Deaf - Hard of Hearing

Students who are deaf or hard of hearing have unique linguistic, environmental, and cultural needs.

teacher of the deaf with student with cochlear implant

Each student with a hearing loss is an individual with different strengths, talents and communication preferences that must be considered when designing educational programs to facilitate growth and to prepare the student for adult life.

Since there are varying degrees and types of hearing loss, communication methods are based on a student’s individual needs and preferences as indicated in the Communication Plan[section 14.131(a)(1)(iii) of the Pennsylvania Chapter 14 Regulations] within the individualized education program (IEP). It is critical that all students have access to the general education curriculum with the use of appropriate supports and services, such as a qualified educational interpreter or an amplification system.

Students with disabilities have the same curriculum as students without disabilities; this includes students who are deaf or hard of hearing or deaf-blind. Hearing loss, however, often adds a dimension to learning that requires explicit instruction, specific accommodations, and/or teaching strategies. It is imperative that assessment and instruction meet each student’s unique needs to ensure appropriate and effective educational programming.

Deaf - Hard of Hearing
  • Jan04

    Pepnet (PNP2) Services are Now Closed

    The following update from pepnet 2 and National Deaf Center on Postsecondary Outcomes details the transition of the website and related materials. The pepnet website is still active but is no longer supported.

  • Jun02

    Social-Emotional Development in Children who are Deaf or Hard of Hearing

    It is natural to focus on the language development of a child who is deaf or hard of hearing as language is the gateway to education. However, we need to ensure that we are looking at the development of the whole child, especially the social-emotional development. A recent article by the Center on Visual Language and Visual Learning offers tips to educator and parents for fostering social-emotional development in various aspects of the child’s life, at home and at school.

  • Apr16

    Collaborating with the IEP Team: The Role of the Educational Interpreter

    Rebecca S. Moore, CT is the Educational Interpreter Advisor at Lancaster Lebanon IU 13 and was recently our after school video conference presenter for educational interpreters. Her presentation, Collaborating with the IEP Team: The Role of the Educational Interpreter, was well received and generated great discussions among attendees.

  • Mar18

    Accessible Television

    Described and Captioned Media Program now hosts the Accessible Television Portal project which provides video-on-demand children’s television programming for students who are blind, visually impaired, deaf or hard of hearing.

  • Dec11

    Students Who Are Deaf, Hard of Hearing, or Deaf-Blind: Safety Checklist for IEP Teams

    Schools across the nation are taking steps to ensure the safety of students, staff and visitors through changes in policies, procedures and physical facilities. IEP teams may need to consider additional measures to be implemented to meet the unique needs of students who are deaf, hard of hearing or deaf-blind.

  • Nov25

    2014-2015 PSSA Video Sign Language Accommodation

    The online Video Sign Language version of the Math and Science portions of the PSSA assessments are now available. Specific information about eligibility and administration is available on the PDE website in the 2014-2015 Accommodations Guidelines. Please contact your PaTTAN consultant for assistance.

  • Aug15

    Resources for Educational Interpreters

    New materials are available for educational interpreters in the Short Term Loan library.

Consultants

  • Jane Freeman
    Assistive Technology, Deaf/Hard of Hearing, Leadership, Secondary Transition, Educational Interpreters, Deaf-Blind, Students with Complex Support Needs
  • Sue Ann Houser
    Deaf/Hard of Hearing, Reading, Deaf-Blind
  • Michelle Bilinsky
    Deaf/Hard of Hearing, Secondary Transition, Inclusive Practices, Deaf-Blind, Procedural Safeguards
View All Consultants »