This information describes strategies for promoting social skills, friendships and self-advocacy for school-age students who are deaf or hard of hearing. This includes general strategies for teaching
...social skills, problem-solving, self-advocacy and how to help students deal with stress and academic independence.
Informational handout that includes results of research on pragmatic language development for young children with hearing loss and intervention strategeis.
Presents 3 communication styles: aggressive, passive, and assertive. Provides a means to discuss why advocacy is important in the context of appropriate interaction and peer expectations.
Checklist: Teacher providing specialized instruction complete this checklist in combination with family or classroom teacher to determine if there may be concerns regarding pragmatic language developm
...ent.
This resource contains 15 possible listening situations for DHH learners. Read each scenario and have your student decide if this is an "ideal" listening situation or a "difficult" listening situation
...
For ages 4-6 years: This information addresses students recognizing that they have a hearing loss, understanding feelings, learning expected class listening behaviors, remembering what was heard via s
...ubvocalization skills, responding to teasing, making friends. The purpose of this book is to raise awareness for the reasons why hearing device rejection happens and specific instruction to occur at different ages to build student resilience and self-confidence, thereby increasing the likelihood that they will not reject using their hearing technology. Specific teaching activities and recommendations for instructional materials to develop identified skills have been included in this Guide.
The NOVEMBER Listening and Language By The Month resource includes seven activities that can be used ALL MONTH for auditory memory and comprehension, seasonal vocabulary, developing grammar, and build
...
For ages 7-11 years: This information addresses the components of resilience, building perseverance, goal setting, learning chunking skills, problem-solving, using humor, and reconciling feelings of f
...itting in. The purpose of this book is to raise awareness for the reasons why hearing device rejection happens and specific instruction to occur at different ages to build student resilience and self-confidence, thereby increasing the likelihood that they will not reject using their hearing technology. Specific teaching activities and recommendations for instructional materials to develop identified skills have been included in this Guide.
Checklist to screen for pragmatic language issues ages 2-7. By age 4 years, 43 of 45 items are typically communicated using complex language. Many children with hearing loss are 3 years delayed and co
...ntinue to use 1-3 words rather than full sentences. There is a version of this checklist available that includes interpretation and intervention information.
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