Facilitating The Transition Of Students Who Are Deaf Or Hard Of Hearing

C.O.A.C.H. Is a 'How to' and "What to do" book for the development of skills for secondary students. The program uses a problem solving model of C.O.A.C.H. - Concern- Observe- Access- Collaborate- make it Happen to address access and communication needs. The book includes: rationale for the instruction model, step by step directions, goals and activities, assessments, and reproducible worksheets. Each section addresses specific aspects of advocacy and develops underlying skills to support application. Learn how to guide your students to handle their use specific situations and to develop skills they will use for a life time. For those of you who liked Steps to Success, this book is an expansion of the instructional model and a more in-depth look at serving secondary students.

"Many students struggle with the transition from high school to the next stage of their lives. For deaf and hard of hearing students, that struggle can be intensified by barriers and discriminatory attitudes. Author examines services that are currently available in high schools and offers recommendations"--

The purpose of the current study was the collection of outcome data on young adults who are deaf or hard of hearing in the state of Louisiana one, two, and three years after leaving high school. Also assessed were the individuals' quality of life. This data, when compared to the national average of students with disabilities and the national average of students who are deaf or hard of hearing, will be of assistance for those programs seeking to enhance or improve upon their transition services.

This book discusses the considerable challenges students with disabilities conquer in education, varying from relationships with teachers and academics, learning resources, and everyday social situations.

Deaf children are not hearing children who can't hear. Beyond any specific effects of hearing loss, as a group they are far more diverse than hearing peers. Lack of full access to language, incidental learning, and social interactions as well as the possibility of secondary disabilities means that deaf learners face a variety of challenges in academic domains. Technological innovations such as digital hearing aids and cochlear implants have improved hearing and the possibility of spoken language for many deaf learners, but parents, teachers, and other professionals are just now coming to recognize that there are cognitive, experiential, and social-emotional differences between deaf and hearing students likely to affect academic outcomes. Sign languages and schools and programs for deaf learners thus remain an important part of the continuum of services needed for this diverse population. Understanding such diversity and determining ways in which to accommodate them must become a top priority in educating deaf learners. Through the participation of an international, interdisciplinary set of scholars, Diversity in Deaf Education takes a broad view of learning and academic progress, considering "the whole child" in the context of the families, languages, educational settings in which they are immersed. In adopting this perspective, the complexities and commonalities in the social, emotional, cognitive, and linguistic mosaic of which the deaf child is a part, are captured. It is only through such a holistic consideration of diverse children developing within diverse settings that we can understand their academic potentials.

This in-depth collection by 17 renowned international scholars that details a developmental framework to maximize academic success for deaf students from kindergarten through grade 12. Part One: The Context commences with an overview of the state of general education and that of deaf learners, followed by a state-of-the art philosophical position on the selection of curriculum. Part Two: The Content considers critical subjects for deaf learners and how to deliver them, including mathematics, print literacy, science, social studies, and physical education. This section also addresses the role of itinerant services, as well as how to teach Deaf culture, provide for students with multiple disabilities, and facilitate school-to-work transitions. Part Three: Instructional Considerations Across the Curriculum provides suggestions and guidelines for assessing and planning programs for deaf students using meaningful contexts; optimizing the academic performance of deaf students with emphasis on access and opportunities; implementing a cognitive strategy that encourages teaching for and about thinking as an overriding principle; establishing instructional and practical communication in the classroom, especially in relation to ASL and English-based signing; and solving old problems with new strategies, including Web-based technologies, resources, and applications. The lessons of these assembled scholars coalesce in the Part Four: Summary as a general recommendation for ongoing adaptability, a fitting capstone to this extraordinary volume of work.