Keep your primary focus on each child's strengths and abilities as you work to make modifications and adjustments.
Each child is different, and each delay or disability will require different modifications.
Only a 1% difference in math and reading scores, but 16% change in language section with the additional time and one year more academic growth.
High stakes tests for higher education entry have their own set of guidelines: ACT – – AP – Sample Statement Justifying Extra Time for Test Taking: Many students with hearing loss will need extra time to complete examinations.
Don’t be afraid to ask questions or make suggestions.
Many of the adaptations that you make to your child care program will be simple.
The information contained on this Web site should not be used as a substitute for the medical care and advice of your pediatrician.
It is important for the IEP or 504 planning team to include a professional with expertise in the educational needs of students with hearing loss so that the unique access and learning needs of the student with hearing loss are understood and can be appropriately accommodated.
For example, a student may be able to access test information more efficiently (similar to hearing students) when the test items are read to them, rather than when they are required to read the items. Requesting a live voice (reader) instead of a digitally or computer generated voice or CD-rom/MP3 format. greater than their peers often resulting in reduced retention, fatigue and attention challenges.
This may also be true for students who are fluent in sign language or other forms of visual communication There may be some examinations which have, as a goal, the determination of how well a student is able to perform within a set time period. : It is critical that students with hearing loss NOT be assessed using recorded speech (CD, MP3, etc). Use intonation/inflections of speech to enhance speech understanding. Require a slower rate of speech which cannot be adjusted on CD. When hard of hearing students have to listen to recorded speech they are at an even greater disadvantage because they lose visual cues, vocal intonation/inflection as well as opportunities for repetition.
Slower processing of information will occur even if the student is ‘trying his best’ and impacts the effort required, and fatigue resulting from, test-taking.
It will often take a student with hearing loss longer to read the text and take longer for them to pull the information from memory.