Communication Disorders (Deaf/Hard of Hearing)

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TEACHING Exceptional Children 58-5: Collective Impact

Articles in this edition: Collective Impact: Responsive Practitioners President's Message: Mending The Garden Elevating Culturally Responsive Practices of School Practitioners Teacher Reflexivity and...

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Speech-Language Services in IEPs of Students with Extensive Support and Complex Communication Needs

Students with extensive support needs (ESN) are a group of students with multiple disabilities including significant expressive and receptive language impairments that make it difficult for them to...

Journal Name:

Exceptional Children

Publish date:

10/08/2025

Identity Development for Today's DHH Children in Mainstream Settings: What Do We Know? Where Do We Go from Here?

Historically, identity development for d/Deaf and hard of hearing children has been viewed as dichotomous: individuals identified either with Deaf culture or with hearing culture. With changes in...

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Spelling Errors in Children With Mild to Moderate Hearing Loss: Relations to Linguistic and Audiologic Factors

The purpose of this study was to evaluate the types of spelling errors made by children with mild to moderate hearing loss (CMMHL) compared with children with typical hearing (TH) and to determine if...

Journal Name:

Exceptional Children

Publish date:

06/05/2024

Implementing Caregiver Coaching in Early Intervention With Families of Children Who Are Deaf or Hard of Hearing

Caregiver coaching is a common component of early intervention services, but providers may be unfamiliar with methods of coaching for families of children who are Deaf or hard of hearing (DHH). This...

Journal Name:

TEACHING Exceptional Children

Publish date:

08/09/2023

Implementing High-Leverage Practices With Students Who Are Deaf/Hard-of-Hearing

High Leverage Practices in Special Education provides an evidence-based framework for maximizing outcomes for children who receive specialized instruction. Come learn how to translate the research...

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Fostering Self-Determination Skills in Prelinguistic and Early Linguistic Communicators

This seminar addresses the eight components of self-determination, as proposed by Wood, Fowler, and Test (2005). It will then provide strategies for professionals and families to support prelinguistic...

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What in the World? Ecologically Valid Assessment Practices for Preschoolers who are Deaf/Hard of Hearing

Over the last 30 years, children who are Deaf/Hard-of-Hearing (DHH) and who use Listening and Spoken Language have benefited from early identification, advances in hearing technology, and enrollment...

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TEACHING Exceptional Children 56-5 - Literacy

Articles in this edition include: Implementing Caregiver Coaching in Early Intervention With Families of Children Who Are Deaf or Hard of Hearing Using Phoneme Discrimination to Help Emergent...

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Response Time of Young Children With Complex Communication Needs Following a Communication Opportunity

Children with complex communication needs (CCN) who use augmentative and alternative communication (AAC) often need more time to process and respond when communicating with others. This study employed...

Journal Name:

Exceptional Children

Publish date:

10/01/2023

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Communication Disorders (Deaf/Hard of Hearing)

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