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).
This information provides teachers and families ideas for how to discuss bluffing with children who are deaf or hard of hearing. Children often resort to bluffing, or pretending that they understood,
...when they lack strategies for how to repair a communication breakdown. Guides discussion, not a worksheet. From Building Skills for Success in the Fast-Paced Classroom.
This is a fun digital learning activity for a student to review the 3 parts of the ear. The learner identifies the function of each part, what is in each part and uses a diagram to identify parts of t
...he ear.There are very few digital learning activities available today. Advocacy practice for students with hearing loss includes learning about hearing. As students begin to learn how they ear, identifying the 3 parts of the ear is a first step. They need lots of practice labeling different parts of the ear and identifying how they help with hearing. Learning Objective:1. The student will be able to identify functions of the 3 parts of the ear. 2. Given a diagram, the student will label the part of the ear.
The ability to successfully advocate for needs related to hearing requires an ability to recognize different types of support and how to access them. Competency in other areas is required before this
...goal can be addressed. Students will rate photos of situations according to ease of listening and analyze situations for ways to improve communication and access.
Are you prepared for an emergency? These activities and worksheets help students think to problem-solve what is needed and actions to take when an emergency situation happens.
Complete curriculum guidance and scenarios for instruction in understanding hearing loss (in themselves and other role models), assistive devices, and social awareness situations.
This
article presents the acronym SODAS - identify the Situation, consider the
Options, identify the Disadvantages, identify the Advantages, choose a
Solution. It offers materials and sug
...gestions for introducing students to,
and implementing, this flexible problem-solving strategy. Includes a
worksheet for students to use for guided practice of this strategy.
Assessment tool and its guidelines for use. Guides the teacher, clinician, or itinerant to evaluate the student(s) and determine appropriate instruction. The assessment covers grades K-2; 3-5;6-8;9-
...12, broken in 4 grade level segments and instruction topics. Non-fillable.
Information to be considered by DHH teachers and school teams listing possible accommodations and self-advocacy expectations in the areas of a) communication access, b) communication interaction, c) a
...dditional supports, d) special considerations.
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