|SP.PK12.DH.1.1a:||Identify historical and current attitudes of the Deaf community and the impact on themselves and others.|
|SP.PK12.DH.1.2a:||Identify contributions of past and present figures of the Deaf community.|
|SP.PK12.DH.1.3a:||Identify ways that individuals who are deaf and hard-of-hearing provide support for each other in their community.|
|SP.PK12.DH.1.4a:||Identify ways that Deaf heritage and culture play an important role in the daily activities of individuals who are deaf or hard-of-hearing.|
|SP.PK12.DH.2.1:||Identify steps to complete school assignments and tasks according to directions.|
|SP.PK12.DH.2.2:||Maintain a time management and organizational system for academic studies.|
|SP.PK12.DH.2.5:||Request clarification of school assignments from teachers, family, and peers, when needed.|
|SP.PK12.DH.2.3a:||Identify previously learned academic vocabulary, skill, or content in new skills and concepts.|
|SP.PK12.DH.2.4a:||Produce written communication, including identifying parts of sentences, combining words to make sentences, and combining sentences to make paragraphs with the support of sign and/or voice.|
|SP.PK12.DH.3.2:||Label and describe the functions of the parts of the ear (pinna, ear canal, eardrum, bones, cochlea, hearing nerve, brain, outer, middle, inner) using pictures.|
|SP.PK12.DH.3.4:||Maintain (clean, care for, and troubleshoot) own hearing aids, cochlear implants, and/or FM equipment with assistance.|
|SP.PK12.DH.3.1a:||Recognize that he/she has a hearing loss, including referring to self as deaf or hard-of-hearing; stating cause of the hearing loss; and explaining that the hearing loss is stable, progressive, or irreversible.|
|SP.PK12.DH.3.3a:||Identify the basic information on an audiogram.|
|SP.PK12.DH.3.5a:||State and apply listening and learning rules, including recognizing that hearing does not mean understanding, attending to the person who is speaking and/or signing, talking only about what he/she is learning, and requesting repetition or clarification when needed.|
|SP.PK12.DH.3.6a:||Identify people who can provide assistance in the school regarding a hearing loss, such as interpreters, audiologist, and the itinerant teacher.|
|SP.PK12.DH.3.7a:||Identify and use a variety of specialized telecommunication technology, including etiquette and procedures appropriate for his/her needs, with some assistance.|
|SP.PK12.DH.4.1:||Consistently and appropriately use preferred communication modality, such as American Sign Language (ASL), Conceptually Accurate Signed Exact English (CASE), Signed Exact English (SEE), or Spoken Language (Aural-Oral Communication), and recognize that communication modality may change according to individual needs and preferences.|
|SP.PK12.DH.4.2:||Participate in direct interactions with peers and adults using an appropriate mode of communication in a variety of settings independently.|
|SP.PK12.DH.4.3:||Demonstrate communication through motor movements, facial expressions, vocalizations, and social interactions.|
|SP.PK12.DH.4.4:||Demonstrate nonverbal elements of communication, including proximity, turn taking, body shifting, facial expressions, and eye gaze.|
|SP.PK12.DH.4.5:||Express the meaning of complex vocabulary, concepts, and figurative language through explicit strategies, such as drawing, role play, fingerspelling, and recognizing visual markers.|
|SP.PK12.DH.4.6:||Apply auditory discrimination and phonological skills to enhance understanding of spoken and written language, when appropriate.|
|SP.PK12.DH.5.1:||Explain the elements of the communication process—speaker, listener, message, feedback—and identify situations when communication breakdowns occur.|
|SP.PK12.DH.5.3:||Use appropriate behavior in response to situational demands and modify behavior as needed.|
|SP.PK12.DH.5.5:||Anticipate and use repair strategies to ensure communication occurs during difficult listening situations or when communication breakdowns occur.|
|SP.PK12.DH.5.2a:||Describe positive and negative ways the physical environment can affect communication and describe situations when it would be difficult.|
|SP.PK12.DH.5.4a:||Communicate with others in ways appropriate for the relationship, such as friends and family.|
|SP.PK12.DH.6.5:||Explain support services available in the school, home, and community, such as Florida Relay Service, interpreters, and travel assistance.|
|SP.PK12.DH.6.1a:||Demonstrate understanding of the role and responsibility of an interpreter, including attending to the interpreter for directions and information as long as the teacher/speaker is talking and signaling the interpreter for clarification or repetition.|
|SP.PK12.DH.6.2a:||Select and use assistive technology—low-tech, high-tech, closed captioning, alerting systems—that is personally appropriate with the assistance of an adult.|
|SP.PK12.DH.6.3a:||Locate and respond appropriately to alerting devices, such as fire or smoke alarm, doorbell, phone, and monitors in the home and school.|
|SP.PK12.DH.6.4a:||Summarize knowledge of own individual educational plan (IEP), including assessment data, strengths, weaknesses, annual goals, objectives, special education and related services, and accommodations.|
|ELD.K12.ELL.SI.1:||English language learners communicate for social and instructional purposes within the school setting.|
General Course Information and Notes
The purpose of this course is to enable students who are deaf and hard-of-hearing to apply concepts, knowledge, and skills in the expanded core curriculum in the educational, home, and community settings to achieve annual goals based on assessed needs and the student’s individual educational plan (IEP).
This course is designed for students who are deaf or hard-of-hearing and need intensive individualized intervention to address the unique and specialized needs that result from their disability. Hearing loss adds a dimension to learning that often requires explicit teaching, such as information gained through incidental learning.
A student may repeat this course. The particular course requirements that the student should master each year must be specified on an individual basis and relate to achievement of annual goals on the student’s IEP.
Delivery of this course is setting neutral (resource class, embedded instruction). Instructional activities involving practical applications of course requirements may occur in home, school, and community settings for the purpose of acquisition, practice, generalization, and maintenance of skills.
This course is designed to reflect the wide range of abilities within the populations of students with this disability. Course requirements may be added or modified based on assessed needs indicated in the student’s IEP.
English Language Development (ELD) Standards Special Notes Section:
Teachers are required to provide listening, speaking, reading and writing instruction that allows English language learners (ELL) to communicate for social and instructional purposes within the school setting. For the given level of English language proficiency and with visual, graphic, or interactive support, students will interact with grade level words, expressions, sentences and discourse to process or produce language necessary for academic success. The ELD standard should specify a relevant content area concept or topic of study chosen by curriculum developers and teachers which maximizes an ELL’s need for communication and social skills. To access an ELL supporting document which delineates performance definitions and descriptors, please click on the following link: https://cpalmsmediaprod.blob.core.windows.net/uploads/docs/standards/eld/si.pdf.
|Course Number: 7763090||
Course Path: Section: Exceptional Student Education > Grade Group: Elementary > Subject: Special Courses >
|Abbreviated Title: EXP SKLS: PK-5|
|Course Status: Course Approved|
|Grade Level(s): K,1,2,3,4,5,PreK|
| Hearing Impaired (Grades K-12)|