Quality Indicators for Assistive Technology by unknow

Author:unknow
Language: eng
Format: epub
ISBN: 9780989867467
Publisher: CAST Professional Publishing
Published: 2015-10-02T00:00:00+00:00

Example

When Sven entered kindergarten, his IEP included the services of a teacher of the Deaf and Hard of Hearing (DHH). One of her responsibilities was to check his hearing aid batteries on a regular basis to make sure that they were functioning properly. By the third grade, the DHH teacher had taught Sven to check his own hearing aid batteries on the same schedule. He had also learned to replace batteries himself and he used a chart to keep track of the times when he had to replace the batteries.

After Sven had become independent with the management of his own hearing aides, his teachers began to help him develop some new self-advocacy skills. In fourth grade, Sven attended meetings with his DHH teacher and general education teachers. The DHH teacher explained the accommodations that Sven needed because of his hearing loss and helped teachers identify the things they needed to do in order to provide the accommodations that were listed on his IEP. By the time Sven moved to middle school, he had learned to lead the conversations about accommodations with his new teachers and the DHH teacher attended the meetings as an observer and extra support. In high school, Sven began to talk with his teachers independently. If his IEP accommodations were not being provided, he knew how to contact the DHH teacher and ask for help. By the time he moved from the K–12 educational system to a community college program, he knew what accommodations were important for him and how to request them from the college.

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