Midterm

Question 1

CHAPS

Answer 1

Children’s Auditory
Performance Scale
● Teacher scores child of interest
in comparison to classroom
peers on various listening
situations
● See if the student is struggling in
any specific auditory
environments

Question 2

LIFE/LIFE-R

Answer 2

Listening Inventory for Education
● Student and Teacher versions
● Student version can be done pre- and
post-intervention to evaluate changes
in response to technology or
educational supports
● Student surveys can be used for 3rd
grade

Question 3

CAVE Checklist

Answer 3

Communication Access in Virtual
Environments
● Student self-report checklist
● Age 9 and up
● Identify possible communication
access issues that may occur during
virtual education situations

Question 4

Functional Listening Evaluation

Answer 4

Compares student listening ability in a variety of situations to
identify effects of noise, distance, and visual cues
● Provides realistic sample of student’s abilities for teachers, parents,
and others

Question 5

Why is early intervention important?

Answer 5

The earlier you can provide appropriate support to the
family, the better the outcomes for the child

Question 6

JCIH 2019

Answer 6

States who meet 1-3-6 goals encouraged to try for 1-2-3 timeline

Consideration of reduction in the FDA-approved age
for cochlear implantation to less than 12 months

Question 7

Risk factors for children with HL

Answer 7

fam history
CMV
Neonatal care more than five days
Hyperbellirubinemia

Question 8

2 trends in Deaf education

Answer 8

▧ Most children with hearing loss are in the general
education classroom as opposed to self-contained
classrooms
▧ More children with hearing loss are served through 504
Plans instead of special education

Question 9

Principles to optimizing education of deaf and hard of hearing students

Answer 9

Federal Laws and Policies
* Early Identification and Intervention
* Evaluation and Eligibility
* Goals, Services and Placement
* School Environment Access and Accommodations
* Post-Secondary Transition

Question 10

Ten principles for education of students who are deaf and hard of hearing

Answer 10

Each student is unique.
2. High expectations drive educational programming and future
employment opportunities.
3. Families are critical partners.
4. Early language development is critical to cognition, literacy and
academic achievement.
5. Specially designed instruction is individualized.
6. Least restrictive environment (LRE) is student-based.
7. Educational progress must be carefully monitored.
8. Access to peers and adults who are deaf or hard of hearing is critical.
9. Qualified providers are critical to a child’s success.
10. State leadership and collaboration is essential.

Question 11

LEAD-K

Answer 11

Movement advocating that all children with
hearing loss should be given instruction in ASL
with EI services

Question 12

Deaf perspectives

Answer 12

Deafness does not need to be repaired or
changed
▧ Deafness is rooted in language and culture
with a strong sense of identity

Question 13

Who are “kids in the cracks”

Answer 13

Kids on 504s
▧ Kids who don’t have a 504 Plan nor an IEP
▧ Kids with hearing loss receiving special education services from non-TODs
▧ Kids in rural/low SES areas
▧ Kids who do not have sufficient communication access or language base and
therefore are falling behind
▧ Kids whose parents opt out of special education services.
▧ Kids who are Deaf Plus

Question 14

Communicatio access issues in education

Answer 14

Invisible barriers created by poor acoustics in classrooms.
▧ Inconsistent use of “special considerations” in the IEP
▧ Lack of direct communication for sign language users in
classrooms
▧ Under qualified interpreters reduce communication access
for students.
▧ Sign language and speech signals are often degraded in
remote learning and computer-based instruction.
▧ Student communication proficiency

Question 15

Maintaining ToD positoins and difficulties

Answer 15

Teacher and related service provider shortages
▧ Schools do not have enrollment to support FTE employment
▧ Extensive travel in rural areas (more driving than teaching)
▧ Lack of support from administrators who do not understand issues
associated with the education of children who are deaf or hard of
hearing
▧ Working in isolation without a mentor or a group of colleagues to
discuss and problem-solve
▧ Stress and frustration trying to provide quality programs with limited
resource

Question 16

Difficulty with parent engagement

Answer 16

parent attendance (or lack thereof) at IEP meetings
▧ Keeping parents involved beyond elementary
school
▧ Encouraging parent involvement in whole school
activities beyond DHH
▧ Communicating and supporting non-English
speaking families

Question 17

IEP Classifications

Answer 17

Auditory impairment
▧ Autism
▧ Intellectual disability
▧ Communication
impairment
▧ Emotional regulation
impairment
▧ Multiple disabilities
▧ Deaf/Blindnes

Question 18

What is IEP

Answer 18

provides modifications to grade level curriculum to match a
student’s present level of ability

Question 19

Provisions of IEP

Answer 19

he IEP sets forth in writing a commitment of resources necessary
for a child with a disability to receive special education and related
services.
● The IEP is a management tool to ensure that each child is
provided special education and related services appropriate to the
child’s special learning needs.
● The IEP is a compliance/monitoring document that may be used
to determine whether a child with a disability is actually receiving
the FAPE agreed to by the parents and the school.
● The IEP serves as an evaluation device to determine the extent of
the child’s progress toward meeting the projected outcomes.

Question 20

IEP meeting participants

Answer 20

parents of the child;
2. At least one regular education teacher (if the child participates in
gen-ed classes)
3. A representative of the school or public agency
4. An individual who can interpret the instructional implications of
evaluation results;
5. At the discretion of the parents, other individuals who have
knowledge or special expertise regarding the child;
6. The child (if appropriate)
7. During times of transition from EI to school or upon high school
graduation:

Question 21

Sections of IEP

Answer 21

Present Levels of Academic Achievement and Functional
Performance (PLAAFP)
○ Includes statements from the child’s current teachers
and service providers as to how the child is currently
performing in school
▧ Parent input/statement
Annual educational goals and objectives
○ What the child will be working toward for the
duration of the upcoming IEP plan term and how it
will be measured
○ Can be for academic or functional needs
▧ Accommodations and modifications
- Special education and related services frequency
Assistive technology needs
▧ Special Factors
○ Supports the student needs specifically related to
their hearing loss and communication access
▧ Rationale for placement
▧ Transition plan and goals (for students 15+ years old)
▧ Procedural safeguard information for parent

Question 22

Special Factors IEP team must consider

Answer 22

child’s language and communication needs
▧ opportunities for direct communications with peers and
professional personnel in the child’s language and
communication mode
▧ academic level
▧ opportunities for direct instruction in the child’s language
and communication mode
▧ required assistive technology devices and service

Question 23

Accomodations/Modifications

Answer 23

Accommodations:
▧ Do not change the content or expectations
▧ Improves access so student can learn the same general
education curriculum of their grade-level peers
Modifications
▧ Changes content or learning expectations to be
different than grade-level peers
▧ Provides for education that meets the abilities of the
student

Question 24

What is 504 plan

Answer 24

Lists accommodations that will be made for the student to
have equal access to their education as compared to their
non-disabled peers

Question 25

Issues with 504

Answer 25

Does not contain the procedural safeguards of
IDEA
▧ Does not require a written plan (though a plan is
recommended)
▧ Does not require a meeting prior to making
changes
▧ Does not include any designated funding from
state or federal level

Question 26

Pidgen Signed English

Answer 26

Not a language- replicated english structure more

Question 27

Signed Exact English

Answer 27

ASL signs with English grammar and includes signs for articles and
“to be” verbs

Question 28

Listening and Spoken Language (LSL)

Answer 28

soly oral method

Question 29

Total Communication

Answer 29

Using anything that helps the child access language
◎ Combination of any of the above communication methods
◎ Could also include writing messages, using PECS board
Child may be most successful using different communication methods
for receptive and expressive language
◎ May be able to access receptive language in the auditory modality
but prefers ASL for their expressive communication because they
struggle with oral articulatio

Question 30

Audiologist knowledge areas in the realm of
auditory training/aural rehab

Answer 30

Management of personal hearing instruments, remote
microphone hearing assistance technology (RM HAT) or both
▪ Development of auditory and listening skills
▪ Assistance with speechreading strategies and other visual
supports
▪ Communication repair coaching
▪ Assistance with removing environmental barriers to
communication
▪ Counseling to support wellness, self-advocacy, and
social-emotional learning

Question 31

What is DIAL

Answer 31

DIAL- Developmental
Index of Audition and
Listening

Specific order of skills children should develop. Certain things need to come before others. What is appropriate in terms of auditory and language skills

Question 32

Teaching communication repair skills

Answer 32

Goal is to use context cues, auditory
information, and visual
supplementation to address
breakdowns in communication

Question 33

What is self advocacy ?

Answer 33

Understanding and seeking support for one’s personal needs and rights
◎ Key component of aural habilitation for children

Question 34

What is SAID?

Answer 34

Student Advocacy and
Independence Development
◎ Teacher checklist
◎ Allows for categorization of
skills beyond just
absent/present
◎ Can work on what is the
most effective
communication style for a
given situation