DHH Exam Terms - Domain 3

Focus on Domain 3 - Promoting Student Achievement in English Language Arts

IDEA (Individuals with Disabilities Education Act)

Guarantees FAPE, ensures education in LRE, requires IEP, communication needs, need for assistive technology

Section 504 of the Rehabilitation Act

Protects students with disabilities from discrimination

ADA (Americans with Disabilities Act)

Requires interpreters, captioning, and equal communication access

FERPA (Family Educational Right and Privacy Act)

Protects student educational records, permission required before sharing

IEP members

parents, student (sometimes), SPED teacher, Gen ed teacher, Admin, interpreter, audiologist

Deaf culture

Linguistic and cultural community with ASL as its primary language, values visual communication, community, and role models

Deaf gain

Idea that being Deaf is a unique cultural identity not a disability

Cultural Responsiveness

Respecting backgrounds, recognizing varied attitudes, using family centered language

Family collaboration

provides clear and understandable information, offers communication options, involves families in decision making, and supports parent training

Working with interpreter

Meet before lesson, maintain student connection, ensure clear sight lines

Working with Audiologist

share observation about device functioning, collaborate on FM system use, understand hearing evaluation results

Working with Speech-Language Pathologist (SLPs)

Coordinate listening and speech goals, support carryover in classroom

Confidentiality

Protect student records and keep communication private

Professional boundaries

Stay with teaching role, maintain clear communication, and avid making medical decisions

Advocacy

promote student communication access, ensure equal opportunities across settings, teach self advocacy skills

Accountability

Use evidence based practice and keep current professional development current

Assistive listening devices

FM/ DM system, soundfield system, loop system

Teacher Responsibilites

Perform daily listening checks, trouble shoot devices, communicate concern, ensure proper seating and visual access

Accessibility tools

Captioning, interpreting services, visual alerts, speech to text services (CART)

Transition services

Job readiness, self advocacy, community participation, understanding accommodations, planning for independent living

Student role in transition planning

Know hearing level and device, understand communication preferences, request accommodation, participate in IEP meeting

Parent Centered Practice

Collaboration that honors family choices and empowers families in decision making

Informed Consent

Parents must be informed of rights, services, and evaluation before giving consent

Transition Plan

Part of IEP, addresses postsecondary goals (education, work, independent living)