High School Student Sample – Showing Gain
Interpreter Input Form for Florida’s Communication Plan
Student name: Student Student
Interpreters’ Names & Credentials:
Interpreter 1: RID CI, CT
Interpreter 2: RID NIC
Interpreter 3: RID NIC
Interpreter 4: RID NIC
Interpreter 5: Level Pending
Interpreter 6: Level Pending
Grade: 11th
School Name: Forest High School
Days & Periods Interpreter is with Student:
Interpreter 1: 3rd, Study Period
Interpreter 2: Study Period
Interpreter 3: 2nd, 4th, Study Period
Interpreter 4: Study Period
Interpreter 5: 5th, 6th, Study Period
Interpreter 6: 1st, Study Period
All interpreters are contracted by the district and placed at the school
Section I: Consider the Student’s Language and Communication
X
X
X
X
Auditory/oral
American Sign Language (ASL)
Sign Supported Speech
Bilingual/Bimodal (fluency in both ASL and English)
English Sign System (CASE, SEE, PSE, etc)
Gestures or Home Signs
Tactile Sign Language
Cued Speech
Reading and Writing (print or braille)
Assistive Technology/use of a communication device
or augmentative communication
Emerging language or no formal language established
(minimum language)
Tangible Symbol System
Created by Sheri Arthur, Deborah Flagg, Margie Tyner, Linda Feliciano, Ann Cournoyer and Kayla Surdam
2016
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Receptive
Page
Expressive
High School Student Sample – Showing Gain
Please describe your observations of the student’s communication skills:
Student appears to understand each interpreter’s signing styles. He needs the interpreters to sign
concepts in the most simple and concrete mode possible to comprehend a new topic. He often requires
visual aids, gestures, and acting out examples to make a concept completely understood. After he gains
understanding, he is able to ask relevant questions to gain more information. Student no longer needs
prolonged repetition to internalize a new concept; but does need prolonged repetition to memorize
how to spell new vocabulary. Student understanding of American Sign Language grammar and
structure has begun to emerge. Student’s use of American Sign Language is impacted due to his
struggle to retain the correct spelling of words and forgetting to provide a topic before giving an
explanation. He prefers to communicate with the use of an interpreter with hearing peers and adults.
He does have the ability to express basic needs and will use his voice when he feels a concept is not
clearly communicated via sign language. We are working on independent living skills and how to
advocate for his needs once he leaves high school. He recognizes his need for an interpreter and
advocates that need appropriately.
2. Instructional Communication Access Checklist
Indicates current Status
General Skills- The student demonstrates the
ability to:
Learn abstract and/or decontextualized material
with minimal expansion?
Learn new vocabulary from typical classroom
exposure?
Comprehend class content and instructions?
Understand what to do without the interpreter
directing?
Make age-appropriate progress without excessive
assistance?
Complete classwork and assignments without
interpreter assistance?
Self-advocate for communication and learning
needs?
Receptive Language- Does the student:
In American Sign Language
Rarely
Some
Frequently
10-39% 40-69%
70-89%
X
X
Always
>90%
X
X
X
X
X
X
X
Never
< 10%
X
In American Sign Language
Rarely
Some
Frequently
10-39% 40-69%
70-89%
X
X
X
Always
>90%
X
Page
Understand connected discourse used by adults
in the current education setting?
Comprehend and follow directions related to
the curriculum?
Never
< 10%
X
2
X
Created by Sheri Arthur, Deborah Flagg, Margie Tyner, Linda Feliciano, Ann Cournoyer and Kayla Surdam
2016
High School Student Sample – Showing Gain
Understand the language of instructional
activities?
Demonstrates a language base strong enough to
learn topics in depth with minimal simplification
or restructuring of language?
Attend to group conversations?
X
X
X
X
X
Demonstrate incidental learning?
X
X
Exhibit relative speed in processing new
X
information comparable to classroom peers?
Demonstrate the above receptive skills for
language in the following settings:
One-on-one
X
X
Small Group
X
Large Group
X
X
 Please note that the greyed out boxes reflect current status, the white x boxes reflect last year’s
receptive language skills. Both were shown to reflect the language growth this year.
Never
< 10%
In American Sign Language
Rarely
Some
Frequently
10-39% 40-69%
70-89%
X
X
X
X
X
X
X
Always
>90%
X
X
X
X
X
X
Created by Sheri Arthur, Deborah Flagg, Margie Tyner, Linda Feliciano, Ann Cournoyer and Kayla Surdam
2016
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X
Page
Expressive Skills- The student demonstrates the
ability to:
Express himself in a manner that is easily
understood by familiar adults
Express himself in a manner that is easily
understood by less familiar adults
Peers in academic and social conversations?
Use no more than 2 to 3 repairs/rephrases per
conversation with an adult?
Carry on a conversation with one peer
independently?
Carry on a conversation with one (hearing, nonsigning) peer with assistance?
Participate in group conversation independently
(NOTE: group number should be comparable to
the typical size in the current or proposed
educational setting)
Participate in group conversation with facilitation
with an adult (NOTE: group number should be
comparable to the typical size in the current or
proposed educational setting)
Express ideas and convey a meaningful message
using connected language?
Adjust expressive style (pragmatics) to match
environmental conditions?
High School Student Sample – Showing Gain
3. Other observations related to language or communication:
Student will now ask the interpreter for clarification when he does not understand a concept. It
is prudent while interpreting to use strategic questions often to scaffold information and
ensure comprehension. Student is very dependent on the interpreter, but he is gaining coping
skills to communicate superficial information with the hearing community. We are
empowering him to communicate more independently with hearing individuals without sign
language abilities via gesturing, drawing, or writing simple notes during non-academic periods
and errands for the teacher. We are working with him to express his thoughts/needs more
clearly by providing topicalization before attempting to express his thoughts. Student is
showing great pride in his newfound knowledge, his gained self-advocacy skills, and vocabulary
growth. It appears his self-esteem has increased evident by how he interacts with his peers,
engages in conversations with interpreters, being more assertive with his needs, being able to
accept feedback from others, being more engaged in the classroom, asking more questions
while in the classroom and during small group/individual conversations, and being able to stand
up for himself during conflicts with peers.
Section II- Considerations for Accommodations & Assistive Technology:
1.
Please describe your observations of the student’s monitoring, maintenance, and use their
amplification:
X
X
X
The student has an amplification device (hearing aid, cochlear implant, FM
system, etc.)
The student uses the device(s) consistently
The student monitors their own device(s)
2. Please complete the “Guide to Self-Advocacy Skill Development and check off the skills you
have observed the student using consistently:
X
X
X
Recognize effect of distance re: easier ability to listen to close
speech versus far speech (Early Listening Function item
demonstrations, discussion via My World Tool)
Self-select or move to an appropriate seat in proximity to the
teacher or desired class peers
Appropriately ask for repetition of messages missed (i.e.,
more slowly, clearly. louder)
Created by Sheri Arthur, Deborah Flagg, Margie Tyner, Linda Feliciano, Ann Cournoyer and Kayla Surdam
2016
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He asks the interpreter to
repeat the message, but
does not usually rely solely
on hearing
The student will…..
Be responsible to put own hearing devices on and report
when problems occur
Be encouraged to ask for repetition when it is evident that
s/he did not hear message
Page
X
Typically, during loud
classroom sessions, Student
will remove his Baha
N/A
N/A
X
Unknown
Page
N/A
Recognize effect of interfering noise that occurs in learning
environment ; demonstrate by closing classroom door,
moving away from noise or requesting reduction in noise
Use pre-determined signal with teacher to indicate
challenges listening/understanding
Request that FM microphone be passed, remind teacher to
turn on FM microphone
Report simple names and purposes of hearing device parts
and what can go wrong (no sound, intermittent, distorted
(Hearing Aid Tic-Tac-Toe Bingo, FM Bingo)
Describe purpose and use of FM in simple terms to classroom
teacher, with assistance
Increase awareness of recognizing when she has missed
information (“When do you know that you didn’t hear or
hear everything? )
Be able to report “When is it hard to
listen/hear/understand?”
Recognize when a question/direction is nonsensical
Appropriately use simple addition communication repair
strategies
Improve in listening-in-noise skills
Demonstrate ability to perform basic troubleshooting when
hearing device malfunctions
Describe purpose and appropriate use of FM with classroom
teacher, with oversight
Identify challenging listening situations in school
Identify if the source of the listening difficulty was due to
speaker, listener or environment issues
Describe self-advocacy strategies to address challenging
listening situations. Prioritize and implement use of
strategies in some situations
Improve ability to describe appropriate use of self-advocacy
activities
Discussion with classroom teacher to describe purpose and
appropriate use of FM, set up signal system and request
preferred accommodations, with assistance
Identify challenging listening situations and improvements in
self-advocacy strategies used
Appropriately uses advanced communication repair
strategies when requesting clarification in school or social
situations
Match appropriate self-advocacy strategies to identified
listening challenges in school and social settings; meet
expectations for use when priority listening challenges occur
5
High School Student Sample – Showing Gain
Created by Sheri Arthur, Deborah Flagg, Margie Tyner, Linda Feliciano, Ann Cournoyer and Kayla Surdam
2016
High School Student Sample – Showing Gain
3. Do you believe the student does or would benefit from any of these visual access
considerations:
DOES
X
X
WOULD
X
X
X
X
X
Preferential/flexible seating
Line of sight considerations
Copies of assignments/lessons/reading materials provided in advance
Captioned media
Alternate or Assistive Technology Device(s)
Considerations for Visual Fatigue
Lighting Considerations (ensuring the students can see the interpreter
and other visual aids)
Other
4. Do you believe the student does or would benefit from any of the following service provider
accommodations:
DOES
WOULD
X
Note-taker or notes provided (to allow students to watch the
interpreter)
X
Sign Language Interpreter/Cued Speech Transliterator
Intervener (for duel-sensory impaired/deaf-blind students)
Real Time Speech-to-Text Captioning Services (CART, C-Print,
Typewell)
Other
A note-taker or advanced notes provided in all classes would be most advantageous for
Student’s optimum learning needs.
5. Do you believe the student does or would benefit from any of the following tactile access
considerations:
DOES
WOULD
Created by Sheri Arthur, Deborah Flagg, Margie Tyner, Linda Feliciano, Ann Cournoyer and Kayla Surdam
2016
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6. Describe the student’s skill in utilizing support and any actions needed (such as monitoring or
training) for the staff of the student to ensure the student’s effective use of their
accommodation you identified above:
Student does have preferential seating in each of his classes to maximize his line of sight for the
interpreter and visual aids. Student would greatly benefit from hard copies of reading materials
and notes as well as visual aides to maximize comprehension; not all teachers do this. Student
6
Tactile Access to Sign Language
Other
High School Student Sample – Showing Gain
does not reach his optimum learning potential with lecture and often misinterprets the
message. He relies greatly from lesson plans including visual aids, examples, and hands on
learning experiences.
Student’s ability to utilize an interpreter has improved this year. He has acquired more language
this year evident by understanding new, abstract concepts (he still requires the use of visual aids
to understand this) and being able to express the newly learned concept expressively. He is also
able to maintain his attention span longer with watching an interpreter when scaffolding
questions are utilized in the interpreting process. Student is also working on growing his use of
fingerspelling words and keeps a journal with him at all times to write new vocabulary down.
Student has been taking this journal home and studies it independently. He shows great pride
in his growing vocabulary.
7. Using the "Informal Inventory of Independence and Self-Advocacy Skills for Deaf/Hard
of Hearing Students" and “The Checklist of Student Use of Interpreter Services” rate
your student's ability to use an Interpreter
This inventory is intended to aid collaboration among students, parents, and educational team
members in order to determine educational services and appropriate goals for the student’s
Individual Education Plan. It is very important to include the student’s input and to recognize
that even very young children should be building skills related to independence and selfadvocacy. Discussion should include what would be considered appropriate for the child’s age,
cognitive abilities, and mode of communication when determining the items that may or may
not be applicable.
3.0-4.0 Growing
advocacy and
independence
Student Independence
Takes responsibility for own amplification needs (uses consistently;
indicates when it is not working; charges equipment or changes
batteries independently).
Takes responsibility for completing daily assignments and projects.
Keeps track of assignments and materials and completes
assignments on time.
Follows schedule and manages time independently.
Attempts to follow directions without assistance.
4.5-5.0 Substantial
advocacy and
independence
2015
2016
5.0
5.0
4.0
4.0
4.5
4.5
2.5
3.0
4.0
3.5
Average of Response
3.7
Gain since last IEP
0-1.5 Lacks
independence and
self advocacy skills
1.5-3.0 Some
3.0-4.0 Growing
independence and advocacy and
self advocacy skills independence
Services and Accommodations
4.3
0.6
4.5-5.0 Substantial
advocacy and
independence
2015
2016
Created by Sheri Arthur, Deborah Flagg, Margie Tyner, Linda Feliciano, Ann Cournoyer and Kayla Surdam
2016
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1.5-3.0 Some
independence and
self advocacy skills
Page
0-1.5 Lacks
independence and
self advocacy skills
High School Student Sample – Showing Gain
2.0
2.5
1.5
3.0
N/A
3.0
1.0
1.5
1.0
3.0
0
0
2.5
2.0
2.0
3.5
Average of Response
1.07
Gain since last IEP
1.5-3.0 Some
independence and
self advocacy skills
3.0-4.0 Growing
advocacy and
independence
Independence: Peer Interaction
Participates in class discussions, making comments relevant to topic.
Takes a role in cooperative learning activities and self-advocates for
communication needs.
Uses communication strategies to interact with peers (requests
interpreter, writes notes, gestures)
4.5-5.0 Substantial
advocacy and
independence
2015
2016
1.5
0.5
3.5
3.0
2.0
3.0
Average of Response
1.33
Gain since last IEP
0-1.5 Lacks
independence
and self advocacy
skills
1.5-3.0 Some
independence
and self advocacy
skills
3.0-4.0 Growing
advocacy and
independence
Independence: Community
Makes telephone calls using technology (amplification, CapTel,
Videophone), following expected procedures and etiquette.
Accesses community services for the deaf and knows how to
request specific services (i.e., interpreter, CART).
Aware of community events for the deaf and hard of hearing
Knows rights related to communication access (IDEA, ADA, etc).
3.17
1.84
4.5-5.0 Substantial
advocacy and
independence
2015
2016
3.0
3.5
1.0
3.0
2.0
0
2.0
1.0
Created by Sheri Arthur, Deborah Flagg, Margie Tyner, Linda Feliciano, Ann Cournoyer and Kayla Surdam
2016
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0-1.5 Lacks
independence and
self advocacy skills
2.69
1.62
Page
Understands technology (cochlear implants, hearing aids, FM) and
can explain its benefit.
Expresses personal opinions concerning current educational program
/ services.
Notifies the appropriate person to request additional explanation or
tutoring.
Assists with training staff in relation to communication access and
needed support services.
Advocates for communication accessibility and accommodations. (i.e.
captioning, preferential seating. lighting, note-taker, FM use)
Explain his needs to a new teacher, interpreter or staff member.
Explain type and degree of hearing loss and implication to the
educational setting.
Attends and participates in IEP meetings and transition planning.
High School Student Sample – Showing Gain
Uses assistive technology in non-school settings (flashing/vibrating
alarms, captioned media).
Independently communicates in community. (orders in restaurants,
makes purchases).
Aware of deaf culture/community and self-identification options
(D/deaf, hard of hearing)
3.5
3.5
Unknown
Unknown
0
1.5
Average of Response
1.58
Gain since last IEP
2.42
0.84
2015 2016
TOTAL POINTS EARNED There are a total of 23 items. Subtract the
number of NA responses from 23 then average the student’s
responses. Compare to the continuum below to monitor growth
over time.
0-1.5 Lacks
1.5-3.0 Some
3.0-4.0 Growing
independence and
independence and
advocacy and
self advocacy skills
self advocacy skills
independence
Average
Of
Response
1.43
3.22
4.5-5.0 Substantial
advocacy and
independence
INFORMAL INVENTORY OF INDEPENDENCE AND SELF-ADVOCACY SKILLS
FOR DEAF/HARD OF HEARING STUDENTS
(©2005) Developed by: George Clark, MS. Ed, CI, NAD-IV & Laura Scheele, MS Ed, NICAdvanced The authors grant permission for use in K-12 educational settings.
3.0-4.0 Growing
advocacy and
independence
For Students who use an Interpreter
Recognizes the need for interpreting services and respects their role
as professionals.
Explains the role of the interpreter versus the role of the teacher.
Attends to the interpreter according to age expectations and student
needs.
Asks interpreter for clarification when interpretation is unclear and
notifies interpreter of unclear signs/concepts.
Uses interpreter effectively during testing situations.
Gives appropriate feedback during interpretation to indicate
comprehension of interpreted message.
Articulates specific needs regarding interpretation (transliterating
versus interpreting).
Requests interpreting services, as needed, for printed English
materials.
Works with interpreter to prepare for presentations.
4.5-5.0 Substantial
advocacy and
independence
2015
2016
3.0
4.0
0.5
3.0
2.0
3.5
0
3.0
1.5
1.5
2.5
2.5
0
0.5
0
3
0
0
Created by Sheri Arthur, Deborah Flagg, Margie Tyner, Linda Feliciano, Ann Cournoyer and Kayla Surdam
2016
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1.5-3.0 Some
independence and
self advocacy skills
Page
0-1.5 Lacks
independence and
self advocacy skills
High School Student Sample – Showing Gain
Limits personal conversations with interpreter during instruction
times.
Generally understands RID/NAD Code of Professional Conduct in
relation to educational and community interpreting.
Knows grievance procedures for solving problems/conflicts with
interpreter.
Requests interpreting services for extra-curricular activities.

3.0
2.5
0
0.5
0
0
0
3
Average of Response
0.96
2.07
“Limits personal conversations with interpreter during instruction times” has decreased due
to his newfound ability to converse with more ease.
Based on the findings of the above inventory, the identified skill sets, and knowledge of deficits need to
be addressed collaboratively.
List the action steps that the following people will make to ensure progress on goals.
Student:
Classroom Teacher(s):
Deaf/Hard-of-Hearing Itinerant Teacher ()
Interpreters (List Interpreters Names here): We will continue to educate Student about how and when
he can utilize an interpreter. We will continue to expose him to ASL grammar, structure, and vocabulary
so that he can continue to communicate his needs and function more independently upon graduation.
We are empowering Student to communicate with staff and peers (via voice, writing, or sign) to express
his needs independently while in a safe and supportive environment to help him develop self-advocacy
skills necessary for independence. We are practicing functional vocabulary daily. We have a Deaf
community liaison working with Student to educate him on the resources available in the Marion County
and surrounding areas, resources available nationwide, and laws applicable to the Deaf community.
Speech Language Pathologists (Name of Speech Pathologist ):
Family Members: It is recommended that Student has an interpreter while obtaining any service in the
community ie: bank, medical, contract oriented, job interviews, etc. Student has complained when he
attend community services without access to an interpreter and understanding of what is happening
with his care. It is also recommended that Student attend community interpreted events and Deaf
events within the community (silent dinners at the Paddock mall, etc). We also encourage parents to
learn sign language for communication purposes.
Other:
 Student has access at school and home
Created by Sheri Arthur, Deborah Flagg, Margie Tyner, Linda Feliciano, Ann Cournoyer and Kayla Surdam
2016
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Videophones
10
8. Does the student have access to any of the following safety considerations:
High School Student Sample – Showing Gain
Visual Alert/Alarms
Tactile Alerts
Other (Personal Electronic
Devices)
Cellular Phone
 He has access to strobe fire alarms at school
 Student would greatly benefit from having these at home
N/A
 Student has access to a cellular phone that is not connected
to a data plan. While it is not imperative to communication
while in school, it helps him communicate his needs via text
and IP relay if needed to communicate a 911 situation
Section III- Consider Academic Level and & Readiness to Engage in the
Curriculum
Complete the Checklist of “Socio-Pragmatic Language Behaviors” and please indicate the
your observations of the student’s language skills
X
Indicates current Status
3
2
1
0
Uses
language
for this
purpose
occasiona
lly
Use of
language
for this
purpose
is
emerging
Never
uses
language
for this
purpose
No
opportunity
to observe
this
behavior/
unknown
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
Page
Visually attends to the speaker or
interpreter (directed gaze or nodding to
show attending)
States, signs, or writes identifying
information when asked: Name
States, signs, or writes identifying
information when asked: Birth Date
States, signs, or writes identifying
information when asked: Phone Number
States, signs, or writes identifying
information when asked: Address
States, signs, or writes identifying
information when asked: Family (#, who)
Respects personal space of others (maintains
12” to 18” between self and others)
Appropriate body postures; smiling
Uses appropriate gestures
Maintains physical appearance (age
appropriate)
Requests attention or assistance
4
Uses
language
for this
purpose
easily and
often
11
1.
Created by Sheri Arthur, Deborah Flagg, Margie Tyner, Linda Feliciano, Ann Cournoyer and Kayla Surdam
2016
High School Student Sample – Showing Gain
Responds to simple directions (whether
response is correct or not)
Requests objects or permission
Makes a response to questions
Uses appropriate vocal loudness and
intonation for differing situations, i.e.:
classroom vs. library vs. playground
Asks questions to gain information
Gives commands
Gives simple directions (minimum of two
steps)
Opens a conversation appropriately
Takes turns speaking in a conversation
Closes a conversation appropriately
Maintains topic in a conversation
Changes topic appropriately in a
conversation
Can clarify an idea when asked
Can give reasons when asked
Demonstrates polite interaction with peers
Demonstrates polite interaction with
authority figure
Shows awareness of needs of and empathy
toward others
Responds appropriately to humor
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
2. Please describe the student’s typical behaviors during a teacher-lead read-aloud:
X
Does not watch interpreter and follows text appropriately and independently
Does not watch interpreter and cannot follow text appropriately and independently
Watches interpreter and does not look at text
Watches interpreter and text simultaneously (such as with an interpreter next to a
document camera or interactive white board)
Does not watch the interpreter or look at text
Student switches back and forth from watching the interpreter to looking at the text,
but is not able to see both at the same time
How do you observe student communicating with:
PEERS (Hearing and Deaf/Hard-of-Hearing
Does not communicate with peers
Created by Sheri Arthur, Deborah Flagg, Margie Tyner, Linda Feliciano, Ann Cournoyer and Kayla Surdam
2016
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Section IV- Consider Opportunities for Direct Communication with Peers and
Professional Personal and Opportunities for Instruction in the Student’s
Language and Communication Modes:
High School Student Sample – Showing Gain
X
(Prefers)
X
X
X
(Prefers)
X
X
(Prefers)
Communicates directly with peers using speaking/listening sign language,
gestures, a communication device, etc.
Communicates with peers through an additional source, such as an interpreter or
captioner
ADULTS (Librarian, Principal, Counselor)
Does not communicate with adults
Communicates directly with adults using speaking/listening sign language,
gestures, a communication device, etc.
Communicates with peers through an additional source, such as an interpreter or
captioner
TEACHERS (Signing and Non-signing)
Does not communicate with teachers
Communicates directly with teacher using speaking/listening sign language,
gestures, a communication device, etc.
Communicates with peers through an additional source, such as an interpreter or
captioner
2. Describe how instructional content is delivered to the student in various settings, such as with
a classroom teacher, DHH itinerant teacher, Occupational Therapist, coach, speech-language
pathologist, etc. The student communicates directly with these teachers:
Student needs his academic instruction via American Sign Language. He is able to comprehend
simple vocabulary and ASL grammar. He appears to receptively comprehend instructions better
when it is explained in American Sign Language grammar/syntax structure evidenced by his
ability to accurately follow instructions. He still needs set-by-step instruction to complete any
academic work. He does attempt to independently communicate directly to his teachers for
simple needs such as “water” or “bathroom”, but he prefers to use an interpreter.
Student is able to communicate directly with her DHH Itinerant Teacher and her Speechlanguage Pathologist due to their signing capabilities and his voicing capability.
The student communicates through an additional source with these teachers:
NA
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2016
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

Yes, we believe an in-service for teachers that specifically work with Student would benefit from
an hour training to:
Provide a typical history of deaf students entering the school system
explain more about the process of interpreting
13
3. In your opinion, do you feel that additional training could benefit you or any other staff
involved with this student to provide an environment most conducive for language
development and educational success? Please explain.
High School Student Sample – Showing Gain





discuss how to plan with an interpreter to affectively meet the daily classroom objectives while
simultaneously meeting Student’s annual individualized educational goals
explain diverse methodologies of teaching a deaf student so that lessons can be more visual and
more accessible
discuss why completing academic assignments while the teacher is lecturing is not accessible for
the deaf student
discuss the difference between ASL and English and how this may impact lessons, specifically in
vocabulary, reading comprehension, and grammar based subjects/topics
Explain facial expressions and body language and how that is vital to communication (and easily
misconstrued by both hearing to deaf and deaf to hearing cultures.
Section V- Considerations Regarding the Full Range of Needs
1. Describe any accommodations needed to provide communication access to non-classroom
components of the school day, such as recess, lunch, assemblies, extracurricular activities,
school plays, sports, field trips, etc.
Student should always have an interpreter available to him during assemblies, school plays,
joining an after school sports team, and off campus field trips. Student does not require an
interpreter during lunch, but has access to one if a need were to arise.
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14
2. Describe any other areas of need or concern you have for this student that is not yet been
addressed (Social-emotional, cultural, etc)
Student would greatly benefit from more exposure to Deaf professionals within the community.
He also needs to have more information about the alerting and notification systems available to
create a more inclusive environment (e.g. strobe fire alarms, door bell, carbon dioxide, and
crying alarms, etc). He needs to know and understand the laws that are in place to prevent
discrimination and to provide a sign language interpreter for his needs. We will also teach more
coping skills on how to interact with the hearing community.
Student struggles with memorizing information and this greatly hinders his independence. We
will teach Student coping skills to aid with this issue, e.g. keeping important information and
phone numbers in his wallet, using his phone to show pictures of needs/wants, when to contact
a community liaison for help, etc.
Created by Sheri Arthur, Deborah Flagg, Margie Tyner, Linda Feliciano, Ann Cournoyer and Kayla Surdam
2016