Importance of planning. Financial Disclosure. Navigating Educational Program Planning A Discussion Tool for Student s with Cochlear Implants

Transcription

1 Navigating Educational Program Planning A for Student s with Cochlear Implants Mary Ann Kinsella-Meier Project Manager Laurent Clerc National Deaf Education Center If you have met one child with a cochlear implant you have met ONE child with a cochlear implant Debra Nussbaum, Project Manager, Clerc Center National Deaf Education Center, Gallaudet University, personal correspondence Financial Disclosure Employed by: The Laurent Clerc National Deaf Education Center, Gallaudet University, who generously supported my travel No other relevant financial relationship Importance of planning Planning for monitoring placement, Through observational record Determining supports and services Planning for self-advocacy development

2 So you have a student with a cochlear implant.and an interpreter Students with Cochlear Implants: Guidelines for Educational Program Planning Students with Cochlear Implants: Guidelines for Educational Program Planning Observational Tool Facilitates Discussion Focuses on Language Access Educational Program Planning Resources for Professionals and Families

3 What s Inside? Student Completed by Guidelines coordinator Collects information regarding: Audiologic history Language exposure and use Pre- and post-cochlear implant history Educational or medical needs Section 1: Student Guideline Components School-Based Language Individual Form Sheet School-Based Language Completed by each member of the educational team Collects information regarding: Setting and accommodations used Receptive, expressive, and pragmatic language skills Individual Form

4 and Sheet Completed by Guidelines coordinator Collects information regarding: Appropriateness of current educational program or program under consideration for meeting a student s needs in several critical areas Appendices Can stand alone Support professionals and families by providing resources

5 Accommodations: Auditory Managing classroom acoustics: Reverberation and noise Distance and noise Accommodations: Educational Access Annual in-service training Recommended classroom observations Comprehension and clarification strategies Family/school communication Accommodations: Visual Ensuring appropriate visual accommodations: Lighting Seating/sight lines Visual alerts/print/pictorial support Technology Strategies for Effective Cochlear Implant Use How to check the equipment Additional considerations for safe and effective use in daily situations

6 Self-Advocacy Skills How to support the development of self-advocacy knowledge and skills Checklist of development in areas of self-advocacy ces What will be covered Review each section Student example Glossary A rich resource defining terminology in the field and lexical references unique to students with cochlear implants Section 1: form Student and Sharing and Monitoring

7 The second step identify team members who work directly with this student* Guidelines Planning Responsibilities Guidelines Coordinator Members Student (Section1: pages 4-5) and Sheet (Section 3, pages 15-20) School-Based (Receptive, Expressive, Pragmatic) ( pages 6-13) Individual Form (Section 2, Page 14) *this may include parents and/or the student School-Based Language Each member of the CI Guidelines is responsible for completing the 4 parts of Section 2 Section 1: form Student and Sharing and Monitoring

8 Section 1: form Student and Sharing and Monitoring Areas covered: Language and Communication Sharing, monitoring and follow up Staff and Training Equipment and Technology Other Integral Considerations

9 Thank you! Questions? Feedback? Section 1: form Student and Sharing and Monitoring Visit our website: What Do the Guidelines Offer? A comprehensive, intentional, and thoughtful approach to instructional planning for children with cochlear implants