Match It! Sell It! Guarantee It! Getting Your Students the Support They Need
Presentation Description: This session will provide strategies for determining the type and the amount of special education service: Deaf/Hard of Hearing your student needs to succeed, and techniques for working with IEP teams and administrators in securing the critical involvement of a teacher of the deaf/hard of hearing in the delivery of services.
Three Learner Outcomes: The participants will be able to:
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 (6 pages)
1. Which of the following should be primarily considered in determining the need for student services?
a. Availability of service
b. Approval of special education administration
c. Student’s “present levels of academic performance…”?
d. All of the above
2. Which of the following is a major consideration in determining options for service delivery?
a. The type and degree of the student’s hearing loss
b. Availability of service providers
c. The professional’s understanding of the impact of the student’s hearing loss on learning
d. Parent preference
3. Which of the following statements re: IEP development is accurate?
a. References re: who should deliver academic support should not be under “Present Levels…”
b. The services section of the IEP is the only place references to service type should be found.
c. The “Present Levels…” section should contain references to strategies that work for the student.
d. None of the above