Once specific skills have been taught and practiced with support, topic centered activities are a good way to review previouSZy taught steps and demonstrate mastery over time and in different situatio
...ns. Advocacy instruction is not a onetime ‘teach and it’s done’ type of lesson. Incorporating advocacy instruction within daily routine and through topics of interest will promote retention and used of learned skills.
This information addresses assessment issues, purposes, challenges and preparing students who are deaf or hard of hearing to study and successfully take tests. It includes information on the purposes
...and types of assessment and progress monitoring, commonly used tools and procedures, teaching study and test-taking skills, and how to make adjustments for grading.
This information describes how to effectively plan for the multiple transitions that students who are deaf or hard of hearing experience. It includes the transition process, challenges, and proactive
...actions to support successful student transition.
Have you ever wondered how to write up results in an assessment report? This resource provides examples of real results of functional and norm-referenced tests given to students who are deaf and hard
...of hearing. This 21-page resource has examples you can use as a template, or even cut/paste into your own reports and change the data as appropriate. While it cannot be inclusive of ALL tests that may potentially given to students with hearing loss, there is a wide variety of great examples for many tests!
Gibson's Identity Model is explained in three stages. Students are asked to rate each of the statements about their hearing loss, feelings about fitting in, and how they self-identify. Fillable form.
This resource explores the choice of using Signed Exact English as a communication option for developing or enhancing language development for children who are hard of hearing or deaf.
...
the brain’s ability to predict words is a key component of communication success. We use it in a conversation by predicting what the next person will say. See BUNDLE at S0XTEA0815.
This article presents a brief review of the research and discusses issues related to mild bilateral hearing loss and unilateral hearing loss. Implications for early intervention services are outlined.
...
Results of a study are presented that suggest that grammatical structures of English some deaf and hard of hearing students struggle to acquire. Results indicated the specific grammatic structures typ
...ically of challenge.
Bulleted list of specific IDEA language and case law information supporting appropriate eligibility and services for students who are deaf or hard of hearing.
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