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CCSS
Anchor Standard
Speaking & Listening
Language
Reading
Research Review - What do DHH Students Think About Captions
$ 0
Discussion
of a 2019 study results gathered the perspectives of DHH students regarding
their satisfaction with various aspects of captioning and areas in which
improvement is needed.
...
; Four key
findings and a summary are included
Abbreviated Summary of Recommended Assessments
$ 0
Summary of assessment tests for students with hearing loss organized by area of evaluation needs for transition to preschool (ages 3-5) and school-age students.
Specific Hearing Aid Use Skills to be Learned in Early Childhood
$ 0
This information specifies 5 hearing-aid-wear skills to master by age 3, or no later than the end of preschool. It includes a chart specifying the role of the parent, the child, and the DHH profession
...
al for each of 7 skills.
Functional Listening Function - Instructions & Scoring
$ 0
Instructions defining procedure for administering the Functional Listening Evaluation. Includes autocalculating FLE scoring and report form.
The Expanded Core Curriculum for Students who are Deaf or Hard of Hearing
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The purpose of the Expanded Core Curriculum for Students who are Deaf or Hard of Hearing (ECC-DHH) is to be a resource for IFSP and IEP team members when developing educational plans for a student who
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is deaf or hard of hearing. This tool is designed for teachers of students who are deaf or hard of hearing and educational audiologists to address these identified areas that are either not taught or require specific and direct teaching. From Iowa Department of Education.
The Insidious Effects of Classroom Acoustics on Student Performance
$ 0
Informational handout describes the realities of classroom acoustics and the impact on student learning, teaching and strategies to address acoustics issues.
Customized MacArthur MCDI - Checklist Level 2B - Age 25-30 Months
$ 0
MacArthur Communicative Development Inventories (MCDI) Vocabulary Checklist Level 2B. For ages 25-30 months. Receptive and Expressive vocabulary. Customized for responses that are verbal, in sign, and
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cued.
Self-Advocacy - Monitoring Advocacy Implementation
$ 195
Students will often say that they are 'just fine' when asked about their hearing needs. Information for students and teachers to monitor effective self-advocacy strategies.
Teaching to Our Students Strengths and Needs
$ 195
This article summarizes recent research regarding the language and cognitive differences between students who are DHH and their hearing peers. Identification of these differences can help professional
...
s better understand classroom challenges faced by our students and strategies to support students through these challenges.
Additional Classroom Support
$ 6
The provision of differentiated teaching methods is not sufficient to support a child with hearing loss adequately in a mainstream school. Additional classroom support needs to be provided as well. Al
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l of the classroom supports mentioned are very important to consider for students with hearing loss. What support and the degree of support needed should be based on assessment information that has been tailored to identify the specific educational performance needs of students with hearing loss.The services or supports provided will most often consist of specialized instruction detailed on the student’s Individualized Education Plan (IEP) and/or accommodations identified to address communication access issues of these students. Pull-out services by special educators, one-on-one with students or in small groups are usually necessary to meet specific needs. Push-in services where educational specialists work in a team-teaching model along with the classroom teacher or provide small group instruction in the classroom can often address some of the students’ language issues, social needs, and academic challenges.Regardless of current common practice, the array of supports described in this module should be considered by the school team, followed by discussions to determine intensity of intervention required for appropriate progress, who will provide these supports and services, and how best to meet the student’s educational performance with the goal of keeping pace with cognitive peers in the classroom.
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