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.
Research results identifying the typical word recognition results for children with normal hearing ages 3-17 years. Results for single-word stimuli in quiet at 50dB and 35 dB, and in noise at 50 dB an
...d 35 dB. Typical scores are 90%+ in noise and 95%+ in quiet.
Extensive assessment resource developed by DHH professionals in Minnesota. Overview of assessment, formal vs. informal, intellectual, social emotional, language, reading, early childhood, transition,
...appendices. Revised in 2008.
The information below has been derived from sections of the law and Office of Special Education Program comments. The guidance provided helPS- clarify the intent of IDEA and may be useful to professio
...nals and parents alike who are trying to advocate appropriate services and supports for children with hearing loss.
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. It includes a scoring gri
...d to identify areas of concern. User's manual is at S0XASM0142. Part of the fillable SIFTER Bundle #1289.
This information has been excerpted from the Steps to Assessment guide. It specifically contains information relevant to assessment of children in early intervention or early childhood programs transi
...tioning to school age programming. It includes a case example of assessment report language for a 35 month child in the areas of speech perception, auditory learning, phonological awareness, social/pragmatics skills, and early self-advocacy skill development. Also includes a resource list of functional and normative assessments for students with hearing loss.
The Auditory Language & Learning Guide is an EXCELLENT informal evaluation tool for listening and language that can be used with students of any age and language ability. The 2 page checklist format e
...asily allows the teacher to develop IEP goals based on identified student weaknesses in the 4 areas of audition/listening, receptive language, expressive language, and social communication. Skills can be rated as 'targeted', 'emerging', 'mastered' or 'previously assessed' and checked off by date achieved. This assessment tool can be used from year to year allowing instructors and parents to see growth in a students language and learning.
Informational article describing the legal foundation supporting tailored assessment for students with hearing loss and need for effective performance review. Refers to Resources for Identifying DHH S
...tudent Needs which is available from Teacher Tools Takeout.
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