CEU Courses

This session will explore the dialogue and communication needs between the three “P’s”: Parents, Private providers, and Public Education school personnel. Parents sometimes ‘call in’ the expertise of private providers to enhance a student's services in the IEP process. Private and Public school providers may approach their roles from different perspectives. This session will also provide an overview for private professionals regarding the laws that govern school services, as well as expectations parents should have for communication access in the school setting. Basic questions such as, “Can private provider/medical personnel write a prescription for an IEP service?” will be addressed.

Educational and clinical audiologists can learn a great deal about a child’s functioning by observing performance in the classroom. This course discusses ways classroom observations can be used to make decisions about technology and about educational needs.

This session will explore the dialogue and communication needs between the three “P’s”: Parents, Private providers, and Public Education school personnel. Parents sometimes ‘call in’ the expertise of private providers to enhance a student's services in the IEP process. Private and Public school providers may approach their roles from different perspectives. This session will also provide an overview for private professionals regarding the laws that govern school services, as well as expectations parents should have for communication access in the school setting. Basic questions such as, “Can private provider/medical personnel write a prescription for an IEP service?” will be addressed.

Educational and clinical audiologists can learn a great deal about a child’s functioning by observing performance in the classroom. This course discusses ways classroom observations can be used to make decisions about technology and about educational needs.

Educational and clinical audiologists can learn a great deal about a child’s functioning by observing performance in the classroom. This course discusses ways classroom observations can be used to make decisions about technology and about educational needs.

Liaison, collaborator, communicator, consultant, diagnostician, curriculum specialist, advocate, presenter, relationship builder, and time management specialist are all terms used to describe the Mainstream Itinerant Teacher of the deaf or hard of hearing. As the number of students in mainstream classrooms increases, the need for support and resources from itinerant teachers also increases. The mainstream educator has the responsibility of establishing a learning environment within the general and special education settings. Success means meeting the diversified needs of the child, including physical challenges, cognitive development, cultural and linguistic differences, and communication. Itinerant teachers face many challenges; in particular, limited time with students and staff on a day to day basis, the need to develop relationships across disciplines, and the implementation of various forms of communication. This course introduces ways to support the itinerant teacher in a general education program and provides resources to optimize outcomes for the mainstreamed child.

Liaison, collaborator, communicator, consultant, diagnostician, curriculum specialist, advocate, presenter, relationship builder, and time management specialist are all terms used to describe the Mainstream Itinerant Teacher of the deaf or hard of hearing. As the number of students in mainstream classrooms increases, the need for support and resources from itinerant teachers also increases. The mainstream educator has the responsibility of establishing a learning environment within the general and special education settings. Success means meeting the diversified needs of the child, including physical challenges, cognitive development, cultural and linguistic differences, and communication. Itinerant teachers face many challenges; in particular, limited time with students and staff on a day to day basis, the need to develop relationships across disciplines, and the implementation of various forms of communication. This course introduces ways to support the itinerant teacher in a general education program and provides resources to optimize outcomes for the mainstreamed child.

This seminar will provide details onPhonak’s innovative FM/DM solutions for today’s modern classroom. It will include solutions for Ear Level FM for all user applications, DM Classroom Sound Distribution Systems. Incorporating Smart Board, Projectors, Computers and existing Classroom Sound Systems with FM technology will also be discussed.

Careful management of the various components of your practice is as important as the services you provide. This presentation will discuss ten tips for ensuring the effectiveness of your audiology program.

Children with minimal/mild hearing loss (MMHL), their parents, and their teachers answered phone interview questions about ease of listening, listening in background noise, localization, quality of life/social communication, and overhearing. Results will be discussed and the implications for improving parent and teacher awareness of potential effects of MMHL will be suggested.

Tweens and teens with hearing loss face many challenges and often have no one to talk to about them. This presentation will describe a range of strategies designed to give teens an opportunity to talk to us as we redefine our role to listener and supporter.

In this digital age, there are many resources available to Educational Audiologists. Come and learn about some of the newest topics regarding electronic media such as devices, social media and apps and how they can help you connect to world around you!

Many audiologists eagerly fit adults with hearing aids that feature directional processing. In contrast, prescription of directional hearing aids to school-age children is something that some audiologists are hesitant to consider. This session will review research that evaluated directional microphones in the classroom. The effects of room acoustics on directional microphone performance will also be discussed (Recorded 12/1/2009).