PRAD0_KRISTEN ANN- SPED 605 TEACHING THE HEARING IMPAIRED_REPORT.pptx

Hearing Impaired

1. Language and Communication- Focused IEPs for Learners Who Are Deaf or Hard of Hearing REPORTER: KRISTEN ANN L. PRADO

2. CONTENTS: Analyze the important considerations in determining the instructional content for Students Instructional Content with sample IEP for Deaf and Hard of Hearing

3. Importance of Individualized Education Program (IEP) goals for students with hearing loss

4. Language is central to the human experience. Communication is essential for social and academic progress.

5. Members of the IEP team must consider the need for language and communication-focused IEP goals as well as the significance of compromised or lack of auditory access to communication. It is important that teams carefully consider these needs and that communication access be considered a major factor in all areas of the IEP and during the educational experience.

6. Special Factors IV from the Individuals with Disabilities Education Act (IDEA) highlights the following: consider the communication needs of the child, and in the case of the child who is deaf or hard of hearing , consider the child’s language and communication needs, opportunities for direct communications with peers and professional personnel in the child’s language and communication mode, academic level, and full range of needs, including opportunities for direct instruction in the child’s language and communication mode.

7. for Deaf and Hard of hearing includes: presenting a clear picture of the student's fluency in language compared to his/her peers, the mode of communication used by the student both at home and school, the optimal instructional language system, and the optimal social language system .

8. The FIVE primary questions will ensure that the IEP requirements are considered and addressed for each student’s individual needs.

9. 5 Primary Questions: 1. What is the student’s primary language and communication mode at home and school?

10. 5 Primary Questions: 2. How does the student’s degree of hearing affect his or her language and communication access?

11. 5 Primary Questions: 3. What are the opportunities for direct communication and instruction in the student’s primary language/communication mode?

12. 5 Primary Questions: 4. What specific data is available regarding the student’s present level of academic and social language? For students with co-occurring disabilities, what is the range of language and communication needs and abilities?

13. 5 Primary Questions: 5. What other educationally relevant needs resulting from the student’s hearing loss must be addressed?

14. Addressing each of the five primary questions will ensure that the IEP requirements are considered and addressed for each student’s individual needs. The questions incorporate IEP language-based goals, specialized instruction, accommodations, and specialized needs.

15. Components that every IEP should contain are: IEP goals, benchmarks, and objectives Present Levels of Academic Achievement and Functional Performance (PLAAFP) Special education services, including the time, frequency and location Least Restrictive Environment (LRE) Assistive Technology

16. I. Examples of IEP Goals for Students with Hearing Loss Goal 1: Developing effective communication skills Objective: The student will improve their ability to understand and express themselves in various communication settings. Example: The student will accurately follow multi-step instructions given verbally in the classroom setting with 80% accuracy by the end of the school year.

17. Goal 2: Building self-advocacy and self-confidence Objective: The student will develop the skills and confidence to advocate for their needs and actively participate in their educational journey. Example: The student will independently request accommodations or modifications when needed in the classroom setting in 90% of opportunities by the end of the school year.

18. Goal 3: Enhancing social skills and peer relationships Objective: The student will improve their ability to initiate and maintain positive relationships with peers. Example: The student will engage in reciprocal conversations with peers during structured social activities with 75% accuracy by the end of the school year.

19. II. Developing a Present Level of Academic Achievement & Functional Performance (PLAAFP) Statement In the very first paragraph of the PLAAFP a few key main points need to be included: a brief synopsis of the student's hearing loss, language of instruction and home language (when applicable) educational history/background and impact of the disability on language development and/or curricular areas. A statement referring to the Communication and Language Checklist in the IEP helps the team make a connection between the student’s current communication access and ability and needed services and adaptations.

20. SAMPLE IEP

21. “Students don't care how much you know until they know how much you care”