Expanded Skills: 6–8  (#7863070) 


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Course Standards


Name Description
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.1.4a: 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.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.3.2: 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.3.1b: 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.3.3a: Identify the basic information on an audiogram.
SP.PK12.DH.3.3b: Explain the meaning of information on own audiogram to parents, teachers, and peers.
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.3.6b: Describe the type of assistance that can be provided in the school from an interpreter, audiologist, and the itinerant teacher.
SP.PK12.DH.3.7b: Use a variety of specialized telecommunication technology, including etiquette and procedures appropriate for his/her needs, with minimal 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.5.3: 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.5.2b: 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.6.1b: 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 or 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, 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 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 repeat this course. The particular course requirements that the student should master each year 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, 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 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.

 


General Information

Course Number: 7863070 Course Path: Section: Exceptional Student Education > Grade Group: Middle/Junior High > Subject: Special Skills Courses >
Abbreviated Title: EXP SKLS: 6-8
Course Status: Course Approved
Grade Level(s): 6,7,8



Educator Certifications

Hearing Impaired (Grades K-12)
Deaf or Hard of Hearing (Elementary and Secondary Grades K-12)


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