Even though I consider them 3 dirty words – Back to School – I wanted to let you know about a big sale going on at Teacherspayteachers. In my store, everything will be 25% off on Tuesday and Wednesday of this week! So if you would like to try out my Interactive Notebook or stock up on games, now is the time!
I’m heading to the AG Bell Symposium in Washington, D.C. tomorrow and I can’t wait. If you are going, please come by my table in the exhibit hall and check out LASH. I like products to have multiple uses and boy does LASH ever!
All of the hard products on the table will be on sale for 25% off!
16 Activities to teach the shapes then use the shapes in language activities
Do your kids with hearing loss say “Huh?” when they miss information? Are you looking for some fun activities to help them learn to use other responses? I finally finished Unit 4 for the Interactive Self-advocacy Notebook on Communication Repair available in my TeachersPayTeachers Store.
Here is a preview of some of the activities:
There are two different sorting activities for the repair strategies. Here is one:
My students have really enjoyed these activities and I know yours will, too! Check it out on TeachersPayTeachers!
Recently one of my students complained that he didn’t like using his FM system because of the “scratchy” sounds. I listened to it and did not hear any scratching. Then he explained that the mic flips over when the teachers are wearing it. I asked “What should you do when that happens?” and he sheepishly gave me the correct answer. Then we role played with me being various teachers. Later the idea came to me to create a visual reminder for teachers. I sent it to all teachers of students on my caseload who use lapel mics. I actually got several positive responses from teachers thanking me for the reminder! Please feel free to grab the photo and use it!
The latest unit in the Interactive Self-Advocacy Notebook is available here. I hope you find it useful! It includes a Rationale – have you ever been asked at an IEP meeting why a student should be pulled out of class to learn this information? Here you go!
I have a question for anyone who works with deaf/hard of hearing students with self-advocacy goals on their IEPs. Our state recently required that all IEP goals be progress monitored 7-10 times per quarter. This is easy to do with many types of goals but not so easy for self-advocacy goals.
For goals related to wearing and managing hearing aids, cochlear implants and FM systems a chart can be used for the student to check off on a daily basis.
But for a goal such as “The student will self-select appropriate preferential seating for the on 4/5 occasions.”
OR “The student will use a variety of unspecified and specified ways to request clarification when information is not understood on 4/5 occasions.”
OR “The student will independently advocate for her accommodations on 4/5 occasions ”
For most of my self-advocacy-only students, I see them 3-6 times per quarter for pull-out services and 2-3 sessions in the regular education classroom. Previously, I combined what I observed with the teacher’s feedback to get my data for quarterly progress reports. But, I am at a loss as to how to get 7-10 data points.
One idea I had was to ask a different teacher each week using art, music, PE, special ed, etc for elementary students and then academic subject teachers for secondary students.
If anyone has any other ideas, please send them in and thank you!
Have you ever had anyone ask you “Why do you need to remove that student (with a hearing loss) from classroom instructional time to work on learning about the ear?”
This is a very common question and the answer is the very basis of self-knowledge. I’ve had students tell me they feel stupid because they misunderstand what people say. In schools students will be challenged usually unintentionally on the use of their accommodations. Knowing the basic facts about hearing loss will help them deal with these situations.
Consider the unit as a menu of activities. You may do one activity now, leave blank pages in the notebook and come back to complete another activity at a later time. You may not need to do all of the activities with all of your students. Just pick and choose what you need for a particular student.
Here is a video example of one activity – a 2nd grader explaining the normal hearing process and how his is different.