Optimizing Outcomes for DHH Students: Using the NASDSE Guidelines to Support Services for Deaf and Hard of Hearing Students
**Included in the Professional Academy**
Many students who are deaf/hard of hearing struggle with language acquisition, academic achievement, and social emotional development. Inclusion efforts often create barriers to addressing the unique needs of these students including specially designed instruction from a teacher of the deaf and access to other deaf/hard of hearing peers.
This third edition of the Educational Service Guidelines for Deaf and Hard of Hearing Students, “Optimizing Outcomes for Students who are Deaf and Hard of Hearing”, from the National Association of State Directors of Special Education (NASDSE) provides recommended educational practices from early intervention through post-secondary transition.
The unique language and learning support that is necessary for optimizing educational services for deaf and hard of hearing students are threaded throughout each chapter. In addition to highlighting these practices, we will discuss strategies for using the guidelines to support services and to implement the guidelines through self-assessments and state level workshops, and Hands & Voice’s ASTra training.
Here's what will be covered:
- The purpose of the 10 essential principles for educating deaf and hard of hearing children 0-21 yrs.
- 3 strategies for using the guidelines to advocate for services for deaf and hard of hearing children. (e.g., team collaboration, assessment, monitoring progress)
- Aa personal rationale for why the guidelines are an important resource.
- The self-assessment process for using the guidelines.
