- Classroom Accommodations for Students Who Are DHH
- Autism Spectrum Disorders and Deafness
- Classroom Management
- DHH Sensitive Assessment & Intervention
Wednesday, May 18, 2011
Thursday, May 12, 2011
"...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
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:
Dates: July 30-August 1, 2012
Location: Westin Galleria Houston
For more registration and conference information, visit www.swced.org!
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.
- 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!
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,
- 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
To register, visit www.esc20.net/workshop 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
Registration NOW AVAILABLE at www.swced.org!
Dates: July 22 - 24,
Phone: (817) 535-6664
$159.00 nightly rate
Registration: Registration includes free two year TAPED membership.
- Professionals and Paraprofessionals:
$190.00 ($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)
- Parent/Infant Education
- Preschool, Access to General Curriculum
- Signed Communication/Interpreting
- Speech & Audiology
- Instructional Delivery
- English/Language Arts
- Science/Social Studies
- Low Functioning Deaf
- Deaf Studies/Culture
- Administration/Legal Issues
- Access to the General Curriculum
- Special Topics for Parents
- Scott Tankersly, Athletic Coach and motivational speaker
- Larry Siegel, Attorney
- Jan Watson, Attorney
- 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
- 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
- Updated information can be found on the Statewide Conference web site at www.swced.org
- The conference is currently accepting proposals for presentations, contact Sandy Chance for a proposal document.
- For additional information contact Sandy Chance at firstname.lastname@example.org, Sharon Parham at email@example.com or Connie Ferguson at firstname.lastname@example.org
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.