Concepts and vocabulary introduced in each grade, along with previous concepts to be mastered are included for all core subject areas from kindergarten to high school. One resource created by Texas educators is. Teachers of the Deaf and Hard of Hearing must have curriculum expertise for multiple grade levels, including staying abreast of the words and concepts being taught. Lesson plans may be difficult to obtain, finding signs for many specialized topics can be a challenge, and time limitations make deciding which vocabulary is the most important to teach is equally challenging.įree resource provides invaluable information for teachers working with multiple grade levels:
Pre-teaching vocabulary requires close collaboration with classroom teachers. Various factors come into play when pre-teaching vocabulary is identified as an accommodation and/or specialized instruction. The sheer breadth and depth of information presented in a general education setting is often overwhelming, however, pre-teaching vocabulary can be an effective strategy in helping students integrate new words and concepts into their “bank of knowledge”. Given these constraints, vocabulary instruction is an essential and ongoing component of our work with students. Many students who are hard of hearing or deaf enter school with limited vocabularies and language experience, whether their communication modality is spoken or signed. Self-Concept: How the Child with Hearing Loss Sees Himself.Self-Advocacy Skills for Students with Hearing Loss.Listening (Auditory Skills) Development.
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