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Curriculum Planning Resource Manual for Developmental Skills and Communication Skills

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Curriculum Planning Resource Manual for Developmental Skills and Communication Skills DOCUMENT RESUME 1 ED 244 423" *I1 EC 162 418 TITLE Curriculum Planning Resource Manual for Developmental Skills and Communication Skills. Hearing Impaired: 'Deaf and Hard of Hearing. Revised Edition. [A Resource Manual for the Development and Evaluation of Special Programs for Exceptional Students, Volume V-A]. INSTITUTION Florida State Dept. of Education, Tallahassee. Bureau of Education for Exceptional Students. , PUB DATE Sep 78 NOTE 534p,; For related documents, see ED 235 643, ED 235,, 652, and EC 162 404-420. Parts of the documents are on colored paper and may not reproduce well: PUB TYPE Tests/Evaluation Instruments (160) -- Guides - Non-Classroom Use (055) EDRS PRICE MF02/PC22 Plus Postage. DESCRIPTORS Check LiSts" *Communication Skills; Criterion Referenced TestsL,Developmental Stages; Elementary Education ;Handwriting'_ *Hearing Impairments; *Infomal- Assessment; *Language Acquisition' Memory; Motor Development; Perceptual Development; Sensory Integration; Speech Skills; State Curriculum Guides; Visual Learning; Visual Perception ABSTRACT % The manual is designed to provide teachereof hearing impaired students with a criterion referenced record of, the student's existing skills. The record is intended to progress with the child through the elementary grades and to, be used for developing' individual profiles and plans. The manual consists of forms with columns for recordingthe following informatioq: objective and-date - to be achieyed, prestfit level and date,criteridb, evaluation results, and materials/resources/comments. The following .developmental skills_are covered: gross motor, fine motor, penmanship, tactile functions, visual reception, visual awareness, visual memory, visual association, visual closure, sensory integration, visual perception, and thinking activities. Additional sections focus on *Witory developMent, speech, language, and visual aspects of communisation. (CL) **********************************************************************t Reproductions supplied by EDRS are the best that can be made from the original document. *********************************************************************** Individual StUdent Record Name: Curriculum Planning Resource Manual for Developmental Skills and CommunicationSkillS .1" U.S. DEPARTMENT OF EDUCATION.. NATIONAL INSTITUTE OF iDOCATIOAt :Hearing Impaired: Deaf and Hard of Hearing EDuCATioNAL RESOURCES INFORMATION CENTER iERICI 6/ this (phloem hav 111.1,11 repincluced as leCl!iVed1411nOlt! person 01 organization originating 0 Minor chainges have been nude to spike 111110dLIC11011(Willy Pcnot vim nr opnionsstimil In IhiS dark mildormineumfimmeninkalE NWhorpoky Florida Department of *cation Revised Edition (printed) September 1978 )1 r "PERMISSION TO REPRODUCE THIS MATERIAL HAS BEENGRANTED BY 0 4 MIKE_ENDATIONALRE URCES INFONATIONCENTERe " The Curriculum Planning Resource Manual was prepared by a committee composed of teachers of the..hearing impaired: deaf and hard of hearing. For additional' information; contact Gladys Crawford; Consultant, Programs for the Hearing Impaired, Bureau of Education for Exceptional Students, Division of Public Schools, Florida Department of Education; s- LoCalagencies are encouraged to reproduce this document for their own use. Additional copies may be obtained upon request from: Clearinghouse/Information Center Bureau of Education for Exceptional Students Florida Department of Education Tallahassee, Florida 32304 INPRODUCTION The revised edition of this manual was pre red in response to suggestions and recommendations from teachers of hearing impaired,students in Florida's dis ict programs. The teachers expressed'a need for a more detailed speech section, a language_section based on Apple Tiaee, and a recording format that nore folioded the requirements of SEER 6A-6.341(2) Procedures for providing .an individualeducational'plan. 4 0 Linda Levings, Curriculum Specialist, Hearing inpaired, and Wircia Hugghins, Speech Clinici DuvalZlityl Schools developed the speech section,_Linda also.developed.the Language B section based on le Tree.1 A subconititteeof_the197b Curriculum Commi4ee'reviewed_the entire manual giving spe4a1 attention toSpeech-and Language B. Additions, deletions and changes were made by the committee based on their .individual classnotes froni such mentors as Kaq New, S. R. Silveman, and Mary Numbers. Deep appreciationis eXtendedto LindaLevings and Mrcia Hugghins for their excellent work; and, to Dcrmac, Inc.; publishers of Apple Tree, for generously allowing the use of their material. This revised 6dition,00ntaing two sections on language. Language A remains un ed. Language B is especially for the programs that use Apple Tree. _Ibe recording format for 41 sections except Language A, has been c ged. The use of the new'format is left to the discretion of teachers and supervising teachers. Curriculum Subcommittee, December 1977: Fay LaBelleClark;Broward County Mary Hopkins; Orange County arcia Hugghins; Duval County Linda Levings; Duval County Cathy O'Brien, POlk County Gladys Crawford, Chairman Cons:aunt for Hearing Impaired r 4 ; Instructions for Using the Resource Manual (ReViSed .=1977) The Curriculum Planning Resource Manual for Developmental Skills and Communication Skills for Hearing Impaired StudentS,is designed to provide teac1,1ers of hearing impaired students with , simple criterion referenced record of the student's existing skills. Recording space is provided in converient chart form for each item .ppl sub-item, The intent is that a maval will becprovided for each student and that it will progreis with him through the elementary grades; as,he moves to another school or district; and; if he moves out of state.. It Inds itself to the development of individual student profiles and educations; plan as required by state regulations and federal laws as well as to the teacher's planning of learning activities; Columns are provided for recording information. I. Present Level ot unctioning and Date; The first step inreparing the student's individual plan is to record and date his functioning level at the time &hè plan is to begin. Use the Key below.. Objective and Date to be Achieved. Check the skills the student is expected to achieve. Add date skill is expected to be achieved if this information is 'required as part of your IEP. III. Criterion of Success. A List the percentage of correct responses expected on criterion reference tests. (75%, 17/24) These can be teacher made tests. IV.L,E'valuation ReSult8 and Date. The final step in the student's individual plan is tozecord and date his progress;Use the Key below. b. KEY: V. Materials, Resources, and,Comments ON'does hot have skill List. media and materials which will be used,to teach skills. /= emerging skill L )(= has 1(t ii NA: not applicable ` ;le TABLE of CONTENTS Introduction =197b Introduction =, Revised Edition iii Instructions for Using the Resource Manual iv Table of Contents Personal Data Sheet vi Birth to Three Years 1 Bibliography 36 II. Developmental Skills 37 A. Gross rotor 38 Fine Nbtor 42 48 C. Penmenehip 4 49 D. Tactile Functions 53 E. Visual Reception 54 F. Visual Awareness 55 G. Vigual Memory 55 H. Visual Association i 58 I. Visual Closure p °" 59 J. Sensory Ihtegration K. Visual Perception 62 L. Thinking Activities 67 Bibliography =tt 68 III. Auditory DevelogiEnt 75 Bibliography 76 IV. Speck 224 Bibliography ,, , 225 Language A A' Eibliography . _______245 Language B ) 246 VI. Visual Aspects of Comunication 301 Bibliogl'aphy 304 . , APPENDIX . 305, 9 10 0 NAME: Birth Date: TELEPHONE NO, PARENTS: ADDRESS: , AdDIOGRAM Date 125 250 500. 11( 2K 4K B , Left Ear . , . I , Right Ear v Date of entry into Program for HearingImpaired:',- Date of diimissal to:. a Resorroe Room: Mainstreamed with itinerant-support services: _2 Full time mainstream iv I. BIRTH 'I YEARS guide and expand the parent's ability to Use the infant'sdaibr activities P -infant training programs should be designed to Specific guidelines for developing parent-infant programs_may_befound in d elopirgnatural.language,_speech, and audition. ial_ProgramsforiNceptional-Shikt-s,OblUme II-D: Heartng inA ResourceIolafor the Development and Evaluation of Tallahassee, Florida. Unpaired! Deaf And Hard -of- Hearing; ljparttent of Education Refer tothe bibliography at the end of this sectia for further resources. ' ObjectivePresent CriterionEvaluationMaterials/Resourcet/ and Date Level and Results Comments A, PARUIIwouroor to be Date , ilchieved _ 1,0 Responsibility of Amplification f 1.1 Eemonstratesgeneralknowledge of hearing aidfunctionsand use 1.2 Sees that dhild wears hearing aids full-time , 1,3 Cheds each part ofhearingaids daily *41k. 1.4 Keeps child in proper-fitting ear molds 4 1.5 Keeps hearing aids in prime work- ing order . .. ,--- ObjectivePresent CriterionEvalUationMaterialS/RetdOrces/ and Date Level and Results Comments to be Date ehieved 1.6Has mini= of 1 aUdiological pval- uation per year . 2.0 Commuidtion Skills 2.1 Gets and maintains the child's at- teem dtatig corieccation 2.1.1Calls child's attention to variety.of sounds _ (7 _ _ 2.1.2Identifie8 SoUnd8 for dhild 2.1.3Gets dcwn on Child's level, t as close to his ears as pos- o sible 2.1.4 Uses natural facial and vo-Oal expression 2;1:5Lets the old actively parti- cipate in activities , 2.1.6Talks about iet interests the child 2.2Talks shout the immediate environment / C 2:2:1Talks_ about the.obvious (what the Child is dOing, hearing, seeing, smelling or tasting) 2.2.2 Talks tithe cbild.Scoetimes_ , 2.2.3Fats the child's
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