Overview

Learning Objectives:

• Identify Ohio assessment requirements and how interpreter guidelines, assistive listening devices, and language access can impact assessment.
• Name three strategies to support learners who are D/HH.
• Identify two classroom resources to assist in planning for learners who are D/HH.
• Name one resource used to facilitate the education of D/HH learners and a reason to support the use of the resource.
• Identify two different types of service providers and their roles related to D/HH learners.
• Identify three environmental considerations for D/HH learners.
• Identify three ways to provide access to information within the educational environment.
• Name one resource document used to facilitate the education of D/HH learners and a reason that supports the use of the document.
• Name two resources to support the mental health of D/HH learners and name one reason why it is important.
• Explain the difference between modifications and accommodations and their future implications.

Presenter:

• Abbey Weaver, Itinerant Teacher for the Deaf and Hard of Hearing, Southern Ohio Educational Service Center/Hopewell Center Region 14. Abbey Weaver began working with Southern Ohio Educational Service Center/Hopewell Center Region 14 in 2003 as an itinerant teacher for the Deaf and Hard of Hearing. She is also the Team Leader for the Deaf and Hard of Hearing department. She supervises itinerant teachers, educational interpreters, language facilitators, and an audiologist. She holds a Bachelor of Arts in Deaf Education from Kent State University. In addition, she has a master’s degree in reading from Xavier University. She works with a variety of individuals in various schools located in Adams, Brown, Clinton, Fayette, and Highland Counties.