Worksheet provides a means for itinerant teachers of the deaf to highlight the key accommodations and skill development needs for students by the DHH teacher to support their success in the classroom.
This paper compared the language developmental trends as well as the background characteristics of children with
hearing aids (HA) and children with cochlear implants (CI) with severe to profound hea
...ring loss under the establishment of universal newborn screening in the state of Colorado. 2010.
Information handout on the importance of self-esteem to school success, PS-ychosocial development, and strategies to help feelings of fitting in to the mainstream classroom.
The role and responsibilities of an itinerant teacher of students who are deaf or hard of hearing were investigated to create a database of information about the effective traits of successful itinera
...nt teachers. 2008.
This bundle includes 10 files from The Itinerant Teacher's Handbook: 1) Potential Impact of Hearing Loss, 2) Collaborative Relationships, 3) Life Balance, 4) Collaborative Teamwork, 5) Making Inclusio
...n Work, 6) Promoting Language and Literacy, 7) Helping Parents Communicate, 8) Promoting Social Skills, Friendships, Self-Advocacy, 9) Assessment Issues, 10) Planning Transitions. Save 33% over purchasing all 10 separately. NOTE: Printed book is available for $59. P05TEA0426-435)
The SpeECH- Audibility Audiogram for Classroom Listening is based on the Count-the-Dot Audiogram and provides an estimate of percent audibility in quiet and noise for different ranges of hearing loss.
... It is most appropriate to use for flat hearing loss. Can be paired with FLE and audiological evaluation information to inform on the impact of hearing loss for speECH- perception in the classroom. Use described in the free article: S0XTEA0396
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.
Useful chart describing characteristics of ADD and ADHD and how they compare with characteristics of deaf and hard of hearing students. See BUNDLE at S0XASM774.
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