This handout includes useful tips for parents about developing a child's self-advocacy when it comes to their hearing devices, communication needs, & listening challenges. Includes 25 point Guide wit
...h suggestions for sequence of skill attainment. PK-Grade 4.
Complete curriculum guidance and scenarios for instruction in the students involvement in IEP planning, understanding and applying the law, assistive devices, and exploring options after graduation (
...transitioning into the workplace or postsecondary school). Also includes a a pre and post assessment skills tracker that can be used to determine strengths and needs, track skill acquisition, and create goals and objectives. Includes items 0522, 0532 - 0534, 0536-0539, 0552-0559, 0478, 0479
List of self-advocacy strategies associated with responses on LIFE-R Student Assessment. Recommended activities and self-advocacy skills to use with the classroom teacher, friends, and requesting acco
...mmodations. Overview to learning self-advocacy for students.
packet of instructional materials teaches the advantages and disadvantages of
different communication styles, specifically responding passively,
aggressively, or assertively when you
... do not understand something that was said. Includes assessments and teaching
materials. From Building Skills for Success in the Fast-Paced Classroom.
Complete curriculum guidance and scenarios for instruction in amplification (including hearing aids, cochlear implants, and FM systems), hearing loss basics including audiograms and ear anatomy, liste
...ning environments, and social awareness situations.
18 Mini-Lessons target BLUFFING and foster self-advocacy and personal responsibility for kids that are deaf and hard of hearing. This resource is based on the NEVER HAVE I EVER game which is fun and m
... and motivating for elementary and middle school-aged kids.Ideal for: Speech, Listening and Spoken Language, Teachers of the Deaf and Hard of Hearing, Counselors, TeletherapyBluffing is pretending to hear or acting in a way that shows you understand what is being said when you actually are not following the conversation. Bluffing, faking, and pretending are common habits of most people with hearing loss.What's included in this resource:Tips from Pro-Bluffer, Dr. Michelle Hu, a pediatric audiologist and bilateral cochlear implant recipient. Michelle knows what it is like to bluff and shares words of wisdom based on her life experiences. Follow Michelle on Instagram as she shares her hearing loss journey.18 Never Have I Ever Mini-Lessons✧ Real photos that illustrate the social situations and scenarios✧ Each situation pictures a student who says: (example) "Never Have I Ever pretended that I didn’t want to join in the game.”✧ The kids' self-talk or comments. (example) "It’s easier to not play rather than mishear and mess up."✧ Talking points with guided questions/discussion prompts.Children grapple with BLUFFING in challenging situations. Discussing possible plans of action, and exploring positive coping and communication repair strategies within a supported environment is important. Self-advocacy success requires knowledge, skills, and importantly ample practice opportunities.➼ DIGITAL - NO PRINT can be opened and played with your favorite PDF reader app on a tablet. When playing on a computer, open and use a PDF reader such as Adobe Acrobat Reader DC which is free. ➼ PRINT - Print out the 18 situations and a copy of the Discussion prompts and questions.
Ideas for fun activities for students to do to help their teachers understand their hearing needs. Teach students how to share practical information about themselves and their hearing loss with adult
How You Hear Depends on the Situation is an instructional worksheet activity in which the student must 1) identify the level of difficulty of listening challenges, 2) provide an example of when they e
...xperienced such a situation, 3) come up with examples of what they can do in response to the situation and 4) identify what they could ask their teacher, friends or family to do. A good teaching tool or progress monitoring activity after self-advocacy strategy instruction. From Building Skills for Success in the Fast-Paced Classroom.
This resource contains 15 possible scenarios that young DHH learners may encounter. For each scenario, they are given 2 choice for scripts which would be the most helpful way to respond the problem. T
...he provider can help the student pick the most appropriate thing to say to access their needs.
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