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Teacher Tools Takeout – Categories and Subcategories
| ADVOCACY | |||||||||
|---|---|---|---|---|---|---|---|---|---|
| Specific advocacy strategies | Communication repair strategies | Disclosure of hearing loss | Understanding accommodations | Listening environments and identifying issues | Problem-solving communication challenges | Role model information from others with hearing loss | Self determination | Legal rights | Requesting accommodations |
| ASL TEACHING MATERIALS | ||
|---|---|---|
| Building ASL vocabulary | Using ASL to support written language | Use of interpreters |
| ASSESSMENT | |||
|---|---|---|---|
| Teacher information about assessment | Checklists | Observation checklists | Hierarchies / Learning Goals |
| DEAF/HARD OF HEARING PLUS ADDITIONAL CHALLENGES | |||
|---|---|---|---|
| Communication strategies | Collaboration with teams | Life skills | Social stories |
| DEAF STUDIES | ||
|---|---|---|
| History | Culture & Heritage | Deaf community |
| HEARING LOSS UNDERSTANDING | ||||
|---|---|---|---|---|
| Personal knowledge & understanding of hearing loss | Anatomy, Mechanics, and Process of Hearing | Audiogram, Including interpretation | Hearing conservation | Changes in hearing |
| HEARING TECHNOLOGY & MANAGEMENT | ||||||||||
|---|---|---|---|---|---|---|---|---|---|---|
| Bone anchored devices | Cochlear implants | Hearing aids | General, Non-Hearing Assistance Technology (HAT) specific | Non-specific FM or DM devices | Oticon | Phonak | Soundfield - CADS | Connecting HAT with other technology | Consistent use – refusing hearing aids or HAT | Monitoring and troubleshooting devices |
| LANGUAGE SKILL DEVELOPMENT | |||||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Attributes | Holidays/Seasonal/Famous days of the year | Teaching emotion vocabulary | Figurative language / Idioms | Multiple meaning words | Math specific language | Science specific language | Sequencing – sequence stories | Inferencing / Inferential language | Teaching syntax / Grammar - parts of speech | Written language (story starts, topical stories, etc.) | Vocabulary development | Theory of mind | Early childhood language development |
| LISTENING SKILL DEVELOPMENT | ||||||
|---|---|---|---|---|---|---|
| Comprehension | Detection | Discrimination | Identification / Auditory association | Auditory closure - rhyming / segmenting | Auditory memory | Early childhood and preschool listening |
| PERSONAL HEALTH | ||
|---|---|---|
| Emergency preparedness | Personal safety | Teaching sexuality |
| READING/LITERACY | ||||||||
|---|---|---|---|---|---|---|---|---|
| Phonological awareness / Phonics | Using visual supports to improve reading | Story elements - plot, characters, etc. | Story retelling | Determining fact/fiction/opinion | Determining main idea | Predicting outcomes | Reading comprehension | Literacy instruction |
| SELF-CONCEPT/IDENTITY | |||
|---|---|---|---|
| Feelings/Emotions | Feelings associated with hearing loss | Teaching resilience/perseverance | Discussion info for groups of students with hearing loss |
| SELF-MANAGEMENT | |||||
|---|---|---|---|---|---|
| Time management | Organizational Skills | Study Skills | Behavior/Consequences | Independent living | Setting goals & self-improvement |
| SOCIAL SKILL DEVELOPMENT | |||||||
|---|---|---|---|---|---|---|---|
| Social norms - manners | Conversation skills - active participation | Making friends | Conflict resolution | Responding to bullying | Working in a group/team (typical hearing peers) | Sarcasm / Teasing / Jokes | Nonverbal language / Social cues |
| TEACHER INFORMATION | |||||||||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| These are not instructional materials. This is information to increase the knowledge base of educators and/or families. | Interpretation of evaluation-assessment information | Research support / Evidence-based practice information | Topical articles | Inservicing school staff / classrooms | Communication modality specific | Early childhood | Hearing loss identification and specific types | Language and speech | Legal issues | Listening development | Planning to meet student needs | Self-advocacy | Self-concept | Social issues | Speech perception | Transition | Reading |
| TRANSITION | ||||||
|---|---|---|---|---|---|---|
| College preparation | Employment preparation | Navigating community resources | Citizenship | Living independently | Money management | General transition |
