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Supporting Students who are Deaf and Hard of Hearing: Recommended Roles of Educational Audiologists and Teachers of the Deaf and Hard of Hearing
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This information compares the role of educational audiologists and teachers of the deaf/hard of hearing in providing services and supports to students with hearing loss. From Educational Audiology Ass
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ociation.
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.
Teacher Training Competencies - Deaf and Hard of Hearing
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Initial Speciality Set: Deaf and Hard of Hearing (revalidated 2018). Specifies 7 Preparation Standards, each with Knowledge and Skills. From Council for Exceptional Children.
The Expanded Core Curriculum for Students who are Deaf or Hard of Hearing
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The purpose of the Expanded Core Curriculum for Students who are Deaf or Hard of Hearing (ECC-DHH) is to be a resource for IFSP and IEP team members when developing educational plans for a student who
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is deaf or hard of hearing. This tool is designed for teachers of students who are deaf or hard of hearing and educational audiologists to address these identified areas that are either not taught or require specific and direct teaching. From Iowa Department of Education.
Students with Cochlear Implants: Guidelines for Educational Planning
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Comprehensive set of guidelines is a tool designed to facilitate planning discussions surrounding the educational supports and services essential for each student using cochlear implant tECH-nology. T
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his product reflects the collaborative work between the Laurent Clerc National Deaf Education Center and the Deaf and Hard of Hearing Program of Boston Children's Hospital.
Hearing Itinerant Service Rubric
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Rubric with 3-5 ratings for following classroom routines, comprehension of classroom instructions, participation in whole-class lessons and cooperative learning, academic performance, language, self-a
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dvocacy, auditory skills, hearing loss and grade. To be used by IEP teams when discussing the appropriate levels of service intensity for the itinerant teacher of the deaf/hard of hearing. From SEDOL, IL.
Individual Education Plans (IEP) and 504 Plans
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Informational handout for families on the two primary laws that cover a child's rights to a public education: IDEA and 504. Includes a 1-page checklist of accommodations to consider for students with
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hearing loss.
Is the Inclusion Model Good for Students with Hearing Loss?
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Informational article reviews the benefits of inclusion in education and challenges when trying to provide appropriate services, address certain types of goals, and achieve needed service intensity to
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meet individual needs. From Supporting Success Bimonthly Updates.
Kids in the Middle - Students Not Served in Traditional Delivery Models
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“Kids in the middle” refers to students who may not be served in traditional delivery models for deaf and hard of hearing students. Therefore, the resulting services may, or may not, adequately addres
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dress the communication, social, and academic needs of these students. Examples of students “in the middle” include: Kids on 504 Plans, not qualified for 504 or an IEP, no DHH provider available, etc.
Necessary Supports Worksheet
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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.
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