[et_pb_section fb_built=”1″ _builder_version=”4.27.0″ _module_preset=”default” background_color=”#C4D123″ custom_padding=”4px||0px|||” global_colors_info=”{}”][et_pb_row _builder_version=”4.27.0″ _module_preset=”default” global_colors_info=”{}” custom_padding=”19px||18px|||”][et_pb_column type=”4_4″ _builder_version=”4.27.0″ _module_preset=”default” global_colors_info=”{}”][et_pb_text _builder_version=”4.27.4″ _module_preset=”default” header_text_align=”center” header_3_text_color=”#000000″ custom_padding=”||0px|||” global_colors_info=”{}”]<\/p>\n
[\/et_pb_text][\/et_pb_column][\/et_pb_row][\/et_pb_section][et_pb_section fb_built=”1″ module_class=”fcsn-page-text” _builder_version=”4.27.4″ _module_preset=”default” background_color=”#FFFFFF” custom_padding=”14px|||||” global_colors_info=”{}”][et_pb_row column_structure=”2_5,3_5″ _builder_version=”4.27.4″ _module_preset=”default” global_colors_info=”{}”][et_pb_column type=”2_5″ _builder_version=”4.27.4″ _module_preset=”default” global_colors_info=”{}”][et_pb_image src=”https:\/\/fcsn.org\/wp-content\/uploads\/2025\/10\/zoe-graham-HUNsdX1E-kI-unsplash-scaled.jpg” alt=”Happy Child with cochlear implant plays outside” _builder_version=”4.27.4″ _module_preset=”default” max_width=”81%” max_height=”550px” global_colors_info=”{}”][\/et_pb_image][\/et_pb_column][et_pb_column type=”3_5″ _builder_version=”4.27.4″ _module_preset=”default” global_colors_info=”{}”][et_pb_text _builder_version=”4.27.4″ _module_preset=”default” text_font=”|300|||||||” text_text_color=”#000000″ header_font=”|700|||||||” custom_margin=”|-30px|-1px|-63px|false|false” custom_padding=”||0px|||” link_option_url=”\/deaf-hard-hearing” hover_enabled=”0″ global_colors_info=”{}” sticky_enabled=”0″]<\/p>\n
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[\/et_pb_text][et_pb_toggle title=”Anderson Resources” _builder_version=”4.27.4″ _module_preset=”default” custom_margin=”0px||2px|-90px|false|false” global_colors_info=”{}”]<\/p>\n
Anderson(2020-1) 16-25_db Relationship of Hearing Loss to Listening and Learning Needs<\/a><\/p>\n Anderson(2020-2) 26-40_db Relationship of Hearing Loss to Listening and Learning Needs<\/a><\/p>\n Anderson(2020-3) 41-55_db Relationship of Hearing Loss to Listening and Learning Needs<\/a><\/p>\n Anderson(2020-4) 56-70_db Relationship of Hearing Loss to Listening and Learning Needs<\/a><\/p>\n Anderson(2020-5) 71-90 db Relationship of Hearing Loss to Listening and Learning Needs<\/a><\/p>\n Anderson(2020-6) High Frequency Relationship of\u00a0 Hearing Loss to Listening and Learning<\/a><\/p>\n Anderson(2020-7) Fluctuating Hearing Loss Relationship of Hearing Loss to Listening and Learning<\/a><\/p>\n [\/et_pb_toggle][et_pb_toggle title=”Language Acquisition” _builder_version=”4.27.4″ _module_preset=”default” custom_margin=”|-1px|2px|-90px|false|false” global_colors_info=”{}”]<\/p>\n Communication Milestones <\/a>\u00a0 \u00a0ASHA<\/p>\n California Language Milestones<\/a> – California Department of Education<\/p>\n Parent Profile Language Milestones 0-5 Years – Deaf & Hard of Hearing<\/a> – California Department of Education<\/p>\n Indiana IDEAL Milestones for English and ASL<\/a>\u00a0– IDEAL<\/p>\n Toolkit for Language – Infant and Toddler<\/a><\/p>\n [\/et_pb_toggle][et_pb_toggle title=”LEAD-K Information” _builder_version=”4.27.4″ _module_preset=”default” custom_margin=”||2px|-90px|false|false” global_colors_info=”{}”]<\/p>\n AG Bell FAQs on recent LEAD-K agreement<\/a> – a.g. Bell Asoocociation For The Deaf & Hard of Hearing<\/p>\n LEAD-K Mythbusters<\/a><\/p>\n <\/p>\n [\/et_pb_toggle][et_pb_toggle title=”Other Program Planning Materials” _builder_version=”4.27.4″ _module_preset=”default” custom_margin=”||3px|-90px|false|false” global_colors_info=”{}”]<\/p>\n CID – How to perform the Ling sound check<\/a><\/p>\n Ling Six Sound Sound Check<\/a><\/p>\n LMH Data Sheet<\/a><\/p>\n LMH Digital 10 Sound Test<\/a><\/p>\n The Ling Six Sound Check (Tools for Toddlers)<\/a><\/p>\n House Bill 548 Webinar September 2020\u00a0 Language Acquisition<\/a><\/p>\n House Bill 548 Language Acquisition Assessments Tools<\/a><\/p>\n Indiana – IDEL Tools and Assessments List<\/a><\/p>\n TEA (Texas Education Agency) List of Assessments House Bill 548 Updated<\/a><\/p>\n 2024 Carden et al Best Practices for Evaluating Preschoolers\u00a0<\/a><\/p>\n 2024 Carden et al Supplemental PDF\u00a0<\/a><\/p>\n CID Sample Goals and Benchmarks\u00a0 <\/a>\u00a0– IEPs<\/p>\n Functional Listening Evaluation\u00a0<\/a><\/p>\n Pragmatics in DHH Language Development<\/a><\/p>\n Spoken Language Checklist and Manual<\/a><\/p>\n Supporting Success White Paper – Estimating Access of Communication Effectiveness<\/a><\/p>\n Top Assessments for Student with Hearing Loss<\/a><\/p>\n PARC 2011 Readiness Checklists<\/a><\/p>\n [\/et_pb_toggle][et_pb_toggle title=”Parent – Teacher Questionnaires” _builder_version=”4.27.4″ _module_preset=”default” custom_margin=”||0px|-90px|false|false” global_colors_info=”{}”]<\/p>\n AB IT- MAIS Resource<\/a> – Infant- Toddler Meaingful Auditory Integration Scale<\/p>\n PARC – Placement and Readiness Checklist<\/a><\/p>\n Pragmatics Checklist<\/a> – Social Communication Skills<\/p>\n Teacher LIFE-R<\/a> – Listening Inventory for Education<\/p>\n Teacher Preschool S.I.F.T.E.R. fillable\u00a0<\/a><\/p>\n Teacher Secondary S.I.F.T.E.R\u00a0<\/a><\/p>\n Teacher S.I.F.T.E.R.<\/a><\/p>\n The PEACH and PEACH+<\/a> (Parent eval for aural\/oral performanceof children)<\/p>\n TEACH and TEACH+<\/a> (Teacher eval for aural\/oral performanceof children)<\/p>\n [\/et_pb_toggle][et_pb_button button_url=”https:\/\/fcsn.org\/dhh\/” button_text=”Deaf and Hard of Hearing Home” button_alignment=”left” _builder_version=”4.27.4″ _module_preset=”default” custom_button=”on” button_text_color=”#00577F” button_bg_color=”#E0F2FA” button_border_width=”3px” button_border_radius=”6px” custom_margin=”22px|5px|-4px|80px|false|false” custom_padding=”4px|15px|4px|20px|false|false” global_colors_info=”{}”][\/et_pb_button][\/et_pb_column][\/et_pb_row][et_pb_row _builder_version=”4.27.4″ _module_preset=”default” global_colors_info=”{}”][et_pb_column type=”4_4″ _builder_version=”4.27.4″ _module_preset=”default” global_colors_info=”{}”][et_pb_text _builder_version=”4.27.4″ _module_preset=”default” text_font=”|300|||||||” text_text_color=”#000000″ header_font=”|700|||||||” custom_margin=”|-30px||-25px|false|false” link_option_url=”\/deaf-hard-hearing” global_colors_info=”{}”]<\/p>\n Overview of Educational Assessments<\/a> for Children with Hearing Loss<\/p>\n Placement and Readiness Checklists<\/a> for Inclusion Classrooms<\/p>\n <\/p>\n Sample IEP Goals and Benchmarks for Student with Hearing Loss<\/a> (Central Institute for the Deaf – CID)<\/p>\nLanguage Acquisition Milestones<\/h3>\n
Toolkit<\/h3>\n
Lead -K Information<\/h3>\n
Ling\/LMH Sound Check<\/strong><\/h3>\n
Non-Massachusetts State Toolkits<\/strong><\/h3>\n
PDF Resources<\/strong><\/h3>\n
Other Program Planning Materials – Links<\/strong><\/h3>\n
Parent\/Teacher Questionnaires (downloads)<\/strong><\/h3>\n
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Parent\/Teacher Questionnaires (links) – National Acoustic Laboratories<\/strong><\/h3>\n
Pediatric Assessment for Deaf\/Hard of Hearing Students<\/h2>\n
IEP Resources\u00a0<\/span><\/h2>\n