Spanish Translation - The Secondary Screening Instrument For Targeting Educational Risk (SIFTER) was created as a tool to screen the functional performance of students with hearing loss in secondary s
...chool (ages 12-18). It includes a scoring grid to identify areas of concern.
Spanish Translation - The Screening Instrument For Targeting Educational Risk (SIFTER) was created as a tool to screen the functional performance of students with hearing loss in secondary school (age
...s 12-18). It includes a scoring grid to identify areas of concern. A second Spanish version is available. A second Spanish version is available.
Discussion based checklist. Identifies general goals and characteristics of instructional access, communication access, interaction, additional supports. Lists different accommodation needs related to
... access. For DHH teachers or school teams.
Danish Translation - The Secondary Screening Instrument For Targeting Educational Risk (SIFTER) was created as a tool to screen the functional performance of students with hearing loss in secondary sc
...hool (ages 12-18). It includes a scoring grid to identify areas of concern.
Part of the ATCAT suite of classroom observation checklists. To be completed by student. Explain your hearing loss, best place to sit in the classroom, audiogram, seat map. Questions about accommodati
...ons, teacher communication, peer communication, interaction. Print.
Turkish Translation -The Screening Instrument For Targeting Educational Risk (SIFTER) was created as a tool to screen the functional performance of students with hearing loss in secondary school (ages
... 12-18). It includes a scoring grid to identify areas of concern.
Portuguese Translation -The Secondary Screening Instrument For Targeting Educational Risk (SIFTER) was created as a tool to screen the functional performance of students with hearing loss in secondary
... school (ages 12-18). It includes a scoring grid to identify areas of concern.
Checklist to screen for pragmatic language issues ages 2-7. By age 4 years, 43 of 45 items are typically communicated using complex language. Many children with hearing loss are 3 years delayed and co
...ntinue to use 1-3 words rather than full sentences. There is a version of this checklist available that includes interpretation and intervention information.
Suite of checklists: 1) General Education Inclusion Readiness Checklist, 2) Interpreted / Transliterated Education Readiness Checklist, 3) Captioning / Transcribing Readiness Checklist, 4) Instruction
...al Communication Access Checklist, 5) Placement Checklist for Children who are DHH Preschool / Kindergarten, 6) Placement Checklist for Children who are DHH Elementary, 7) Placement Checklist for Children who are DHH Secondary.
Extensive self-advocacy checklist developed by a focus group of teachers of the Deaf/Hard of Hearing in Minnesota. Rationale, and goals and skills for understanding hearing loss, amplification managem
...ent, resources/tECH-nology, communication strategies, and personal/interpersonal. Prepared as a fillable format document.
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