National Evaluation Series™ Profile: Special Education: Hearing Impaired (808)

Content Domain III: Promoting Student Development and Learning

Competencies:

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0011 Understand how to establish a positive and productive learning environment for students with special needs.

Descriptive Statement:

For example: factors in the learning environment that affect students' self-esteem and attitudes toward learning; strategies for modifying learning environments to address various student needs, particularly needs related to hearing loss; strategies for crisis prevention/intervention; and individual and group management strategies and intervention techniques for achieving instructional management goals (e.g., maintaining standards of behavior, maximizing time spent in learning).

0012 Understand amplification methods and strategies for promoting auditory skill development in students who are deaf or hard of hearing.

Descriptive Statement:

For example: types and uses of amplification systems (including hearing aids and auditory trainers) and procedures for using and maintaining them; identification and modification of environmental barriers for students who are deaf or hard of hearing; and strategies for developing auditory and listening skills in students who are hearing impaired.

Sample Item:

Which of the following is an appropriate procedure for the regular maintenance and monitoring of a hearing aid?

Wash each hearing component using a mild cleaning solution.
Check the batteries in the hearing aid each day using a battery tester.
Hold the hearing aid close to the ear to check for feedback.
Replace the earmold of the hearing aid at least once a month.

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0013 Understand how to promote language development in students who are deaf or hard of hearing.

Descriptive Statement:

For example: strategies for helping students who are deaf or hard of hearing (including students with additional exceptionalities) meet specified goals relating to oral, written, and sign language; strategies for providing students with opportunities to use language meaningfully in authentic settings; and evaluation, selection, and adaptation of instructional methods, resources, and technologies to promote students' language development.

Sample Item:

Parents/guardians could best help a child who is deaf or hard of hearing improve his or her language skills by doing which of the following?

having the child sign age-appropriate materials while reading
reviewing each day's language lessons with the child after school
organizing family activities that expose the child to new experiences
having the child repeat phrases and sentences signed by other family members

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0014 Understand how to promote speech development in students who are deaf or hard of hearing.

Descriptive Statement:

For example: strategies for promoting the ability of students who are deaf or hard of hearing (including students with additional exceptionalities) to meet specified speech goals; and evaluation, selection, and adaptation of instructional methods, resources, and technologies to promote the speech production of students who are deaf or hard of hearing.

Sample Item:

A student with a hearing impairment emits excessive breath when pronouncing the letter h. Which of the following is a visual medium that would be especially helpful in addressing this problem?

a paper strip placed in front of the face
a mirror
a light activated by a microphone
a Visi-Pitch machine

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0015 Understand how to meet the overall communication needs of students who are deaf or hard of hearing.

Descriptive Statement:

For example: historical and current educational and sociological issues related to individuals who are deaf or hard of hearing (including students with additional exceptionalities); and modes of communication (e.g., American Sign Language, various forms of manually coded English, auditory-oral approaches).

Sample Item:

The family of a toddler who is deaf uses American Sign Language as its native language in the home. The parents ask a teacher of the deaf and hard of hearing how their child's language development is likely to compare, in sequence and rate, to that of hearing toddlers. Which of the following is the best response to this question?

The acquisition of sign language parallels the acquisition of spoken language because the same linguistic principles apply to both languages.
Because the two languages differ fundamentally in syntax and structure, they cannot be acquired at the same rate.
The acquisition of sign language is somewhat delayed in comparison to the acquisition of spoken language because signing is acquired like a second language.
Because the two languages are similar in syntax and structure, they are acquired at about the same rate and according to the same sequence.

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0016 Understand how to promote the academic achievement of students who are deaf or hard of hearing.

Descriptive Statement:

For example: ways in which hearing loss may affect students' progress in the general education curriculum; knowledge of elementary and secondary curricula and teaching methods in reading, language arts, social studies, science, and mathematics; strategies for teaching reading, comprehension skills, and academic content to students who are deaf or hard of hearing (including students with additional exceptionalities); evaluation, selection, and adaptation of course content and of instructional methods, resources, and technologies to promote achievement in students with given language and auditory competencies; and appropriate goals, objectives, activities, programs, and support to promote transition to post-secondary education or training.

0017 Understand how to promote the functional living competence of students who are deaf or hard of hearing.

Descriptive Statement:

For example: strategies for promoting the independent living and prevocational and vocational skills of students who are deaf or hard of hearing (including students with additional exceptionalities); strategies for providing learning experiences to enhance transition readiness; and evaluation, selection, and adaptation of instructional strategies, materials, technologies, and community resources to promote functional living, vocational/career competence, independent and community living skills, citizenship skills, and participation in civic, leisure, and recreational activities.

0018 Understand procedures for promoting self-advocacy in students who are deaf or hard of hearing.

Descriptive Statement:

For example: strategies that promote self-advocacy, self-determination, responsibility, flexibility, tolerance, and increased independence in students; skills and behaviors that enhance self-advocacy; ways to encourage students to seek assistance and resources in different situations; and strategies for promoting students' understanding of their legal rights and their willingness to advocate for those rights.

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