Sound Advice At The United Nations
In early 2016, Sound Advice was named a top-100 global inclusive education entity by the Zero Project, and exhibited February 10 to 12 at the United Nations office in Vienna, Austria. On February 12 Louise Honck from AVuk joined Caroline Carswell to present the auditory-verbal (hearing-speech) case for inclusive education in the conference panel session
Speaking at the VdGM International Forum (Dublin)
A certain irony existed in being asked by Dr Peter Sloane, to join a panel at the Vasco da Gama Movement Forum in Dublin – after doctors in the 1970s had said I would never talk. Before this call to speak on the science of cochlear implants, the VdGM (Vasco da Gama Movement), the WONCA Europe Working Group for New
Parent Query: Apps To Record A Child’s Voice
More parents are asking Sound Advice for the names of apps which families can use with children to listen to, and record their voices to check for understanding of the material, and for playback at a later date as a way to track a child’s learning progress. Here’s a suggestion, with animal sounds and lots
Learning European Languages With Live Captions
Fred Suter, a deafened student from Germany who’s studying modern languages in the UK, shares how he uses realtime captions in lectures for 100% access to course material with a laptop, microphone and wifi network. Read: Experience of Communication Support At University For the Sound Advice team, this is exactly how students who’re deaf or hard-of-hearing
‘Too Many Cheeky Dogs’: A Hearing-Deaf Book
A new childrens’ book in Australia, “Too Many Cheeky Dogs“, was created by a hearing author and a deaf illustrator, like the Sound Advice childrens’ book was. This hearing/deaf team, believing they might be the first to create a book like this, asked creators of similar projects to post to their Facebook page. Read: Interview with
Why Over-Parented Students Irritate Teachers
Over-parenting, or the “misguided attempt to improve [a] child’s current and future personal and academic success”, is a risk for all parents, and not just parents of children with extra needs. Here’s a teacher’s view on the issue: Read: Why Parents Need To Let Their Children Fail We all know parents who won’t let go
School Acoustics – By An Educational Audiologist
With children under 13 years of age most challenged by ambient classroom noise, school acoustics are vital to childrens’ learning in their formative primary or elementary schooling years, says audiologist Jane Madell. Read: How Classroom Acoustics Impact Learning Crucially, Madell notes a major change in deaf education: Maybe only 15 years ago, many children with
Hearing-Aids And Parents Boost Kids’ Vocabulary
Children with hearing-aids and sufficient parental support and interaction will have a stronger vocabulary than others, according to a tertiary researcher, Karien Coppens, at the Netherlands Organisation for Scientific Research. Parental encouragement and support are two key components for learning outcomes in children with hearing issues. Coppens found parent support is vital in a child’s
Learned Helplessness: When Less Support Is More
School supports and resource-teaching allocations raise the question of how much support a child actually needs in a classroom, or in a school. Has anyone asked if certain children need help, and if so – when exactly, just how much help, and at what stage of schooling? The Sound Advice team knows of SNA requests for
eBook: Teaching A Deaf Child To Hear And Speak
Edited by Caroline Carswell