Have the capacity for normal intelligence and some may be intellectually gifted

Have the capacity for normal intelligence and some

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Have the capacity for normal intelligence and some may be intellectually gifted May experience developmental delays. Will have different background experiences, communication histories, and access to information. May be accompanied by disabilities that impact the child’s cognitive abilities. (Kirk et al., 2015, pp 11-4a) Reading levels are substantially lower that those of their hearing peers. Early Intervention with the use of a communication system is essential. Reading is taught visually or by a manual method (such as American Sign Language or finger spelling). Early vocabulary, letter-sound knowledge, and speech-reading. Visual Phonics Whole-word method (Kirk et al., 2015, pp 11-4b) Sophisticated technological aids such as the Internet that provide access to information and social contacts. Skilled and caring professionals who work with the child and family
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2017”) Infants will use babbling-like hand movements that are sign equivalents of speech sounds. (Kirk et al., 2015, pp 11-4b) Hearing loss can contribute to communication problems which can contribute to social, emotional, and behavioral difficulties. (Kirk et al., 2015, pp 11-4d) Physical problems associated with the ears Poor articulation of sounds when speaking Extremely high volume when listening to audio materials Cocking or turning the head to hear better. Often requesting that audio information be repeated. Unresponsive or inattentive to normal voice Reluctant to participate in oral activities. (Kirk et al., 2015, pp 11-6b) PATHS (Kirk et al., 2015, pp 11-4d) A multidisciplinary team (audiologist, speech-language pathologist, sign language interpreters, parents, and other professionals as needed). In a general classroom setting, the students are included in daily activities and are periodically checked on to ensure they understand key information Stop and think time strategy used in the classroom Small group reviews in the classroom Small group sessions with school counselor Instruction on the use of hearing aids or cochlear implants. Summer programs that focus on the use of ASL for communication Weekend programs for social gatherings and parent/family support networking Residential schools for the deaf (Kirk et al., 2015, pp 11-6a) Alerting devices Alarm systems Hearing Aids Cochlear Implants Visual voice tools Speech-to-print systems Telecommunications Media access (Kirk et al., 2015, pp 11-6c) Intellectual Disability “A disability characterized by significant limitations both in intellectual functioning and in adaptive behavior, which covers many everyday social and adaptive skills. (Kirk et al., 2015, pp 4-2) A child’s inability to adapt academically or socially to the expected standards of their age group (Kirk et al., 2015, pp 4-5) Students who are identified as having an intellectual disability must each some or all of the following characteristics: A. Communication difficulties that affect self-determination, Individuals ability to use memory, associate concepts, and problem-solving are limited.
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