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Dr. Karen Anderson

Conference Information  /  Conference Presenters  /  2015 Presenters  /  Dr. Karen Anderson

Dr. Karen Anderson

Karen Anderson, PhD has worked in clinical, public school and state-level (EHDI) settings to address the needs of children with hearing loss. Karen is a past president of the Educational Audiology Association and the Washington Speech and Hearing Association. She has been awarded the 2003 Fred Berg Award in Educational Audiology, the 2007 Phonak Cheryl DeConde Johnson award for best practices in educational audiology. Karen is the author of the Preschool, Elementary and Secondary Screening Instruments For Targeting Educational Risk (SIFTER) in children with hearing loss and the Early Listening Function (ELF), and is co-author of the Listening Instrument For Education (LIFE and LIFE-R), Children’s Home Inventory of Listening Difficulties (CHILD), the guidance document Relationship of Hearing Loss to Listening and Learning Needs, and numerous journal articles and book chapters. She is Director of Supporting Success for Children with Hearing Loss (http://successforkidswithhearingloss.com) which provides online resources to parents and professionals. Her recent accomplishments include publication of Building Skills for School Success in the Fast-Paced Classroom and Documenting Skills for Success: Data-Gathering Resources (both co-authored with Kathleen Arnoldi), the Student Communication Repair Inventory & Practical Training (SCRIPT), Building Skills for Independence in the Mainstream (co-authored with Gail Writght), the Developing Child with Unilateral Hearing Loss and Achieving Effective Hearing Aid Use in Early Childhood to support work with families of young children by Audiologists, educators of Deaf/Hard of Hearing and Early Intervention providers. She can be reached at Karen@successforkidswithhearingloss.com

This presentation explores the components of social communication, including self-concept, theory of mind, pragmatic language and social skills. It then transitions to student feelings of belonging in the mainstream setting as based on psychosocial development and identity. Suggested resources for working with families and students will be shared throughout this presentation. 

Students in the classroom must be able to appropriately repair communication and self-advocate if they are to be full participants in their education. Self-advocacy is a critical element, along with access technology and teacher accommodations, to ensure that the student receives communication access that is as effective as their typical peers, as required by IDEA and the ADA. IDEA also requires that schools will ensure that a student's amplification is functioning. Since something can occur with hearing technology at any time, even minutes after daily monitoring, it is only the student who, with training, will be able to identify when an issue occurs and what to do next. The presentation will specify expectations for independence with amplification from preschool through grade four, including expectation hierarchies and suggested resources.