When focused on hearing and listening skills, the working definitions of specific terms are as follows: Personal listening devices for educational purposes include hearing aids, cochlear implants (CI), and Bone Anchored Hearing Aids (BAHA). Personal listening devices can be enhanced with the use of hearing assistance technology (HAT). HAT is used in educational settings to improve auditory access to a speaker by mitigating the effects of noise, reverberation, and distance from the speaker. All learners need access to communication and instruction in their classrooms and other instructional settings; learners who are deaf or hard of hearing require special technology to receive comparable auditory access. HAT utilizes a wireless delivery system to send a stimulus to a student's receiver and then to his/her personal listening device. Examples include FM (frequency modulation) systems, infrared light, e.g., ROGER, a classroom audio distribution system (CADS), and induction loops. HATs are devices that can help one hear or see sound in loud or busy places. Some HATs let you see or read messages. Additional subskills in the Technology Content Rubric expand the knowledge, which may be needed to utilize technology for independent living and in post-secondary settings. In the rubric below, "Emerging" begins at sound detection and may correlate more with hearing age than with chronological age. The subskills are listed according to a hierarchy of development. Students, including those identified after infancy, may have listening gaps requiring subskills in earlier stages to be addressed. Subskills may be adjusted and selected as needed. Not every target may need to be addressed. Assessing these subskills may be completed informally or formally. See the ECC-DHH Assessment section for suggestions.