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The Guide to Self-Advocacy Skill Development is a suggested sequence for students to attain self-advocacy skills from preschool through grade four, after which students should be able to repair communication breakdowns and advocate for their listening and learning needs appropriately.
The handout Using the Ida My World Counseling Tool with Children pairs communication expectations and psychosocial stages of development with age-related expectations for self-advocacy and suggests how the Ida My World Counseling Tool can be used in conjunction with other freely available checklists to foster conversations with children that will provide information about their challenges and self-advocacy skills. The Informal Inventory of Informal Inventory of Independence and Self-Advocacy Skills for Deaf-Hard of Hearing Students has questions related to independence, self-advocacy, peer interaction, community and also a section specifically for students who use an interpreter.
The After LIFE questions of the Listening Inventory For Education – Revised suite of checklists is designed for students grade 3 and above (age 8+) to identify which strategies they use under 6 challenging situations. Through Deaf Eyes is an almost 2-hour video that portrays the history of deaf education and views of people who themselves are deaf. View this one-hour YouTube video produced by high-school junior, Zina Jawadi, who has a moderate-severe hearing loss.
Want to do a fun activity with your elementary-age students to teach them the parts of the ear and how it works?
This game is  recommended for practice listening to, and following directions in a fun way or to practice giving clear directions.
The  SEAM for School Success (Student Expectations for Advocacy & Monitoring Listening and Hearing Technology) – The SEAM provides expectations for the level of independence a child should have with their hearing devices. These checklists contains skills that students should develop during elementary, middle and high school related to their hearing status.
The Minnesota Compensatory Skills Checklist  and the Minnesota Social Skills Checklist are also helpful guides for professionals and parents as student skill areas and needs are considered. How can we find out about what students think about their hearing loss and hearing devices?
Growing up with hearing loss isn’t always as easy as it is for children with typical hearing. The second edition of this popular book is a 2012 e-version written by Kristina English, PhD, of the University of Akron.  The materials in this workbook consist of 12 lessons, organized into four units with three evaluations and a summative learning activity.
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Health care providers can refer a patient by calling the Physician Referral and Consultation Line at (800) 995-LPCH (5724), 24 hours a day, 7 days a week. Culprits of hearing loss are many – from infections, ear trauma, ototoxic drugs, to genes. The very day after day causes micro-damaged hearing cells, which after many years result in deterioration of hearing.
Paradoxically, it is this type of hearing loss most preventable, yet most of us do not do it.
In its memory MP3 player holds hundreds of songs, which means that we can listen for hours – as most people do. It has been shown that exposure to the sound of 85 dB for 8 hours with time causes hearing loss.

Scientists warn, because of the MP3 player, our generation is exposed to a serious risk of hearing loss.
For improvement of the hearing every morning and before bedtime take a mixture made from equal parts of honey and cinnamon. It is good for the heart, mood, immunity, and recent research shows that red wine can prevent hearing loss.
The antioxidants in red wine protect the hairs in the inner ear, the ear that defend against external influences. The latest studies reveal that some vitamins and minerals directly connected with the organ of hearing. In studies where participants were exposed to loud music, hearing loss was much lower in people who had previously been taking vitamin C, E, beta-carotene, and magnesium. A recent US study with over 51,000 participants showed a positive effect of folic acid on the hearing. Whether in the form of food or as a supplement to the diet, vitamins and minerals can be a good prevention of hearing loss. The latest studies reveal interesting facts, and that is that our hearing directly is inked to the health of the cardiovascular system. The exercises generally improve blood circulation in the body and are therefore essential if you want to have good hearing. Studies have shown that people who in their 50s had good shape, they also have good hearing, as well as young people.
For cardiovascular health and a good ear is the most recommended aerobic exercise – jogging, swimming, and walking. If you need to raise your voice to make yourself heard – you should know, that your environment is too loud! If you are listening to music with headphones, do not turn up the volume more than 60% of the maximum level. The checklist results in a score that is related to a qualitative scale of independence and self-advocacy skills. This video, or viewing portions with your students, may be valuable in Deaf culture studies and self-advocacy considerations.
The video is narrated by Zina and features her teachers speaking on how classroom teachers need to adapt and accommodate for the student with hearing loss. True Deaf Kids Shining Bright in High School is a 14 minute video where four students talk about their hearing losses.
A great activity to also practice communication repair skills if you cover your mouth, mumble or add noise that makes it challenging to understand the directions.
To complete the checklist, enter the date the topic is introduced and then track performance using the progress levels (1, 2, or 3). How they feel about themselves can greatly affect their self-esteem and how willing they are to comfortably advocate for their communication needs.

This helps to identify other family members at risk for hearing loss and to provide treatment for those relatives at an early age. The volume is such that we do not hear the people around us, the noise from cars, even taking off aircraft – which means it’s too loud! What can we say about iPods and MP3 players, where we use a lot more volume (usually over 100 dB)?
In the follow-up period of 20 years, hearing loss was reduced by 20% in people who were regularly taking folic acid. This very positive video is conveniently divided into 17 sections and the material provides an excellent outline for students to learn about the important points to get across to their teachers when self-advocating. Click here for a You Tube review and demonstration and click here for a written description regarding use for communication goals. The student gradually takes on the responsibility for care and monitoring of hearing devices and also for assertively dealing with challenging listening situations.
If the skill has not yet been introduced (NI) the item is included but does not receive a score. The My World tool developed by the Ida Institute is suggested as a way to help students explore their feelings and their challenging communication situations.
Occasionally, it is possible to find a treatable cause of the hearing loss and prevent further loss. Below are materials that can be used to help students become more knowledgeable and independent with their hearing devices. If the skill is not applicable for a student, note NA and eliminate that item in the overall scoring. Specific skills that are being addressed may also be recorded as objectives on the student’s IEP. There are boy and girl, man and woman people figures of different ethnicities.  There are also four situation boards including outside community, outside home, classroom and inside home.
Different furniture, recreational items and FM microphones allow the child to explain the particulars of his listening situation.
A mastery level of 90-100% indicates the student’s audiology self-advocacy skills are functioning at the proficient level. Refer to Using the Ida My World Counseling Tool with Children: Suggestions for Use at Different Stages of Development, a one-page handout that suggests how, when, and why the tool can be used.
If proficiency is not reached when the student transitions to middle school, work should continue on the deficient skills. My World can be of great benefit to enhance student understanding and growth at different psychosocial stages of development and as an adjunct to administering the ELF, CHILD, LIFE-R, SAC-A and SOAC-A tests.

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