Strategies
Maya frequently misses directions during group instruction.
What is one strategy you could use?
Visual supports, chunking directions, checking for understanding
Maya’s caregiver says she “guesses a lot.”
Following directions accuracy, auditory discrimination
Maya is struggling in a large group classroom.
Make a case for additional supports.
Smaller group instruction, speech services, classroom accommodations
My student has hearing aids, so they can hear everything.
False – access is not equal to typical hearing
IEP
Individualized Education Program
Jordan is in a science class with heavy lecture.
What is one strategy you could use?
Pre-teaching vocabulary, visual notes, ASL-accessible materials
Jordan struggles with reading comprehension.
ASL proficiency vs English reading level, vocabulary knowledge
Jordan is not accessing lecture content in general education setting.
Make a case for more time in the Deaf Ed setting
direct instruction in ASL, visual curriculum
ASL will delay English development.
False – bilingualism supports language development
ASL
American Sign Language
Luis has limited formal language and struggles to participate.
Use multimodal communication (gestures, visuals), language modeling
Luis has minimal formal language.
Current communication modes, expressive/receptive language
Luis has no formal language system.
Make a case for specialized placement
Language comes before reading, needs access to people who use his communication mode, intensive language intervention
Deaf students just need louder speech.
False – clarity and access matter more than volume
ARD
Annual Review Dismissal
Avery becomes distressed when routines change.
Use object schedules, preview changes, tactile supports
Avery communicates mostly with familiar adults. She does not like to start conversations with unfamiliar individuals.
Communication attempts across partners, symbol recognition
Avery needs consistent communication access.
Make a case for additional accommodations or supports
DeafBlind specialist, 1:1 support, tactile communication system
All Deaf students learn the same way.
False – highly diverse population
PLAAFP
Present Levels of Academic Achievement and Functional Performance
Sam shows listening fatigue by the afternoon.
Provide listening breaks, reduce auditory load, add visual input
Sam decodes well but doesn’t understand text.
Comprehension vs decoding discrepancy, listening vs reading comprehension
Sam is academically capable but exhausted.
Make a case for reduced auditory load
Brain takes more effort to process auditory information, listening breaks help increase comprehension
An interpreter means full access
False – depends on language level, pacing, and content
RDSPD
Regional Day School Program for the Deaf