This guide considers the auditory, communication, environmental, visual, and motor behaviors that are factors in a young child's development as a communicator. It provides characteristics of children ... who may use speECH-, formal signs, informal signs, etc.
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This resource describes communication options for children who are deaf and hard of hearing as different features based on challenges to learning each type. Features can be combined to create communic ... ation options that are tailored to the individual child.
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This resource explores the choice of ASL sign language for communication.
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Developmental skills by age grouPS-: 3-12 months, 12-18 months, 18-24 months, 2-3 years, 3-4 years, 4-5 years, 5-6 years. By California School for the Deaf.
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The goal of the observation record is to identify the language strengths and needs of each child and to document the progress made over a period of time. It also serves as a guide fo teachers in asses ... sing their role as language models and how they use language with children. By California School for the Deaf.
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Summary provides an overview of research findings on the impacts of signing on development and learning for children of all ages and abilities. Provides research supported answers to common questions ... about signing with children.
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This paper provides research-based recommendations for strategies to enhance language learning by use of visual communication strategies, such as attention getting and following the baby's interests.
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“Super Kena – A Girl Made Fierce with Hearing Aids” is meant to empower children with hearing aids like Kena but also other “differently-abled” children who get teased an ... teased and only want to fit in.The book touches on children with glasses, with diabetes, who stutter, who have food allergies, with asthma, and who are in wheelchairs. Together they use their unique super powers to make a difference in the world by spreading understanding and acceptance . . .  one classroom at a timeNOTE!!How to read Open EPUB or Open PDF e-books on a computer:Download the free Adobe Digital Editions: https://www.adobe.com/solutions/ebook/digital-editions/download.htmlOpen Adobe Digital Editions (ADE) on your Windows or Mac computer.Go to File > Add to Library.Find the saved EPUB or PDF file on your computer. By default, files are saved to your computer's "Downloads" folder.Double-click an e-book to start reading, or follow these steps to transfer it to an e-reader.Under top menu ‘Reading,’ select Double Page View
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The CAVE Checklist in French is a self-report checklist is intended to be completed students age 9 and above who are deaf or hard of hearing to identify possible communication access issues that may o ... ccur during virtual education situations. It is recommended that the CAVE be completed in an interview format with the DHH specialist discussing each situation with the student. Students read 10 questions related to accessing communication in online learning situations and rate them from Always Easy to Always Difficult, or Doesn't Happen. A total score can be obtained. Not every situation will apply to every student. Situations indicating appropriate access will receive scores of 4 or 5. Items scoring 1, 2, 3, need to be addressed for appropriate access needs. The 10 questions are followed by a list in which the student identifies what he or she thinks helps most during online learning. 
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The CAVE Checklist is a self-report checklist is intended to be completed students age 9 and above who are deaf or hard of hearing to identify possible communication access issues that may occur durin ... g virtual education situations. It is recommended that the CAVE be completed in an interview format with the DHH specialist discussing each situation with the student. Students read 10 questions related to accessing communication in online learning situations and rate them from Always Easy to Always Difficult, or Doesn't Happen. A total score can be obtained. Not every situation will apply to every student. Situations indicating appropriate access will receive scores of 4 or 5. Items scoring 1, 2, 3, need to be addressed for appropriate access needs. The 10 questions are followed by a list in which the student identifies what he or she thinks helps most during online learning. 
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