Expanded Skills: 9–12 (#7963040) 


This document was generated on CPALMS - www.cpalms.org
You are not viewing the current course, please click the current year’s tab.

Course Standards

Name Description
SP.PK12.DH.1.5: Develop a list of local and national resources with a description of their purposes and contact information for individuals who are deaf and hard-of-hearing.
SP.PK12.DH.1.1b: Explain historical and current attitudes of the Deaf community and the impact on themselves and others.
SP.PK12.DH.1.2b: Compare and contrast contributions of past and present figures of the Deaf community.
SP.PK12.DH.1.3b: Evaluate ways that individuals who are deaf or hard-of-hearing provide support for each other in their community.
SP.PK12.DH.1.4b: Analyze 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.2.2: 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.2.3b: Explain how previously learned academic vocabulary, skill, or content is used in new skills and concepts.
SP.PK12.DH.2.4b: Construct paragraphs and essays following English semantic and syntactic rules with the support of own preferred mode of communication.
SP.PK12.DH.3.1b: Describe own hearing loss, including identifying self as deaf or hard-of-hearing; stating cause of the hearing loss and age of onset; explaining that the hearing loss is stable, progressive, or irreversible; and describing accommodations, preferred learning strategies, and interpreting needs to teachers, peers, and community members.
SP.PK12.DH.3.3c: Explain the role of the audiologist in supporting one’s hearing (set up appointment for audiogram, interpret the information on the audiogram, and discuss amplification needs).
SP.PK12.DH.3.5b: Request repetition or clarification appropriately from peers, teachers, and community members when needed.
SP.PK12.DH.3.6c: Seek appropriate assistance from a professional regarding hearing loss needs, such as the interpreter, audiologist, itinerant teacher, and community and employment personnel.
SP.PK12.DH.3.7c: Use a variety of specialized telecommunication technology, including etiquette and procedures appropriate for his/her needs, independently.
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.5.2b: Request adaptation of the physical environment or accommodations when communication is perceived to be difficult.
SP.PK12.DH.5.4b: Communicate with others in ways appropriate for the relationship, such as peers, authority figures in the school and community, and employers.
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.6.6: Request written reinforcement of instruction, including transcripts or closed captions for film/videos, when needed.
SP.PK12.DH.6.7: Develop an emergency contingency plan to gather information regarding man-made or natural disasters or personal emergencies.
SP.PK12.DH.6.8: Identify agencies that provide postsecondary transition services, such as Vocational Rehabilitation, and Postsecondary Education Programs Network (PEPNet).
SP.PK12.DH.6.9: Participate effectively in the development of own Summary of Performance, maintaining a portfolio of materials and resources to prepare for and succeed in postsecondary settings.
SP.PK12.DH.6.10: Describe options available for postsecondary education or training, employment, and independent living that will meet personal goals and needs.
SP.PK12.DH.6.11: Explain considerations related to obtaining reasonable accommodations in the community, workplace, and/or postsecondary education or training, including eligibility, necessary documentation, procedures for making a request, and the appeals process.
SP.PK12.DH.6.1b: Articulate interpreting needs, including describing how to work effectively with an interpreter for school and community activities, stating when services are needed/not needed, and describing the preferred mode of communication.
SP.PK12.DH.6.1c: Articulate the need for specialized or a preferred mode of communication with peers, adults, community members, and employers.
SP.PK12.DH.6.2b: Select and use assistive technology—low-tech, high-tech, closed captioning, alerting systems—that is personally appropriate.
SP.PK12.DH.6.3b: Locate and respond appropriately to alerting devices, such as fire or smoke alarm, doorbell, phone, and monitors in the school, community, and job site.
SP.PK12.DH.6.4b: Participate effectively in the development and presentation of own IEP, including assessment data, strengths, weaknesses, annual goals, objectives, special education and related services, accommodations, course of study, transition services, and postsecondary goals.
ELD.K12.ELL.SI.1: English language learners communicate for social and instructional purposes within the school setting.



General Course Information and Notes

GENERAL 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, community, and employment 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 earn multiple credits in this course. The particular course requirements that the student should master to earn each credit 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, elective course). Instructional activities involving practical applications of course requirements may occur in home, school, community, and employment 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.


General Information

Course Number: 7963040 Course Path: Section: Exceptional Student Education > Grade Group: Senior High and Adult > Subject: Special Skills Courses >
Abbreviated Title: EXP SKLS: 9-12
Number of Credits: Multiple credits
Course Attributes:
  • Class Size Core Required
Course Type: Elective Course
Course Status: Course Approved
Grade Level(s): 9,10,11,12



Educator Certifications

Hearing Impaired (Grades K-12)


There are more than 7 related instructional/educational resources available for this on CPALMS. Click on the following link to access them: https://www.cpalms.org/PreviewCourse/Preview/12985