Greater Essex County District School Board

• Advocate for and encourage self-advocacy by students with hearing loss throughout their school years
• In-service school teams, including classroom teachers, on the educational impact of hearing loss
• Develop strategies with classroom teachers to most effectively enable the student to access the curriculum, including providing suggestions around classroom acoustics
• Liaise effectively with teachers, parents and support staff
• In-service students’ peers as appropriate
• Attend team meetings, Individual Placement and Review Committee Meetings (IPRC), and work collaboratively with the school team to develop and implement the student’s IEP
• Collaborate and consult with community agencies/professionals such as audiologists, Children First, Canadian Hearing Society, Provincial Schools for the Deaf, Talk-2-Me, HelpLink, Infant Hearing Program, Cochlear Implant Teams, etc. regarding information that would assist with developing specific program supports and transition needs for students with a hearing loss
• Monitor the academic progress of students using amplification who are not receiving direct itinerant support through regular contact with classroom teachers
• Understand, implement, monitor and provide in-service in the use of all amplification equipment and technical devices for students with hearing loss and central auditory processing difficulties
• Submit Special Equipment Amount (SEA) claims for students’ equipment needs such as FM systems
• Remain current in knowledge of amplification devices by meeting regularly with representatives of companies that provide FM equipment 
  

1. a bilateral sensorineural hearing loss of at least 40 dB in the better ear
2. evidence of a language delay of at least one year as determined by a Speech and Language Pathologist
3. difficulty accessing curriculum due to the apparent impact of their hearing loss

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