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Evidence-Based Decision-Making for Access Accommodations for Students with Hearing Loss
$ 0
This informational handout describes the requirements of Title II of the ADA to ensure communication is as effective for students with hearing loss as it is for peers and how that relates to the need
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for evidence-based decision-making for access accommodations required for each individual student's school situation. Includes a worksheet for discussion of student situational communication access needs.
Self-Advocacy - Monitoring Advocacy Implementation
$ 195
Students will often say that they are 'just fine' when asked about their hearing needs. Information for students and teachers to monitor effective self-advocacy strategies.
Additional Classroom Support
$ 6
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
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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.
Identifying the Learning Issues for Students with Hearing Loss
$ 295
Topical articles including research-based information on the impact of hearing loss on learning, unique needs of students, and involving teachers of the deaf and hard of hearing in IEP teams and instr
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uction. Information could be used in inservice with teachers and administrators
Considerations for Assessment & Service Provision for Children with Hearing Loss
$ 0
Informational handout provides a summary of access considerations, expanded core curriculum, assessments and providing skill building, support, and modified instruction as needed.
Elephant in the Room Discussion Guide
$ 0
This
discussion guide is meant to accompany the book with prompts for each page.
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Supporting Students who are Deaf and Hard of Hearing: Recommended Practices in a General Education Setting
$ 0
Tip sheet for related service providers with 5 main tiPS-. From Clerc Center Gallaudet.
Formula for Success Contract - Early Intervention (fillable)
$ 0
This purpose of this form is to emphasize the critical importance of family involvement and follow through with effective strategies when communicating with young children who are deaf or hard of hear
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ing. Applicable across all communication options. Fillable.
IEP Checklist
$ 0
This is a checklist for parents and teachers to consider as they develop the IEP. From www.peatc.org.
Building Self-Confidence & Resilience to Maximize Acceptance of Hearing Devices (book)
$ 14
A significant proportion of students with hearing loss refuse to use hearing technology necessary for their educational access, often because they feel as though they do not fit in to their peer group
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. 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.
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