Article / Report
Students, Administrators, Educators, Family / Community, Related Services / Support Staff
Instruction, Family/Community Engagement, English for Speakers of Other Languages (ESOL)/English Language Learners (ELL), Early Childhood Transition, Curriculum, College/Career Ready Standards, Mental Health, Assessment, Multi-Tier System of Supports (MTSS), Social, Emotional & Character Development, Universal Design for Learning, Technology/Assistive Technology, Dyslexia, Emergency Safety Interventions, Recruitment and Retention, Secondary Transition, Sensory Losses, Evaluation & Eligibility for IDEA, Accommodations & Modifications, IEP, School Improvement, Reading, Mathematics, Behavior, LRE and Inclusion, Co-Teaching, Coaching, Specially Designed Instruction
Kansas Teachers of the Deaf (TOD) Endorsement & Professional Development Project
Special education students are first and foremost general education students. Many, if not most, school districts in the US are actively embracing the inclusion model of education, in which all students are educated in the mainstream classroom, regardless of the diversity of their needs. Students who are deaf and hard of hearing (DHH) have special needs but not they are not due to learning disorders like most other special education populations. The primary difference between students with hearing loss and their classmates is that they do not access speech as fully. Background noise and distance have exaggerated effects on the student with hearing loss as compared to typically hearing peers. Students who are DHH-only have learning gaps and unique needs secondary to access to communication issues, not learning disorders.
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