![]() ![]() There may be some examinations which have, as a goal, the determination of how well a student is able to perform within a set time period. This may also be true for students who are fluent in sign language or other forms of visual communication For example, a student may be able to access test information more efficiently (similar to hearing students) when the test items are read to them, rather than when they are required to read the items. It needs to be based on evidence of the individual’s known optimal performance based on data from mock examinations. The amount of extra time requested for test-taking should not be based on guesswork or supposition. More time may be needed if there is sufficient evidence of necessity. Extra time typically varies from 25-50% more time allowed. It will often take a student with hearing loss longer to read the text and take longer for them to pull the information from memory. Slower processing of information will occur even if the student is ‘trying his best’ and impacts the effort required, and fatigue resulting from, test-taking. This is unrelated to the individual’s cognitive ability. Hearing loss effects an individual’s ability to process information, including written information, at the same speed as peers without hearing loss. Many students with hearing loss will need extra time to complete examinations. Sample Statement Justifying Extra Time for Test Taking: High stakes tests for higher education entry have their own set of guidelines: Mom of a successful high schooler with hearing loss. Only a 1% difference in math and reading scores, but 16% change in language section with the additional time and one year more academic growth. Took the PSAT one year without accommodations, and then the following year with accommodations. Preferential Seating for Students who are Deaf or Hard of Hearing There is even an Accessible Television Portal for more content. There are thousands of titles many can be streamed or a DVD can be requested. Rather than using poorly captioned YouTube videos teachers should be strongly encouraged to use materials from theĭescribed and Captioned Media Program. Teachers with SmartBoards can turn on the CC/subtitle function on their computer so that captions will be projected. Captioning required for any video from TV to be captioned, including video clips from TV per theįCC.Million Dollar Settlement Highlights Need to Accommodate Students with Hearing Loss.The Peer Notetaker provides information to share and discuss with the IEP team and the classroom teachers on the need for notetakers and what to consider when selecting them. ![]() Although many schools are now having lectures captioned, some students/schools still prefer to use peer notetakers.See theĪssessment & Accommodations article for extensive information. Accommodations during high stakes testing is also needed for many students with hearing loss.As another resource you can consider theĪccommodations tailored to the LIFE-R listening challenges.Handout on the classroom listening environment with the child’s teacher/school team. Children with Hearing Loss – Helpful Adaptations in the School Environment provides an overview of classroom accommodations and expectations that the school team can address to meet these needs.Listening and learning in the classroom can be very challenging for students with hearing loss. Self-Concept: How the Child with Hearing Loss Sees HimselfĪdapting the school environment to support the learner with hearing loss.Self-Advocacy Skills for Students with Hearing Loss.Listening (Auditory Skills) Development.Legal Issues in Serving Children with Hearing Loss.Hearing Loss – Identification, Impact and Next Steps.Early Childhood: Infants, Toddlers, Preschool.Assessment of Student Skills, Challenges, Needs.He Failed Hearing Screening What’s Next.Opportunities with the Supporting Success Team. ![]()
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