Information to be considered by DHH teachers and school teams listing possible accommodations and self-advocacy expectations in the areas of a) communication access, b) communication interaction, c) a
...dditional supports, d) special considerations.
Informational handout from the National Deaf Center. Includes information on self-determination and deaf youth, strengthening self-determination, and recommended resources.
This Teacher's Guide describes how the SDLMI Learning Model of Instruction and how teachers can use the model to support students with or without disabilities to: a) learn and use skills that enable t
...hem to learn problem-solving, goal setting, attainment, b) identify meaningful learning goals, c) make progress toward goals, d) achieve more positive outcomes, e) become more self-determined. By Kansas University Center on Developmental Disabilities.
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 to raise student awareness about the importance of feeling on behavior and responding to the comments of others. Includes the concept of reframing the potential meaning of comments.
Worksheet poses questions for individual or grouPS- of hard of hearing students to discuss regarding their idea of a perfect hearing device and how hearing loss is a part of who they are.
Excellent discussion handout to share with tweens and teens. Based on a study of a group of teens charged with creating a list of what makes individuals 'cool' and more acceptable to peers. Provides i
...mportant insights about individuality and standing up for who you are and what you believe in.
This activity supports a discussion of different skills it takes to interact well with others, such as taking turns, thinking about what may interest the other person, etc. Goes well with an activity
... where a real sandwich is made.
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