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Final portfolio Final portfolio Presentation Transcript

  • Final Portfolio Heather Rogers Dr. Claudia Pagliaro CEP 436 May 3, 2010
  • Standards (1 of 2) Click on standard to go directly to slide
    • Standard 4: Instructional Strategies
      • 4K1: Understanding of visual tools and organizers that support content mastery and retention by individuals who are deaf or hard of hearing.
    • Standard 6: Language and Communication
      • 6S1: Applying strategies to facilitate cognitive and communicative development.
    • Standard 7: Instructional Planning
      • 7S3: Integrating language instruction into academic areas.
      • 7S4: Planning instruction to address academic content standards.
  • Standards (2 of 2) Click on standard to go directly to slide
    • Standard 8: Assessment
      • 8S1: Administering assessment tools using the student’s preferred mode and language of communication.
      • 8S2: Developing specialized assessment procedures that allow for alternative forms of expression.
      • 8S3: Collecting and analyzing spoken, signed, or written communication samples.
    • Standard 9: Professional and Ethical Practice
      • 9K2: Understanding and use of professional resources relevant to the field of education of individuals who are deaf or hard of hearing.
  • Standard 4: Instructional Strategies
  • 4K1: Understanding of visual tools and organizers that support content mastery and retention by individuals who are deaf or hard of hearing.
    • Word walls
  • 4K1: Understanding of visual tools and organizers that support content mastery and retention by individuals who are deaf or hard of hearing.
    • Frayer Model
  • Standard 6: Language and Communication
  • 6S1: Applying strategies to facilitate cognitive and communicative development.
    • After teaching a lesson, having students work in pairs or small groups allows them to not only work together in thinking through the steps to solve the problem, but also gives them the opportunity to help teach each other the concepts. Small group work or paired work can also be beneficial to language development if some students have more developed language (i.e. ASL) than other students in their group. By pairing these students together, it provides students with an opportunity to be exposed to more conversation and vocabulary than had the students been work independently.
  • 6S1: Applying strategies to facilitate cognitive and communicative development.
    • Calendar
  • Standard 7: Instructional Planning
  • 7S3: Integrating language instruction into academic areas.
    • Using tools such as vocabulary journals allow students to create their own personal dictionaries. This vocabulary journal is adapted to include more information than simply a word and definition. First, I have the student write what they think the word means, then have them write what they actual definition is (as found in a source, or determined by the class) To help with recall, have the students write some clues that will help them remember what the word means - either a list of words/phrases or pictures. Finally, in the last column I have the student write what page they found their information on so that they can refer back to it at a later time to gather more information if necessary.
    • Vocabulary Journal
  • 7S3: Integrating language instruction into academic areas.
    • Social Studies Word Wall
  • 7S4: Planning instruction to address academic content standards.
  • 7S4: Planning instruction to address academic content standards.
  • Standard 8: Assessment
  • 8S1: Administering assessment tools using the student’s preferred mode and language of communication.
    • Translating text to ASL
  • 8S1: Administering assessment tools using the student’s preferred mode and language of communication.
    • Giving oral instructions with the use of an FM system. Often times (especially when students with a hearing loss are mainstreamed) one of the accommodations specified in the IEP is that the instructor or speaker in a sett
  • 8S2: Developing specialized assessment procedures that allow for alternative forms of expression.
  • 8S2: Developing specialized assessment procedures that allow for alternative forms of expression.
  • 8S3: Collecting and analyzing spoken, signed, or written communication samples.
  • 8S3: Collecting and analyzing spoken, signed, or written communication samples.
  • Standard 9: Professional and Ethical Practice
  • 9K2: Understanding and use of professional resources relevant to the field of education of individuals who are deaf or hard of hearing.
    • When talking with East Lansing itinerant teacher, Dawn Hull, we had a conversation about unilateral hearing loss and its effect on education. She told me she had recently been to a conference in Jackson and was given a printout of a PowerPoint presentation from the Jackson School District’s audiologist. It lists the different consequences of UHL within the spectrum of the academic setting, including intervention information and monitoring strategies. It also included information about 504 plans. I was unfamiliar with 504 plans so in asking her about them I found out that , unlike IEPs, 504 plans do not include goals, only accommodations that are being made within the classroom. So a student who may not qualify for special education services may qualify for a 504 plan instead. For example, a student who has a mild hearing loss may not require an IEP but may require a 504 plan that requires all teachers to use an FM system.
    • UHL Presentation
  • 9K2: Understanding and use of professional resources relevant to the field of education of individuals who are deaf or hard of hearing.
    • One of the classes I visited had two students who use bone hearing aids, one of which was externally as a headband, and one of which was bone anchored (BAHA) because of microtia (grade III). While I have studied BAHA’s before I had never seen one implanted before. One day while I visited the class, the BAHA was malfunctioning and the teacher had to try to figure out what the problem was (the connections ended up being loose). When I asked how she knew about the possible issues that could have been affecting the aid, she gave me a copy of the manual that came with his aid. It provides very clear instructions and pictures for proper maintenance. In addition, it also provides a list of possible problems that may occur and their suggested solutions (I.e. mismatched connections, no sound, or pain at implant site). I had never thought about having the manuals for my students’ aids in my classroom, but it makes perfect sense to as accidents can always happen and there are so many different types/brands of aids available and I will have to help my students fix minor hearing aid problems.
    • BAHA Manual