Darcy Beaver
Teacher of the Deaf/Hard of Hearing
 Family’s
goals?
 Education
goals?
Keeping this in mind creates
your road map!
 In
class
 Out of class
 Discussions with teachers
 Checklists
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www.cde.com
 Language
levels may be age
appropriate due to early
programming and therapy
 Scores
may indicate that the
student doesn’t “qualify” for
special education services since a
discrepancy 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)
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www.nasde.org/Portals/O/Documents /AssessmentTools.pdf
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We need to use a prevention and surveillance
model rather than a failure model to manage
this 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
Think of what the student is doing
with 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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What are the standards
expected at each grade
level?
How are they
measured?
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Standards
Content, Content and
More Content!
What district and state
tests occur at each
grade level?
What accommodations
are needed?
Things to
consider
 Involve
 No
the family at all times
cookbook approach
 Keep
assessing the child’s needs
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Listen, Listen, and Listen some more
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Resources:
◦ www.hearingjourney.com
CLIX
Word Association Syllable Perceptions (WASP)
SPICE (CID)
Cottage Scales
Spelling Tests
Cochlear Implant Center
HOME!!!!
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Early listeners need to have listening goals in
a quiet environment
As their listening skills advance, then goals
can move into more controlled noise
situations
Lastly, listening goals can be monitored in
the classroom – children spend over ½ of
their school day listening
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Must read everyday to learn vocabulary!
Read out loud!
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A student needs to know 10,000 words by
first grade
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A student needs to know approximately
100,000 words by 12th grade
TV stays within 10,000 words!
 Phonics
 Sequencing
 Retell
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Geers (2003)
Large numbers of 8-9
yr. olds implanted
before 5 years
Reading levels within
the normal range
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Geers (2008)
When tested again at
15-16 years of agesignificant numbers
had not progressed
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Choose targets carefully with eye toward practicing
consonants with a variety of vowels
Listen for sounds that are present and absent- it
will guide us on how well the implant is or isn’t
working
Muddy In/Muddy Out (Carol Flexer)
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Be aware of normal speech development but don’t
always feel like that is what needs to be followed
Only 25% of speech sounds are visible so keep that
in mind when presenting sounds
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Conclusions: Early cochlear implantation had
a long term positive impact on auditory and
verbal development but did not result in ageappropriate reading levels in high school for
the majority of students.
Carol Flexor stated that the reading material
for adolescents demands skills in word
knowledge, complex vocabulary, making
inferences, pragmatic skills of language.
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Answer questions-verbally and written
Understanding age appropriate skills can be
the best guide
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Understand expectations of each grade level
The student may have great language skills
but 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
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IEP Considerations for the Child with a Cochlear Implant