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Speaking & Listening
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Reading
Article: Are You Deaf or Hard of Hearing? Perceptions of Identity in Families of Students with Hearing Loss
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Article reporting results of a study analyzing the self-identities of students with hearing loss and the perceptions of family members. Findings support identity as a fluid concept.
Considerations for Assessment & Service Provision for Children with Hearing Loss
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Informational handout provides a summary of access considerations, expanded core curriculum, assessments and providing skill building, support, and modified instruction as needed.
Article: Should All Deaf Children Learn Sign Language - Sign Language Viewpoint
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The article reviews factors that influence language development in young children who are deaf or hard of hearing. This article provides arguments for children to learn sign language rather than spoke
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n language.
Cued Speech for American English with IPA
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Cued SpeECH- handshapes and placement guide. Includes International Phonetic Alphabet symbols. By National Cued SpeECH- Association.
Communication Options - Cued Speech
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This resource explores the choice of cued speECH- strategies for communication.
Issue - Determining Service Delivery
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This information addresses service delivery for students who are deaf or hard of hearing. It includes links to different matrices and examples of student cases with IDEA interpretations.
Importance of Smiling and Infant Development
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Summary of research describing the importance of caregivers smiling while communicating with infants as a motivator for development and emotional bonding.
Supporting Students who are Deaf and Hard of Hearing: Recommended Practices in a General Education Setting
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Tip sheet for related service providers with 5 main tiPS-. From Clerc Center Gallaudet.
Ten steps you can take to help a child develop a positive self-concept
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This informational handout provides ten stePS- you can take to help a child develop a positive self-concept. For families.
Instructional Strategies - Routine- More than just a schedule
$ 195
It is essential that our students learn the routine of an event or activity before any concept is introduced. When a student can move through time and space with ease, anxiety is reduced and attention
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is given to developing vocabulary and concept relationships. Includes a teacher preparation checklist.
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