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Categories
Resource Types
CCSS
Speaking & Listening
Language
Reading
Division: Using Math to Help with Language
$ 0
Arithmetic word problems offer a large array of language development opportunities, particularly for children with hearing loss. Learn how you can use division word problems to help your child discove
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r the nuances of conversation.
How Artithmetic Word Problems Help with Language Development
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Arithmetic word problems offer a large array of language development opportunities, particularly for children with hearing loss. Learn how you can use arithmetic word problems to help your child disco
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ver the nuances of conversation. Introduction to mathematic-specific process information.
ASL Stages of Development
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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.
Guide to the ASL Development Observation Record
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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
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sing their role as language models and how they use language with children. By California School for the Deaf.
Communication Strategies - Skills with identified Common Core Standards (fillable)
$ 295
Progress monitoring sheet specifying student skill areas for communication strategies with the specific common core standard identified for each skill area. Fillable.
Accessibility Considerations for Students with Hearing Loss
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Communication access is a key component of 504, IDEA and Title II of the ADA. Under Title II of the ADA, schools are required to ensure that communication access is as effective for children with hear
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ing loss as it is for their typically hearing peers through the provision of appropriate auxiliary aids and services. This handout provides examples of auxiliary aids and services that can make aurally delivered information available to students with hearing disabilities so that they can receive information from, and convey information to, others as effectively as students without disabilities.
Accessibility Considerations Worksheet for Students with Hearing Loss (fillable)
$ 150
Communication access is a key component of 504, IDEA and Title II of the ADA. Under Title II of the ADA, schools are required to ensure that communication access is as effective for children with hear
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ing loss as it is for their typically hearing peers through the provision of appropriate auxiliary aids and services. This handout provides a forum for team discussion of the need for auxiliary aids and services for different school situations so students can receive information from, and convey information to, others as effectively as students without disabilities.
Article: Important ADA Policy Guidance on Effective Communication
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This article provides background information on the requirements of IDEA, Section 504, and Title II of the ADA that require supports and services for eligible students with hearing loss. It describes
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the meaning of effective communication under Title II of the ADA and implications for schools. By Cheryl DeConde Johnson.
Article: Access is the Issue, Not Hearing Loss - New Policy Clarification Requires Schools to Ensure Effective Communication Access
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Information in this article is presented to assist the educational audiologist, teacher of the deaf/hard of hearing, or speECH--language pathologist in demonstrating the impact of hearing loss on acce
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ss to classroom communication so that the ADA question “Does this student have effective access to communication in school?” can be answered in an evidence-based manner. By Karen Anderson.
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