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Assessment & Instruction with Multiply-Involved DHH Students

Assessment & Instruction with Multiply-Involved DHH Students. Peg Oliver, Intermediate District 287 & Lisa Dembouski, St. Paul Public Schools. Working with Multiply-Involved DHH Students. We believe: Every student has the right to a great education. All students are truly unique.

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Assessment & Instruction with Multiply-Involved DHH Students

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  1. Assessment & Instruction with Multiply-Involved DHH Students Peg Oliver, Intermediate District 287 & Lisa Dembouski, St. Paul Public Schools

  2. Working with Multiply-Involved DHH Students We believe: Every student has the right to a great education. All students are truly unique. Our job is to enhance every child’s quality of life.

  3. Talk Amongst Yourselves: • With the people near you, please take five minutes to discuss: • Your top hopes for this workshop • Your largest concerns re: multiply-involved DHH kids • The “take home lessons” you wish for from this session • Select a delegate to share your burning hopes and ideas – Lisa will keep track of them

  4. Assessment • FORMAL VS. • INFORMAL • There is power in your eyes!!

  5. Some questions to get you started: • Questions to answer……….… The fun begins……….. • What is their hearing loss? • What is the etiology? • Is it mild, moderate, severe, profound? • Have they been tested using Pure Tone Audiometry or ABR only? • Does the description match behaviors? • Conductive, sensorineural, or mixed? • Does it fluctuate? • Do they use amplification….. • At home? • At school? • How does the hearing loss appear to impact them? • Do they respond to their name? • Do they respond in specific environments? • Do they respond to environmental sounds? • How do they respond to family vs. school staff? • Do they have basic pragmatic communication skills?

  6. How do staff and parents communicate with them? • Do they just DO???????????????? • Do they have communicative expectations? • What are their future expectations for the student? • Work • Living Arrangements • Are they using gestures, family signs, or sign language?

  7. How are they communicating? • Do they point or vocalize? • Do they use any switch devices? • Do they sign? • Close or Gross Approximations • Do they take your hand and bring you to what they want? • Do they become agitated or tantrum? • Are they passive and just wait?

  8. What are they communicating? • Do they label things verbally or by sign? • Do they ask for help? • Do they request to get their basic wants or needs met or are they dependent on others? • If dependent on others, do they use differentiating vocalizations or facial expressions to inform ? • How do they show preferences?

  9. How much can they understand? • Verbally and/or Sign? • Receptive One Word Picture Vocabulary Test • Bracken or Boehm Test of Basic Concepts • Carolina Picture Vocabulary Test for DHH • Peabody Picture Vocabulary Test • Assessment of Children’s Language Competence (ACLC) • An old evaluation tool but uses an excellent format with a very controlled vocabulary

  10. IEP Goals and Objectives: • Early Childhood through Age 13 • Goals and Objectives written in the Family Outcomes, Sensory and/or Communication Areas • Ages 14 – 21 • Goals and Objectives written as appropriate within the Transition Areas • Post Secondary Training • Employment • Combined Daily Living Skills

  11. Instruction & Materials: • Be Creative, but Functional----- • Handmade • File Folder Activities • Mayer Johnson Board Maker • Mayer Johnson Writing with Symbols • Clicker 4 – Stories • Web Sites • www.aslpro.com • Google American Sign Language and go to ASL Browser • learningplanet .com • Starfall.com • www.literacycenter.net

  12. Curriculum & CBPM: • Curriculum for Multiply-Involved DHH Kids: • Ha! That’s a good one!  • Most everything is teacher-made; but we have lots of things we do (and they’re totally fun) • CBPM= “Curriculum Based Progress Monitoring” • Has two functions: • More realistic for students, based on their curriculum • Intended to inform your instruction

  13. CBPM Samples from SPPS: • Examples to show you • Actual implementation; how it’s going • My Suggestions: • Make assessment part of instruction • Use the data to write goals/ESR information • Be creative – the idea is to remove some things from your over-laden plates!

  14. Summary • Keep your focus……… FUNCTIONAL LANGUAGE BASED REPETITIVE PREDICTABLE FUN

  15. How’d We Do? • Looking back at your burning questions; did we cover everything… ? • Other questions/comments? • THANK YOU!

  16. Contact Us: • Peg Oliver • Intermediate District 287 • 763-550-2115 • mroliver@districtr287.org • Lisa Dembouski • St. Paul Public Schools & University of Minnesota • demb0005@umn.edu– or – • lisa.dembouski@spps.org • DHH Confc Blog • Or find me on Facebook! 

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