Teach the connection between effort and achievement with these activities designed to help students understand the importance of effort and how it can directly correlate to their success. See BUNDLE a
...t S0XTEA0815.
Policy Report by Pearson Publishing describing requirements for accommodations in assessment and instruction especially for students who are deaf or hard or hearing.
Students who are hard of hearing are underrepresented in the research. The Outcomes of Children with Hearing Loss (OCHL) was a longitudinal study of more than 300 children. This article contains 10 ke
...y conclusions learned from this study specifically for students with lesser degrees of hearing loss.
The SEAM lists expected student skills from Preschool through High School for hearing tECH-nology use, involvement in monitoring, and self-advocacy skills. Useful for functional assessment and goal wr
...iting.
These 9 articles discuss how assessment data opens doors for individualizing instruction. Topics addressed include IDEA regulations, eligibility concerns, working with the IEP team, impact of a hearin
...g difference on working memory, language processing, and auditory skills. Articles are research-based.
Chart listing ages 2-3 years, 4-6 years, 7-11 years, 12-19 years with characteristics of communication, stage of PS-ychosocial development, goal, activity, and additional resources/supports.
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 handout provides the rationale for specific speECH- and language development services by a speECH- language pathologist in early childhood for children with hearing loss. It also includes an ques
...tions for families to consider about their child's speECH- and language development in comparison to age expectations.
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