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A Sound Investment in Our Children

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A Sound Investment in Our Children

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  • ABOUT US
    • PARTNERSHIPS
  • PARENT RESOURCES
    • NEXT STEPS AFTER A FAILED HEARING SCREENING
    • TECHNOLOGY
    • EDUCATION COORDINATOR PROGRAM
  • AGES AND STAGES
    • BIRTH TO AGE 3
    • PRE-K & KINDERGARTEN
    • 1st GRADE THROUGH HIGH SCHOOL
    • BEYOND HIGH SCHOOL
  • MUSIC PROGRAMMING
    • MTME SCHOLARSHIP PROGRAM – EARLY CHILDHOOD & INSTRUMENT MUSIC CLASSES
    • SCHOOL BASED MUSIC PROGRAMS
    • MUSIC THERAPY
  • EDUCATIONAL PROGRAMMING
    • LITERACY
    • EDUCATION COORDINATOR PROGRAM
  • CLINICAL & COMMUNITY OUTREACH
    • LOANER HEARING AID PROGRAM
    • POLICY AND ADVOCACY
    • LURIE CHILDREN’S PARTNERSHIP
  • ACCESS & INCLUSION
  • EVENTS
  • BLOGS
  • WAYS TO GIVE
  • ABOUT US
    • PARTNERSHIPS
  • PARENT RESOURCES
    • NEXT STEPS AFTER A FAILED HEARING SCREENING
    • TECHNOLOGY
    • EDUCATION COORDINATOR PROGRAM
  • AGES AND STAGES
    • BIRTH TO AGE 3
    • PRE-K & KINDERGARTEN
    • 1st GRADE THROUGH HIGH SCHOOL
    • BEYOND HIGH SCHOOL
  • MUSIC PROGRAMMING
    • MTME SCHOLARSHIP PROGRAM – EARLY CHILDHOOD & INSTRUMENT MUSIC CLASSES
    • SCHOOL BASED MUSIC PROGRAMS
    • MUSIC THERAPY
  • EDUCATIONAL PROGRAMMING
    • LITERACY
    • EDUCATION COORDINATOR PROGRAM
  • CLINICAL & COMMUNITY OUTREACH
    • LOANER HEARING AID PROGRAM
    • POLICY AND ADVOCACY
    • LURIE CHILDREN’S PARTNERSHIP
  • ACCESS & INCLUSION
  • EVENTS
  • BLOGS
  • WAYS TO GIVE

Our Year of Access & Inclusion

Parents of Students transitioning to College or the workforce

For Parents Who Are Also Transitioning:

For many parents, we share fear of the unknown when it comes to our children.  For parents of children with disabilities, this can be a lifelong challenge. Now that our DHH children are transitioning to college, community college, trade school or the workforce, they will most likely be totally responsible for advocating for their needs. We will always be there as a backup resource, but the responsibilities rest on their shoulders. So how do we let go and trust that they are equipped with the skills and knowledge necessary to thrive? This section offers tips from parents as our children transition to college and beyond!

“When my daughter was diagnosed with hearing loss 20 years ago, I dove into everything DHH related to identify how I could best serve her needs in a hearing world. I connected with the community, researched modes of communication, technology and schools that would serve her needs. I became an advocate and warrior when needed fighting the school system and insurance companies to support her needs. Over time, these roles became less necessary as she started to take control and become her own advocate. Once it was time to transition to college, I knew that it was time to let go of my fear and trust that she was well prepared. My best advice: It is not until you fully relinquish control that you realize just how capable our kids are in advocating for their needs.”
– Melanie 
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Supporting your child’s transition from high school to college/work.

Recognize the importance of gradually handing over responsibilities to your child for IEP meetings, audiology appointments and teacher conferences as they become more independent throughout middle and high school.

Let them qualify their preference and needs for accommodations during the college or job selection process.

Empower them to take charge of their education and career path. Let them take the lead and you be the backup during college visits.

Work with them to create a checklist of contacts and documents they may need while away from home.

“My biggest concern for my son attending college is him being comfortable advocating about his hearing loss, both academically and socially, if he cannot hear. He does a terrific job advocating for himself when it comes to academics but not necessarily for his hearing loss. He is such a good communicator that people tend not to even know he has cochlear implants until he tells them. That level of success means people may not be mindful when they are speaking with him, often forgetting he may not hear something in a noisy environment. It will be up to him to inform his new college friends and professors that he uses cochlear implants to hear and sometimes they are going to have to repeat themselves when engaging with him. This will be a hurdle for him when he goes away to college next year.” 
– Kristen
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A Sound Investment in Our Children

Facebook X-twitter Instagram Youtube Linkedin
  • ABOUT US
  • PARENT RESOURCES
    • NEXT STEPS AFTER A FAILED HEARING SCREENING
    • TECHNOLOGY
    • EDUCATION COORDINATOR PROGRAM
  • AGES AND STAGES
    • BIRTH TO AGE 3
    • PRE-K & KINDERGARTEN
    • 1st GRADE THROUGH HIGH SCHOOL
    • BEYOND HIGH SCHOOL
  • EDUCATIONAL PROGRAMMING
    • LITERACY
    • EDUCATION COORDINATOR PROGRAM
  • MUSIC PROGRAMMING
    • MUSIC CLASSES & INSTRUMENT SCHOLARSHIP PROGRAM
    • SCHOOL BASED MUSIC PROGRAMS
    • MUSIC THERAPY
  • CLINICAL & COMMUNITY OUTREACH
    • LOANER HEARING AID PROGRAM
    • POLICY AND ADVOCACY
  • EVENTS
  • BLOGS
  • WAYS TO GIVE
  • CONTACT
  • ABOUT US
  • PARENT RESOURCES
    • NEXT STEPS AFTER A FAILED HEARING SCREENING
    • TECHNOLOGY
    • EDUCATION COORDINATOR PROGRAM
  • AGES AND STAGES
    • BIRTH TO AGE 3
    • PRE-K & KINDERGARTEN
    • 1st GRADE THROUGH HIGH SCHOOL
    • BEYOND HIGH SCHOOL
  • EDUCATIONAL PROGRAMMING
    • LITERACY
    • EDUCATION COORDINATOR PROGRAM
  • MUSIC PROGRAMMING
    • MUSIC CLASSES & INSTRUMENT SCHOLARSHIP PROGRAM
    • SCHOOL BASED MUSIC PROGRAMS
    • MUSIC THERAPY
  • CLINICAL & COMMUNITY OUTREACH
    • LOANER HEARING AID PROGRAM
    • POLICY AND ADVOCACY
  • EVENTS
  • BLOGS
  • WAYS TO GIVE
  • CONTACT

FHSR is a qualified 501(C)(3) tax exempt organization. Tax ID number 36-6082810.

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