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Minnesota Social Language Skills Checklist For Students Who Are Deaf

Minnesota Statewdie Deaf/Hard of Hearing Conference 2005. Rationale. Increasingly students who are deaf/hard of hearing are participating in partially or fully integrated settings.The social emotional challenges that students with hearing loss experience in these settings are varied and complex.Th

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Minnesota Social Language Skills Checklist For Students Who Are Deaf

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    1. Minnesota Social Language Skills Checklist For Students Who Are Deaf/Hard of Hearing Ages 3 Through High School

    2. Minnesota Statewdie Deaf/Hard of Hearing Conference 2005 Rationale Increasingly students who are deaf/hard of hearing are participating in partially or fully integrated settings. The social emotional challenges that students with hearing loss experience in these settings are varied and complex. These social emotional skills are sometimes difficult to address in an integrated setting where the focus of instruction is on academic progress. There are three different rationales we came up with first…..secondly and thirdly we see that There are three different rationales we came up with first…..secondly and thirdly we see that

    3. Minnesota Statewide Deaf/Hard of Hearing Conference 2005 Rationale Often the teacher of the deaf/hard of hearing is aware of the student’s needs in the social emotional area because of his/her expertise in understanding the student’s disability. However, the social emotional area is not always addressed specifically because of time limitations and limited evaluations and curriculums specific to students who are deaf/hard of hearing. There are three different rationales we came up with first…..secondly and thirdly we see that There are three different rationales we came up with first…..secondly and thirdly we see that

    4. Minnesota Statewide Deaf/Hard of Hearing Conference 2005 How to Use This Checklist This checklist is a guide/tool for the Teacher of the Deaf and Hard of Hearing Students. Based on the emotional profiles of hearing students at various developmental stages, the skills identified are skills that the student with hearing loss should be developing regardless of their hearing loss.

    5. Minnesota Statewide Deaf/Hard of Hearing Conference 2005 The Scope and Sequence of Social Emotional Skills for Students Who Are Deaf/Hard of Hearing Is Divided Into Three Categories. Socially Appropriate Behaviors Pragmatic and Social Skills Self-esteem and Friendship

    6. Minnesota Statewide Deaf/Hard of Hearing Conference 2005 Each of the Three Categories Is Divided Into Four Age Groups Preschool (Ages 3 to 6 Years) Kindergarten Through Grade 4 Grades 5 to 8 Grades 9 to 12

    7. Each category states objectives the student with a hearing loss should or needs to do compared to typical same grade/age peers. This is measured by the following key.

    8. Minnesota Statewdie Deaf/Hard of Hearing Conference 2005 Socially Appropriate Behaviors Preschool (Ages 3 to 6 Years) Respond to peer initiated greetings or invitations to play when the communication is understood.

    9. Minnesota Statewide Deaf/Hard of Hearing Conference 2005 Socially Appropriate Behaviors Kindergarten Through Grade 4 Offers and accepts compliments. Understands the difference between hurtful teasing and joking with peers.

    10. Minnesota Statewide Deaf/Hard of Hearing Conference 2005 Socially Appropriate Behaviors Grades 5 to 8 Use social cues to modify own behavior (reading other persons’ body language, tone of voice, facial expression, background knowledge, social situation and context.) Identify how other people feel (perspective-taking) and express empathy in novel contexts.

    11. Minnesota Statewide Deaf/Hard of Hearing Conference 2005 Socially Appropriate Behaviors Grades 9 to 12 Establish personal boundaries when sharing information with others. Know when to drop a topic when others are not interested.

    12. Minnesota Statewide Deaf/Hard of Hearing Conference 2005 Pragmatic and Social Skills Preschool (Ages 3 to 6 Years) Express anger and disappointments with words/sign/cue rather than with physical action. Initiate appropriate social language with peers in play situations (I.e.”I want to play,” “Can I have a turn?, “WOW, I like that!”). Demonstrates effective strategies for entering playgroups.

    13. Minneasota Statewide Deaf/Hard of Hearing Conference 2005 Pragmatic and Social Skills Kindergarten through Grade 4 Use communication pleasantries and manners. Give compliments in social situations even when they are not heartfelt (I.e.thanking a favorite aunt for a birthday present when you open it, even though you hate the gift.)

    14. Minnesota Statewide Deaf/Hard of Hearing Conference 2005 Pragmatic and Social Skills Grades 5 to 8 Understand and use appropriate ways to express an opinion or a disagreement with others. Appropriately join in on a conversation /activity with others.

    15. Minnesota Statewide Deaf/Hard of Hearing Conference 2005 Pragmatic and Social Skills Grades 9 to 12 Clarify when a communication breakdown has occurred. Understands the responsibility of following through with appointments, timelines, punctuality, and common courtesies.

    16. Minnesota Statewide Deaf/Hard of Hearing Conference 2005 Self Esteem and Friendship Preschool (Ages 3 to 6 Years) Understand, label, and state/sign a variety of feelings. Establish, within a play setting one or two preferred playmates. Patricia example, profanity/gestures, unwillingness to meet rashida, negative self-esteem/not wanting to be different , meet students where there at, in her case it was building positive self-esteem, trust me, took a risk open to meeting and working with rashida and leadership Patricia example, profanity/gestures, unwillingness to meet rashida, negative self-esteem/not wanting to be different , meet students where there at, in her case it was building positive self-esteem, trust me, took a risk open to meeting and working with rashida and leadership

    17. Minnesota Statewide Deaf/Hard of Hearing Conference 2005 Self Esteem and Friendship Kindergarten through Grade 4 Knows the language to express their emotions within the appropriate context. Knows the meaning of loneliness and isolation and can relate these feelings to a trusted adult. Cycle of loneliness and isolation, tools needed to get out of cycleCycle of loneliness and isolation, tools needed to get out of cycle

    18. Minnesota Statewide Deaf/Hard of Hearing Conference 2005 Self Esteem and Friendship Grades 5 to 8 Talks about what they are good at and what they need help with. Asks clarifying questions when they have missed information with a peer. Misunderstandings leading to conflict impacting friendshipMisunderstandings leading to conflict impacting friendship

    19. Minnesota Statewide Deaf/Hard of Hearing Conference 2005 Self Esteem and Friendship Grades 9 to 12 Understand that positive risk-taking builds confidence and is willing to try new things. Identify his/her own values as they relate to community, school, family, and personal beliefs. Falling on face Falling on face

    20. Minnesota Statewide Deaf/Hard of Hearing Conference 2005 Contact Information Please provide your feedback by contacting us Email address: dcarr@escu.k12.mn.us DEADLINE: February 1st Age/grade categories, key, wording, components left out, objectives fit age groups, Apologize, we won’t be able to respond to each individual email, need your feedback. Final draft this time next year. We hope to disperse the final draft at next years conference Fall reminderAge/grade categories, key, wording, components left out, objectives fit age groups, Apologize, we won’t be able to respond to each individual email, need your feedback. Final draft this time next year. We hope to disperse the final draft at next years conference Fall reminder

    21. Contributors Minnesota Department of Human Services Metro Regional Service Center for Deaf and Hard of Hearing People Mary Bauer Volunteers of America Linda Oberg, Mental Health Therapist for D/HH Students and Families University of Minnesota Joyce Daugaard Intermediate District 287, D/HH Program Greta Brynildson, ECSE and Itinerant Sherry Landrud, Itinerant and District 287 ECSE Coordinator Martie Goetsch, Itinerant Teacher Pat Nelson, Itinerant Teacher Jeanne Sielaff-Daum, Itinerant Teacher

    22. Contributors Minneapolis Public Schools, D/HH Program Shelly Border, Itinerant Teacher Kristi Erickson, ECSE and Itinerant Teacher Donna Kron, Minneapolis Itinerant D/HH Coordinator (Retired) Birgit Larson, School Worker, Anne Sullivan Communication Center Julie MacRae, Itinerant Teacher Sara Noble, Itinerant Teacher Metro SPLISE Judy Wolff, Coordinator Interpreters: Interpreters:

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