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How to Advocate for Educational Audiology

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1.  Which statement should be included as a recommendation in clinical audiology reports, for all pediatric patients? HAT is recommended to access the curriculum. HAT should be selected and fit by a teacher of the deaf. HAT is recommended to access the curriculum. Consultation at school from an educational audiologist is recommended to select and fit appropriate HAT. HAT is recommended to access the curriculum. HAT should be selected and fit by a speech-language pathologist. HAT is recommended to access the curriculum. HAT should be selected and fit by the school nurse.

2.  IDEA requires that HAT is checked/monitored on a routine basis (and documentation is strongly recommended). Who does this? HAT must be monitored daily by an educational audiologist. HAT must be monitored daily by a teacher of the deaf. HAT must be monitored daily by a speech-language pathologist. Any person in the school can be trained to do this by an educational audiologist.

3.  Which is an appropriate demonstration of school personnel monitoring HAT? Asking a three year old "are your hearing aids working?" The adult listens to the hearing aid separately from the personal FM/DM system and sending the student across the room and talk into the FM/DM microphone (asking to respond to questions or play Simon Says). Saying the student's name to see if they can hear you. None of the above

4.  Which organizations have #EdAudAdvocacy (educational audiology advocacy) resources? Educational Audiology Association Wrightslaw ASHA All of the above

5.  The Educational Audiology Association document Supporting Students who are Deaf and Hard of Hearing: Shared and Suggested Roles of Educational Audiologists, Teachers of the Deaf and Hard of Hearing, and Speech-Language Pathologists can be found on the EAA website (www.edaud.org) in the following section: Resources> Position Statements Resources> Advocacy Professional Development News & Publications

6.  According to the Educational Audiology Association document Supporting Students who are Deaf and Hard of Hearing: Shared and Suggested Roles of Educational Audiologists, Teachers of the Deaf and Hard of Hearing, and Speech-Language Pathologists, which service must exclusively be provided by audiologists: Use of daily listening checks to monitor functioning of hearing technology used by students. Evaluation and fitting for personal hearing instruments, classroom, and other hearing assistive technology. Evaluation of communication-related visual and/or auditory skills and needs as appropriate in the student's preferred language and communication mode. Management of auditory access in all educational environments.

7.  The Wrightslaw #EdAudAdvocacy document is appropriate to give to: Clinical Audiologists, Parents and Special Education Directors Students Custodian None of the above

8.  Audiology is a "related service" (along with to speech pathology and physical therapy) and is included in: The Individuals with Disabilities Education Act (IDEA, special education law) and individual state laws. Section 504 of the Rehabilitation Act of 1973 (a civil rights statute which prohibits discrimination against individuals with disabilities). School principal's requirements. None of the above

9.  According to the Educational Audiology Association and results from the Boys Town Outcomes of Children with Hearing Loss study, audiologists should regularly collaborate with: Speech-Language Pathologists Teachers of the Deaf and Hard of Hearing Teachers who have not had experience with hearing loss All of the above

10.  Which is true? A student who needs Educational Audiology services must be on an IEP. A student who needs Educational Audiology services must be on a 504 plan. Educational Audiology services can be requested on an IEP or 504. It is acceptable for school administrator to indicate that an SLP can provide educational audiology services.