Resources to promote language and communication development.
All Deaf and Hard of Hearing babies need full access to language from the earliest stages of life to develop a strong foundation for communication, cognitive growth, and social-emotional well-being. Language acquisition whether through sign language, spoken language, or a combination of both – must be prioritized to ensure these children have equal opportunities to thrive.
Deaf and Hard of Hearing children in Early Intervention programs will be provided access to all resources and services that support their developmental and educational needs, with a focus on language acquisition and communication. This includes access to sign language instruction, assistive technology, speech and language therapy, and any accommodations necessary to make sure their full participation in activities and learning experiences.
Children who are Deaf and HH face unique challenges in communication, learning, and social development. Early intervention can make a difference by:
- Promoting Language Development: Helping children develop language skills through sign language, spoken language, or both.
- Social Skills: Providing children with tools to interact with peers and adults.
- Supporting Family Needs: Educating and empowering families to better understand and meet their child’s needs.
- Access to Services: Connecting families with necessary medical, educational, and community resources.
Steps to Identify Whether a Child Has Hearing Loss
Idaho Early Intervention services are available to families with children up to age 3 who are diagnosed with hearing loss. Services are tailored to meet the specific needs of each child and family, based on:
A significant developmental delay (30 percent below age norm, or six months behind other children the same age) in any of the following five areas of development;
Cognitive – such as thinking, learning and reasoning
Adaptive or self-help skills – such as feeding, dressing, and taking care of himself or herselfCommunication skills – such as understanding and using sounds, gestures, and words, pointing, understanding your words, expressing thoughts and needs
Physical development – such as vision, hearing, movement, and health
Social – emotional development – such as getting along with others, expressing feeling, developing relationships, ability to relate to others
- A physical or medical condition (called an established condition) that usually results in developmental delay. Established conditions can include Down Syndrome, serious hearing or vision problems, cerebral palsy, cleft lip/palate, and more.
If eligible, an Individualized Family Service Plan (IFSP) is written that outlines services for the child and their family. This plan is reviewed every six months.
If eligible, an Individualized Family Service Plan (IFSP) is written that outlines services for the child and their family. This plan is reviewed every six months.
Cognitive – such as thinking, learning and reasoning
Eligibility is determined through screenings, assessments, and consultations with professionals.
Learn more, visit Infant Toddler Program
- Timing: Shortly after birth, usually before leaving the hospital.
- Process: Most hospitals perform a hearing screening on newborns using one of two methods:
- Otoacoustic Emissions (OAE) Test: Measures sound waves produced in the inner ear.
- Automated Auditory Brainstem Response (AABR) Test: Measures how the hearing nerve and brain respond to sound.
- Outcome: A follow-up test is scheduled if the baby’s initial screening shows the need for further assessment.
Newborns hearing screenings shortly after birth, supported by legislation mandating universal screening. Children diagnosed with hearing loss should begin using modern intervention techniques by 3 to 6 months of age.
To learn more, visit The American Speech-Language-Hearing Association (ASHA) — LINK to Idaho Sound Beginnings not ASHA
Audiologists in Idaho
If you’re seeking audiologists in Idaho who specialize in services for individuals with hearing impairments, including the deaf community, here are reputable options:
Offers comprehensive audiology services for both children and adults, including hearing tests, hearing aids, cochlear implants, and rehabilitation programs.
Provides services such as hearing evaluations, hearing aids, and balance rehabilitation for all age groups.
Offers quality audiology services, including comprehensive evaluations, hearing screenings, and hearing aid device implementation for adults and children.
Provides an extensive line of digital hearing aids, state-of-the-art testing, and fitting equipment, focusing on personalized hearing solutions.
Specializes in audiology services, including hearing tests, hearing aids, and custom ear protection, aiming to break down barriers of hearing loss.
Focuses on hearing, balance, and related disorders, offering diagnostic evaluations and preventive measures for hearing loss.
Provides a full range of services for all ages, including medical audiology, hearing aid services, tinnitus treatment, and custom ear molds.
Offers full-service audiology and balance testing, with specialists dedicated to ear health and hearing solutions.
Specializes in the management of otologic and neurotologic conditions, providing advanced treatments and implant solutions for hearing impairments.
These centers are equipped to provide comprehensive audiological care tailored to the needs of individuals with significant hearing loss or deafness. It’s advisable to contact them directly to discuss specific services, appointment availability, and any referral requirements.
- Timing: Usually within the first few weeks of life.
- Process: If the newborn does not pass the initial hearing screening, more detailed diagnostic tests are conducted by an audiologist to confirm whether hearing loss is present.
- Tests:
- Diagnostic Auditory Brainstem Response (ABR) Test: Provides detailed information about the hearing nerve’s response to sound.
- Otoacoustic Emissions (OAE) Test: May be repeated.
- Behavioral Audiometry: Observes the child’s response to sounds and can be used as they grow older.
- Timing: Throughout infancy and early childhood.
- Process: Parents and healthcare providers monitor the child’s auditory responses and speech development milestones, such as:
- Birth to 3 months: Startling at loud sounds, recognizing parents’ voices.
- 4 to 6 months: Turning eyes or head toward sounds, responding to music.
- 7 to 12 months: Babbling, responding to their name, understanding simple words.
- 12 to 18 months: Speaking a few words, pointing to objects when named.
Process: Parents play a crucial role in noticing signs of hearing loss. Indicators may include:
- Lack of response to sounds or speech.
- Delayed speech development.
- Difficulty following verbal instructions.
- Consistent ear infections, which can affect hearing.
- Behavioral Tests: For children older than six months, various behavioral tests may be used, such as:
- Visual Reinforcement Audiometry (VRA): The child is trained to look towards a sound, and a visual reward (like a toy) is presented.
- Conditioned Play Audiometry (CPA): The child is trained to perform a simple task (like placing a block in a box) in response to hearing a sound.
- Speech Perception Tests: These tests assess the child’s ability to hear and understand speech.
- Timing: If any concerns arise during the screening or observation phases.
- Process: A pediatric audiologist conducts detailed assessments to determine the type and degree of hearing loss and recommends appropriate interventions, such as hearing aids, cochlear implants, or speech therapy.
Language & Communication
The term “speech banana” refers to a specific area on an audiogram, which is a graph used to measure hearing sensitivity. This area represents the range of frequencies and decibels where most of the sounds in average conversational speech occur. It’s called the “speech banana” because, when plotted on the audiogram, the shape of this area resembles a banana.
To Learn more, visit Speech Banana Audiogram
For children who are Deaf or Hard of Hearing, access to appropriate technology is important for supporting their communication and development. This includes devices such as Bone-Anchored Hearing Aids (BAHAs), Cochlear Implants (CIs), and Hearing Aids (HAs).
There are child specific accessories and tools designed to support their technology assistive:
- Cochlear Implant Clips: These clips help secure the external processors, ensuring they stay in place during play or activities.
- Pilot Caps: Soft caps that protect hearing devices from being dislodged, especially for infants and toddlers.
- Retention Cords: Elastic cords or headbands that keep hearing devices securely attached to a child.
Educational Accommodations for Students:
Schools have a legal obligation under IDEA and Section 504 to provide the accommodations necessary for students to achieve their education goals, as outlined in their IEP or 504 Plan. Commonly requested accommodations for Deaf or Hard of Hearing students include:
- Assistive Technology:
- Assistive Listening Devices (ALDs)
FM Systems (to improve sound clarity in classrooms) - Captioned media and materials
- Assistive Listening Devices (ALDs)
- Support Services:
- Sign Language Interpreters
- CART (Communication Access Realtime Translation)
- ASL Specialists or Deaf Mentors to support language development
- Classroom Adjustments:
- Preferential seating to maximize visual and auditory access
- Notetakers to support academic participation
- Test accommodations tailored to communication needs
The right combination of technology and accommodations can empower children who are Deaf or Hard of Hearing to thrive academically and socially. Families and IEP/504 teams should collaborate to ensure these supports are tailored to meet the unique needs of each child.
To learn more, visit the Accessibility and Technology pages.
- Description: TC is a philosophy that uses a combination of sign language, spoken language, lip-reading, gestures, and visual aids to support communication.
- Benefits: Allows flexibility in communication by incorporating multiple methods, catering to the child’s strengths and needs.
- Implementation: The exact combination of methods can be tailored to each child, ensuring they have access to language in the way that works best for them.
Language & Communication
For children who are Deaf or Hard of Hearing, access to appropriate technology is important for supporting their communication and development. This includes devices such as Bone-Anchored Hearing Aids (BAHAs), Cochlear Implants (CIs), and Hearing Aids (HAs).
There are child specific accessories and tools designed to support their technology assistive:
- Cochlear Implant Clips: These clips help secure the external processors, ensuring they stay in place during play or activities.
- Pilot Caps: Soft caps that protect hearing devices from being dislodged, especially for infants and toddlers.
- Retention Cords: Elastic cords or headbands that keep hearing devices securely attached to a child.
Educational Accommodations for Students:
Schools have a legal obligation under IDEA and Section 504 to provide the accommodations necessary for students to achieve their education goals, as outlined in their IEP or 504 Plan. Commonly requested accommodations for Deaf or Hard of Hearing students include:
- Assistive Technology:
- Assistive Listening Devices (ALDs)
FM Systems (to improve sound clarity in classrooms) - Captioned media and materials
- Assistive Listening Devices (ALDs)
- Support Services:
- Sign Language Interpreters
- CART (Communication Access Realtime Translation)
- ASL Specialists or Deaf Mentors to support language development
- Classroom Adjustments:
- Preferential seating to maximize visual and auditory access
- Notetakers to support academic participation
- Test accommodations tailored to communication needs
The right combination of technology and accommodations can empower children who are Deaf or Hard of Hearing to thrive academically and socially. Families and IEP/504 teams should collaborate to ensure these supports are tailored to meet the unique needs of each child.
To learn more, visit the Accessibility and Technology pages.
- Importance: Early and consistent exposure to languagewhether signed, spoken, or a combination—is critical for cognitive and social development. Language-rich environments help DHH children develop strong language skills, which are foundational for later academic and social success.
- Parental Role: Parents and caregivers are encouraged to engage in constant communication with their child, using the chosen language(s) to provide rich and meaningful language input from a young age.
For children who are Deaf or Hard of Hearing, access to appropriate technology is important for supporting their communication and development. This includes devices such as Bone-Anchored Hearing Aids (BAHAs), Cochlear Implants (CIs), and Hearing Aids (HAs).
There are child specific accessories and tools designed to support their technology assistive:
- Cochlear Implant Clips: These clips help secure the external processors, ensuring they stay in place during play or activities.
- Pilot Caps: Soft caps that protect hearing devices from being dislodged, especially for infants and toddlers.
- Retention Cords: Elastic cords or headbands that keep hearing devices securely attached to a child.
Educational Accommodations for Students:
Schools have a legal obligation under IDEA and Section 504 to provide the accommodations necessary for students to achieve their education goals, as outlined in their IEP or 504 Plan. Commonly requested accommodations for Deaf or Hard of Hearing students include:
- Assistive Technology:
- Assistive Listening Devices (ALDs)
FM Systems (to improve sound clarity in classrooms) - Captioned media and materials
- Assistive Listening Devices (ALDs)
- Support Services:
- Sign Language Interpreters
- CART (Communication Access Realtime Translation)
- ASL Specialists or Deaf Mentors to support language development
- Classroom Adjustments:
- Preferential seating to maximize visual and auditory access
- Notetakers to support academic participation
- Test accommodations tailored to communication needs
The right combination of technology and accommodations can empower children who are Deaf or Hard of Hearing to thrive academically and socially. Families and IEP/504 teams should collaborate to ensure these supports are tailored to meet the unique needs of each child.
To learn more, visit the Accessibility and Technology pages.
- Description: Visual supports such as pictures, written words, and visual schedules can enhance communication and understanding for DHH children.
- Benefits: Visual aids help reinforce language concepts, provide clarity, and support comprehension, especially in complex or noisy environments.
For children who are Deaf or Hard of Hearing, access to appropriate technology is important for supporting their communication and development. This includes devices such as Bone-Anchored Hearing Aids (BAHAs), Cochlear Implants (CIs), and Hearing Aids (HAs).
There are child specific accessories and tools designed to support their technology assistive:
- Cochlear Implant Clips: These clips help secure the external processors, ensuring they stay in place during play or activities.
- Pilot Caps: Soft caps that protect hearing devices from being dislodged, especially for infants and toddlers.
- Retention Cords: Elastic cords or headbands that keep hearing devices securely attached to a child.
Educational Accommodations for Students:
Schools have a legal obligation under IDEA and Section 504 to provide the accommodations necessary for students to achieve their education goals, as outlined in their IEP or 504 Plan. Commonly requested accommodations for Deaf or Hard of Hearing students include:
- Assistive Technology:
- Assistive Listening Devices (ALDs)
FM Systems (to improve sound clarity in classrooms) - Captioned media and materials
- Assistive Listening Devices (ALDs)
- Support Services:
- Sign Language Interpreters
- CART (Communication Access Realtime Translation)
- ASL Specialists or Deaf Mentors to support language development
- Classroom Adjustments:
- Preferential seating to maximize visual and auditory access
- Notetakers to support academic participation
- Test accommodations tailored to communication needs
The right combination of technology and accommodations can empower children who are Deaf or Hard of Hearing to thrive academically and socially. Families and IEP/504 teams should collaborate to ensure these supports are tailored to meet the unique needs of each child.
To learn more, visit the Accessibility and Technology pages.
- Importance: For many DHH individuals, being part of the Deaf community and engaging with Deaf culture is an important aspect of identity and communication. Exposure to Deaf culture through community events, social interactions, and Deaf role models can enrich the child’s language and social development.
- Sign Language: Involvement in the Deaf community often reinforces the use of sign language as a primary mode of communication.
For children who are Deaf or Hard of Hearing, access to appropriate technology is important for supporting their communication and development. This includes devices such as Bone-Anchored Hearing Aids (BAHAs), Cochlear Implants (CIs), and Hearing Aids (HAs).
There are child specific accessories and tools designed to support their technology assistive:
- Cochlear Implant Clips: These clips help secure the external processors, ensuring they stay in place during play or activities.
- Pilot Caps: Soft caps that protect hearing devices from being dislodged, especially for infants and toddlers.
- Retention Cords: Elastic cords or headbands that keep hearing devices securely attached to a child.
Educational Accommodations for Students:
Schools have a legal obligation under IDEA and Section 504 to provide the accommodations necessary for students to achieve their education goals, as outlined in their IEP or 504 Plan. Commonly requested accommodations for Deaf or Hard of Hearing students include:
- Assistive Technology:
- Assistive Listening Devices (ALDs)
FM Systems (to improve sound clarity in classrooms) - Captioned media and materials
- Assistive Listening Devices (ALDs)
- Support Services:
- Sign Language Interpreters
- CART (Communication Access Realtime Translation)
- ASL Specialists or Deaf Mentors to support language development
- Classroom Adjustments:
- Preferential seating to maximize visual and auditory access
- Notetakers to support academic participation
- Test accommodations tailored to communication needs
The right combination of technology and accommodations can empower children who are Deaf or Hard of Hearing to thrive academically and socially. Families and IEP/504 teams should collaborate to ensure these supports are tailored to meet the unique needs of each child.
To learn more, visit the Accessibility and Technology pages.
- Description: Ensuring that DHH children have consistent and full access to language throughout their day, whether at home, school, or in social settings.
- Importance: Consistent access to language allows for continuous learning and development, preventing language delays and promoting a strong foundation for communication.
For children who are Deaf or Hard of Hearing, access to appropriate technology is important for supporting their communication and development. This includes devices such as Bone-Anchored Hearing Aids (BAHAs), Cochlear Implants (CIs), and Hearing Aids (HAs).
There are child specific accessories and tools designed to support their technology assistive:
- Cochlear Implant Clips: These clips help secure the external processors, ensuring they stay in place during play or activities.
- Pilot Caps: Soft caps that protect hearing devices from being dislodged, especially for infants and toddlers.
- Retention Cords: Elastic cords or headbands that keep hearing devices securely attached to a child.
Educational Accommodations for Students:
Schools have a legal obligation under IDEA and Section 504 to provide the accommodations necessary for students to achieve their education goals, as outlined in their IEP or 504 Plan. Commonly requested accommodations for Deaf or Hard of Hearing students include:
- Assistive Technology:
- Assistive Listening Devices (ALDs)
FM Systems (to improve sound clarity in classrooms) - Captioned media and materials
- Assistive Listening Devices (ALDs)
- Support Services:
- Sign Language Interpreters
- CART (Communication Access Realtime Translation)
- ASL Specialists or Deaf Mentors to support language development
- Classroom Adjustments:
- Preferential seating to maximize visual and auditory access
- Notetakers to support academic participation
- Test accommodations tailored to communication needs
The right combination of technology and accommodations can empower children who are Deaf or Hard of Hearing to thrive academically and socially. Families and IEP/504 teams should collaborate to ensure these supports are tailored to meet the unique needs of each child.
To learn more, visit the Accessibility and Technology pages.