This packet of instructional materials includes 1) a discussion-based lesson to engage students with their own feelings, 2) a mad libs game that applies feelings words, and 3) a word of the day activi
...ty for learning feelings words. From Building Skills for Success in the Fast-Paced Classroom.
For ages 12-19 years: This information addresses feelings of fitting in, problem-solving, social isolation, identity, importance of role models, positive outlook, and dealing with challenges due to he
...aring loss. The purpose of this book is to raise awareness for the reasons why hearing device rejection happens and specific instruction to occur at different ages to build student resilience and self-confidence, thereby increasing the likelihood that they will not reject using their hearing technology. Specific teaching activities and recommendations for instructional materials to develop identified skills have been included in this Guide.
The Secondary School Survey is an effective tool to help students examine their feelings about their hearing loss and hearing devices and then compare their results to how a group of 64 students in mi
...ddle school from around the US responded to the same questions. By doing so the student can achieve a sense of how their feelings are in comparison to peers with hearing loss. Ultimately this can assist with self-concept, hearing device use, identity and self-confidence.
The Wizard's Challenge Game is a relevant and motivating resource which can be effectively used with students to reinforce standards based IEP goals and/or objectives in the areas of self-advocacy, se
...lf-concept, communication repair and amplification utilization. The game relies on the players having some knowledge of the Harry Potter books or movies as it compares children with hearing loss living in families where they are the only ones who are deaf or hard of hearing to families of muggles that have a child who is a wizard or witch born into them. A parallel is drawn of Harry as 'The Boy Who Lived' being the only one with a lightening bolt scar on his face at Hogwarts to the student who is the only one using hearing devices in his or her neighborhood school. Print your own game board, cards, and game pieces.
For ages 4-6 years: This information addresses students recognizing that they have a hearing loss, understanding feelings, learning expected class listening behaviors, remembering what was heard via s
...ubvocalization skills, responding to teasing, making friends. The purpose of this book is to raise awareness for the reasons why hearing device rejection happens and specific instruction to occur at different ages to build student resilience and self-confidence, thereby increasing the likelihood that they will not reject using their hearing technology. Specific teaching activities and recommendations for instructional materials to develop identified skills have been included in this Guide.
A significant proportion of students with hearing loss refuse to use hearing technology necessary for their educational access, often because they feel as though they do not fit in to their peer group
.... The purpose of this book is to raise awareness for the reasons why hearing device rejection happens and specific instruction to occur at different ages to build student resilience and self-‐confidence, thereby increasing the likelihood that they will not reject using their hearing technology. Specific teaching activities and recommendations for instructional materials to develop identified skills have been included in this Guide.
Instructional strategies and helpful sheets to teach students how to deal with different aspects of social interaction. Includes fillable activity sheets for following a conversation, cooperation, co
...nflict, competition, and accommodation.
We all have strengths and challenges. When we look at these parts of ourselves objectively, we can see that the things that make us happy and unhappy are really just part of our personal traits. Use t
...hese strategies and thinking activities to encourage students' self-awareness and self-knowledge.
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