IEP considerations for CI child2.pptx

7/27/2019 IEP considerations for CI child2.pptx

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Darcy Beaver

Teacher of the Deaf/Hard of Hearing


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Familys goals?

Education goals?Keeping this in mind createsyour road map!


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In classOut of class

Discussions with teachersChecklists www.cde.com
http://www.cde.com/http://www.cde.com/


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Language levels may be ageappropriate due to earlyprogramming and therapy

Scores may indicate that the

student doesnt qualify forspecial education services since adiscrepancy is not present


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Cottage Acquisition Scales for Listening, Language & Speech (CASLLS) Preschool Language Scale-4

Preschool-Clinical Evaluation of Language Fundamentals (CELF-P)

Rosetti Infant Toddler Language Scale

MacArthur Communication Development Inventory: Words, Gestures, and Sentences

Test of Auditory Comprehension of Language- Third Edition (TACL-3)

The Screening Instrument for Targeting Educational Risk (S.I.F.T.E.R) The Reynell Development Language Scales III (RDLS III), 3rd ed.

SKI-HI Language Development Scale

Oral and Written Language Scales (OWLS)

Grammatical Analysis of Elicited Language, Pre-Sentence Level (GAEL-P)

Early Speech Perception Test (ESP) for Profoundly Hearing Impaired Children

Functional Auditory Performance Indicators (FAPI) Meaningful Auditory Integration Scale (MAIS)/ Infant-Toddler: Meaningful Auditory

Integration Scale (IT-MAIS)

The Listening Inventory for Education: an Efficacy Tool (LIFE)


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The Arizona Articulation Proficiency Scale Third Edition The Goldman Fristoe: Test of Articulation 2

Identifying Early Phonological Needs in Children with Hearing Impairment

Peabody Picture Vocabulary Test (PPVT-3)

Expressive One-Word Picture Vocabulary Test

Receptive One-Word Picture Vocabulary Test

Test of Early Reading Ability-3rd Ed. (TERA-3) Boehm Test of Basic Concepts Revised (BTBC-R)

Bracken Basic Concept Scale- Revised

Checklist of Emerging ASL Skills

ASL Development Observation Record

The American Sign Language Proficiency Assessment (ASL-PA)

Test of American Sign Language (TASL)

www.nasde.org/Portals/O/Documents /AssessmentTools.pdf


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We need to use a prevention and surveillancemodel rather than a failure model to managethis generation of children with hearing loss.Beware of being seduced by how much these

children seem to know at a young age.

They still need enrichment!

Carol Flexer, 2010


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Think of what the student is doingwith the information that they have

Social skills are they accurately

interpreting situations with peers? Applying information- they can spell,they understand grammar- what

happens when they put it into writing?


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StandardsThings to

consider

What are the standardsexpected at each gradelevel?

How are theymeasured?

Content, Content andMore Content!

What district and statetests occur at eachgrade level?

What accommodations

are needed?


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Involve the family at all times

No cookbook approach

Keep assessing the childs needs


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Listen, Listen, and Listen some more

Resources: www.hearingjourney.com

CLIX

Word Association Syllable Perceptions (WASP)

SPICE (CID)

Cottage Scales

Spelling Tests

Cochlear Implant Center

HOME!!!!
http://www.hearingjourney.com/http://www.hearingjourney.com/


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Early listeners need to have listening goals ina quiet environment

As their listening skills advance, then goalscan move into more controlled noisesituations

Lastly, listening goals can be monitored inthe classroom children spend over oftheir school day listening


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Must read everyday to learn vocabulary!Read out loud!

A student needs to know 10,000 words by

first grade

A student needs to know approximately100,000 words by 12th grade

TV stays within 10,000 words!


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Phonics

Sequencing

Retell


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Choose targets carefully with eye toward practicingconsonants with a variety of vowels

Listen for sounds that are present and absent- itwill guide us on how well the implant is or isnt

workingMuddy In/Muddy Out (Carol Flexer)

Be aware of normal speech development but dontalways feel like that is what needs to be followed

Only 25% of speech sounds are visible so keep thatin mind when presenting sounds


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Conclusions: Early cochlear implantation had

a long term positive impact on auditory andverbal development but did not result in age-

appropriate reading levels in high school forthe majority of students.

Carol Flexor stated that the reading material

for adolescents demands skills in wordknowledge, complex vocabulary, makinginferences, pragmatic skills of language.


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Answer questions-verbally and written

Understanding age appropriate skills can bethe best guide


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Understand expectations of each grade level

The student may have great language skillsbut writing it down is a different ballgame!


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Team members Family

Cochlear Implant center


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www.agbell.org www.cochlear.com/HOPE

www.hearingjourney.com

www.asha.org www.avli.org

www.cochlearamericas.org

www.advancebionics.com
http://www.agbell.org/http://www.hearingjourney.com/http://www.asha.org/http://www.avli.org/http://www.cochlearamericas.org/http://www.advancebionics.com/http://www.advancebionics.com/http://www.cochlearamericas.org/http://www.avli.org/http://www.asha.org/http://www.hearingjourney.com/http://www.agbell.org/