View Tag: ‘Millett’
Classrooms are dynamic listening environments and we need to continually evaluate whether we have appropriately matched the needs of the student with the recommended technology (and pivot when necessary).
Pam Millett looks at how the rapid rise in online learning due to COVID-19 has created unique challenges for students with hearing loss and why not enough time and attention has been paid to issues for students with special needs.
It is challenging for clinical audiologists to keep track of advances in FM system technology. With parent consent, picking up the phone or sending an email to collaborate on technology choices ensures that our students have the best possible access to the world through hearing.
Universal newborn hearing screening programs have changed the landscape for children with hearing loss; however, we cannot rest on our laurels. We need to continue to support students and parents into adolescent and adulthood.
This primer will focus on terminology, abbreviations, and jargon commonly used in education. Terminology will vary across jurisdictions, but many terms are common across Canada, North America and even internationally.
This issue’s column will explore some of the misconceptions that classroom teachers have about hearing loss, and how to provide better information and strategies for them to support students effectively.
Pam’s column in September, talked about getting student’s with hearing loss ready to go back to elementary and secondary school. This issue’s column focuses on college or university.
As professionals, we are always cognizant of ensuring that the adults in a child’s life understand the implications of hearing loss but what about the child?
Pam Millet looks at whether streaming technologies can replace personal “FM” systems in the classroom.
Our Audiology Education column gets bumped up to feature this issue and will cover some of the skills and plans needed across the grade levels for students to have their best chance for success at school.