General Course Information and Notes
The purpose of this course is to enable students who are deaf and hard of hearing (DHH) and dual sensory impaired (DSI) to apply concepts, knowledge, and skills related to the unique and highly-specialized needs of students who are DHH or DSI 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 DHH or DSI and need specially designed instruction to address the unique and highly-specialized needs that result from their disability. Hearing loss adds a dimension to learning that often requires explicit teaching of missed information due to a lack of access to auditory information, 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 determined by the IEP team through the review of present levels and needs, development of annual goals, and progress monitoring of goal mastery.
Delivery of this course is setting neutral across the continuum of services including delivery in general education environments as well as more restrictive placements. 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 who are DHH or DSI. 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 in conjunction with accessibility considerations necessary as a result of lack of access to communication. 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.
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