The Accessible General Education Classroom: Strategies to Support Student Success
Presentation Description : This session will provide strategies for addressing the classroom barriers that can prevent students who are deaf or hard of hearing from achieving their potential. Also discussed will be options for evaluation, IEP development and training which can assist in ensuring that the classroom is the right fit for your student’s complex needs.
Three Learner Outcomes : The participants will be able to:
1. Evaluate student readiness, strengths and needs related to a successful experience in the general ed. classroom.
2. Determine potential barriers and design teacher and peer training procedures around strategies to reduce challenges.
3. Develop IEP components that will contain the safeguards necessary to support student success.
This timeless professional development material was recorded at the November 2014 Supporting Success Conference.
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CEU clock hours: 1.0 CEU Clock Hour can be earned. Each login will allow one participant to take a 3-question quiz which must be passed (3 of 3 correct); two chances are provided to pass. See the assessment questions below. Once the quiz is passed, the participant will be able to download a CEU Certificate of Completion. Forms verifying completion for LSLS CEUs from AG Bell can also be downloaded. CEU information is also downloadable for participants to individually submit for ASHA CEUs .
Kathleen A. Arnoldi is a certified teacher of the deaf/hard of hearing with a Master’s degree in Educational Administration. She has worked as a teacher of the deaf/hard of hearing and DHH Program Administrator at St. Paul Public Schools for 37 years and served as an adjunct professor at the University of Minnesota DHH teacher training program for 9 years. Kathy has participated in writing pertinent legislation for students with hearing loss and their families, developing eligibility criteria for special education services and creating licensure requirements for teachers of the deaf/hard of hearing in Minnesota. She is the author of Building Skills for Success in the Fast-Paced Classroom with Karen Anderson.
Handouts that Come with this Webcast:
Summary of presentation handout (8 pages)
1. What is known to be one of the major facilitators of student success in the inclusive setting?
a. Hearing status
b. Communication mode
c. Teacher expectations
d. Amount of special ed. support
2. Which of the following teacher training components does not necessarily contribute to student growth?
a. embedding the training in the daily work of the teacher
b. providing the teacher with additional opportunities to teach DHH students
c. using student data to inform professional development
d. focusing on teacher content knowledge and teaching skills
3. A well-developed IEP PLAPF should contain the following:
a. student’s performance in relation to the content standards
b. references to the role of the teacher of the D/HH
c. contributors to student progressd. all of the above