions to show exactly how a child processes auditory information—guiding intervention and giving you the insight to make a real difference.

Ahead of our September online seminar with Don Goldberg and Carrie Norman, now is the perfect time to explore this long-awaited revision.

Purchase your copy here: https://successforkidswithhearingloss.com/product/the-test-of-auditory-function-taf-long-awaited-and-now-here/

Because when we better understand listening, we can better support learning.

06/03/2026

One of the biggest classroom mistakes we see with students who use interpreters isn't what most people think.

It's expecting them to watch two places at once.

Imagine trying to read a text message while watching a movie—and being expected to understand both perfectly.

Now imagine doing that all day.

When teachers are talking while pointing to a slide, demonstrating a problem, or showing a video, students who use interpreters often have to choose where to look. They can't fully watch the interpreter and the visual at the same time.

A simple shift can make a huge difference:

👉 Pause.

Give students a moment to look at the visual.

Then continue speaking.

Those few extra seconds can mean the difference between partial access and full access to learning.

The goal isn't just having an interpreter in the room.

It's making sure students have time to actually receive the information.

Teachers: Have you ever thought about how much visual multitasking we expect from our students?

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https://successforkidswithhearingloss.com/

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