The provision of differentiated teaching methods is not sufficient to support a child with hearing loss adequately in a mainstream school. Additional classroom support needs to be provided as well. Al
...l of the classroom supports mentioned are very important to consider for students with hearing loss. What support and the degree of support needed should be based on assessment information that has been tailored to identify the specific educational performance needs of students with hearing loss.The services or supports provided will most often consist of specialized instruction detailed on the student’s Individualized Education Plan (IEP) and/or accommodations identified to address communication access issues of these students. Pull-out services by special educators, one-on-one with students or in small groups are usually necessary to meet specific needs. Push-in services where educational specialists work in a team-teaching model along with the classroom teacher or provide small group instruction in the classroom can often address some of the students’ language issues, social needs, and academic challenges.Regardless of current common practice, the array of supports described in this module should be considered by the school team, followed by discussions to determine intensity of intervention required for appropriate progress, who will provide these supports and services, and how best to meet the student’s educational performance with the goal of keeping pace with cognitive peers in the classroom.
More information on the definition of hyper and hypo sensitivity. You will be able to identify and describe sensory seeking behaviors in students. See BUNDLE at S0XASM774.
This handout provides a step-by-step approach to performing a hearing aid check. Includes images, descriptions, and rationale. Also has images for putting hearing aids on.
Discovery tool for families to raise awareness of the impact of their child's hearing loss and size of their 'listening bubble' in quiet and noise, with and without amplification. Scorable for pre/pos
...t-test use by DHH professionals. Version designed by Oticon.
November 2014 letter by US Departments of Justice and Education specifying ADA requirements for effective communication access for students with hearing, vision, speECH- disabilities.
This form is designed to be used, with parent permission, to gather relevant information about a child with cochlear implants or hearing aids including all service providers, hearing device informatio
...n, communication checklist, MaP or hearing aid fitting information.
This
article reports on a study about malapropisms, like saying 'dance a flamingo,
instead of 'dance a flamenco.'
Findings of WHY students with hearing loss are more likely to use
... malapropisms as compared to hearing peers is described. Key findings and
summary is included.
Progress monitoring sheet specifying student skill areas for amplification management and monitoring with the specific common core standard identified for each skill area. Fillable.
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