These 9 articles discuss how assessment data opens doors for individualizing instruction. Topics addressed include IDEA regulations, eligibility concerns, working with the IEP team, impact of a hearin
...g difference on working memory, language processing, and auditory skills. Articles are research-based.
Although many families are now familiar with virtual learning, some may not have clarity when it comes to virtual support services. This resource is a letter that can be sent home to families. It expl
...ains in simple terms the process of working with a virtual Teacher of the Deaf.
Part of the PARC suite of placement checklists the General Education Inclusion Readiness Checklist is commonly used as part of a functional assessment when a student transitions from preschool or inte
...nsive center-based services to the mainstream classroom.
This information discusses how to create an enriched professional life and a balanced personal life. It includes actions to manage time, stress and record keeping; benefits of continued professional d
...evelopment; professional codes of ethics and how to deal with ethical dilemmas.
“Kids in the middle” refers to students who may not be served in traditional delivery models for deaf and hard of hearing students. Therefore, the resulting services may, or may not, adequately addres
...dress the communication, social, and academic needs of these students. Examples of students “in the middle” include: Kids on 504 Plans, not qualified for 504 or an IEP, no DHH provider available, etc.
There
is no recognized scope of practice in the US defining the role of the teacher
of the deaf/hard of hearing. These items compare the role of the DHHT to
other educators as a way to cl
...arify appropriate duties and roles. A good way
to start a discussion with administration!
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