Wednesday, May 18, 2011

Resource: Serving the Behavioral Needs of Students Who Are DHH

Visit to explore an amazing online resource through the Illinois Service Resource Center! It includes a series of online modules that target the areas of:

  • Classroom Accommodations for Students Who Are DHH

  • Autism Spectrum Disorders and Deafness

  • Classroom Management

  • DHH Sensitive Assessment & Intervention

Thursday, May 12, 2011

Iowa Expanded Core Curriculum for Students Who Are D/HH

This web resource is provided courtesy of Marsha Gunderson, Iowa Department of Education.

"...students who are deaf or hard of hearing have specialized needs not covered in the general education curriculum. The purpose of the Expanded Core Curriculum for Students who are Deaf or Hard of Hearing (ECC-DHH) is to be a resource for IFSP and IEP team members when developing educational plans for a student who is deaf or hard or hearing. This tool is designed for teachers of students who are deaf or hard of hearing and education audiologists to address these identified areas that are either not taught or require specific and direct teaching. The intent of the ECC-DHH is to be a framework for addressing unique needs of students who are deaf or hard of hearing."

Thursday, May 5, 2011

Web Conference: Engaging Deaf Learners in the Mainstream Classroom

The following message was received from the University of North Carolina:

We are happy to announce the publication of the archive of the national web conference, "Engaging Deaf Learners in the Mainstream Classroom" with Dr. David Martin, Dr. Mary V. Compton, and Mrs. Kathy Metzer.

You may view or download this event, along with a .pdf transcript at the following address:

2012 Statewide Conference on Education of the D/HH

Dates: July 30-August 1, 2012
Location: Westin Galleria Houston

For more registration and conference information, visit!

Placement and Readiness Checklists (PARC) for Students Who Are D/HH

This document is available on Project Share and made available from Cheryl DeConde Johnson, Ed.D. of Colorado. It is a tool that can be used to guide IEP conversations and is not considered state guidance for ARD decision-making. To locate this document, click on the title link above or paste the following URL into your browser to go to my page in Project Share (

PARC is a set of placement and readiness checklists designed to assist IEP teams when making decisions about programming and placement fro students who are deaf or hard of hearing (D/HH). Most students who are D/HH are considered for placement in the general education setting for at least part of their school day. Ultimately, inclusion in the general education classroom for these students should mean that when provided the necessary accommodations, modification, and supports, they have the ability to actively and meaningfully participate in the communication, instruction, and social activities of their class using their identified communication mode(s). The two components that shoudl be considered when evaluating placement and service delivery are the skills of the student and the learning environment. Students should be matched for the learning environment by 1) demonstrating a set of prerequisite skills that are based on their identified individual goals, and 2) documenting that the instructional environment is designed to support the studenyt to achieve those goals.

These checklists may be used as tools to assist the IEP team in examining the many factors that influence how well a student is able to function and perform in various classroom settings.

Part 1: The Readiness Checklist
This section focuses essential skills that students require in order to actively and meaningfully participate in their educational programs with the intended communication approach. Four checklists target the following areas:
- General education inclusion readiness
- Interpreterd/transliterated education readiness
- Captioning/transcribing readiness
- Instructional communication access

Part 2: Placement Checklist
This scetion assists the IEP team in evaluating the accessibility and appropriateness of the general education setting to support students who are D/HH. The appropriate age ;level checklist is selected (i.e., 2A-Prechool/Kindergarten, 2B-Elementary, 2C-Secondary) and then completed through observation, interview and discussion among bteam members. The checklist considers the physical environment, general learning environment, instructional style of the teacher, school culture, and how well the learning environment is matched with the stduent's communication, language, and social needs.

Webinar: Deaf Learners and Successful Cognitive Achievement

This website is hosted by the University of North Carolina that focuses on K-12 teaching and learning. There is a wealthy of information regarding differentiated instruction and working in inclusive classrooms. The link above take you to the 3rd Module that was published by David S. Martin, PhD and targets Deaf learners. Here are a few topics addressed:

- Video: Teaching Deaf Students in Inclusive Classroom (past to present)
- Video: The Importance of Deaf Culture
- Instructional Enrichment
- Equitable Assessment
- Video: Deafness, Language & Literacy
- The Role of the Family
- Video: The Importance of Collaboration
- Instructional Conditions
- Video: Modes of Communication
- Video: Deafness, Self-Esteem & the Inclusive Classroom

Explore this website for other wonderful ideas, strategies, and suggestions!

University of Minnesota: Educational Resources for Teachers of the D/HH

University of Minnesota: Education Resourtces for Teachers of the Deaf/Hard of Hearing
Used with permission of Sue Rose, UM

This website is designed as a resource for teachers serving students who are deaf or hard of hearing (D/HH) in a variety of educational settings. The goal is to equip teachers with the most appropriate tools and resources to maximize the academic growth of students who are D/HH. The website includes instructional strategies and activities in the areas of;

  • Language development,

  • Reading,

  • Writing (under development),

  • Assessment (under development), and

  • Academic progress monitoring. Four webinars onprogress monitoring and the use of Curriculum-Based Measurement (CBM) as an integral component of instruction are available.

Each of these areas is targeted as critical to the development of literacy and academic success for students who are D/HH. The resources included on the website have been selected specifically to address instructional practices at the elementary, middle, and secondary levels and can be applied across languages and modalites. The language and reading sections include instructional strategies, activities and sample lesson plans that support best and promising practices. The webinar includes the use of CBM and an introduction to the systemic use of data as an integral part of the teaching and learning process.

While few strategies can be classified as "evidence-based" with students who are D/HH, the information available through the progress monitoring webinar may assit teachers in gathering valid and reliable data and provide evidence regarding the effectiveness of instructional interventions.

The development of the webinar was supported by a combination of funds from the Minnesota Department of Education, USDOE:OSEP Personnel Preparation grant, and the University of Minnesota.

Tuesday, July 13, 2010

Deafness 101: Online Course

The three Deafness 101 modules are now available as free online courses! These courses support general educators, special educators, administrators, and parents who may need a refresher or on-demand information to get started. This project provides foundational knowledge about working with students who are deaf/hard of hearing. Upon completion the modules, certificates with CEU credits will be available.

To register, visit and log into iLearning. The courses are listed under the Deaf/Hard of Hearing quick link.

Check back later as additional modules will be added this year to address communication considerations and Deaf Culture!

Wednesday, January 13, 2010

2010 Statewide Conference On Education of the Deaf and Hard of Hearing

Registration NOW AVAILABLE at!

Dates: July 22 - 24, 2010

Location: Omni Fort Worth Hotel

1300 Houston St , Fort Worth, TX 76102

Phone: (817) 535-6664

$159.00 nightly rate

Registration: Registration includes free two year TAPED membership.

  • Professionals and Paraprofessionals:
    ($225.00 after 5/1/2010)

  • Families (up to 2 adults) and University Students:
    30.00 ($40.00 after 5/1/2010)

  • High School Students:

(Registration fees for families, university students, and high school students do no include banquet meals)

Training Strands:

  • Parent/Infant Education
  • Preschool, Access to General Curriculum
  • Signed Communication/Interpreting
  • Speech & Audiology
  • Assessment
  • Instructional Delivery
  • English/Language Arts
  • Mathematics
  • Science/Social Studies
  • Low Functioning Deaf
  • Transition
  • Deaf Studies/Culture
  • Administration/Legal Issues
  • Technology
  • Access to the General Curriculum
  • Special Topics for Parents

Special Presenters:

  • Scott Tankersly, Athletic Coach and motivational speaker
  • Larry Siegel, Attorney
  • Jan Watson, Attorney

Special Features:

  • Exciting childcare programs for whildren who are deaf and hard of hearing and their siblings (additional cost applies)
  • Sign language interpreters provided for all sessions.
  • Spanish translators provided upon request

Conference Sponsors:

  • Texas Association of Parents and Educators of the Deaf
  • Education Service Center Regions 10, 11, & 20
  • Texas School for the Deaf
  • Department of Assistive and Rehabilitative Services
  • Regional Day School Programs for the Deaf and Hard of Hearing

Additional Information:

Standards-Based IEP Online Module

The statewide leadership for AGC and TEA are proud to announce the release of the Standards-Based IEP Online Module.

A joint project of the Access to the General Curriculum Statewide Network and Texas Education Agency, the module focuses on the portion of the ARD process related to developing a student's Present Levels of Academic Achievement and Functional Performance (PLAAFP) and using the PLAAFP to create enrolled grade level measurable annual academic goals.

The training should take approximately 1 - 1 1/2 hours to complete, and upon successful completion a certificate will be created.

The intended audience is general and special educators who are involved in the ARD/IEP process, but other personnel, including parents, are welcome to participate.

Click here to go to the log in page and access to the training module. Once you set up an accoutn and log in, you can find the course by key work search (i.e., SBIEP, Standards-Based IEP) or browse the online course list.