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Fostering Self-Advocacy in Elementary-Aged Students with Hearing Loss

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1.  The concept of self-advocacy includes:
  1. An understanding of one's strengths, weaknesses, and needs in a variety of social settings
  2. An understanding of accommodation options along with why and when those accommodations are helpful
  3. A clear understanding not only of one's rights, but also responsibilities
  4. All of the above
  5. A and B
2.  The continuum of self-advocacy:
  1. involves the "operator", the "environment" and the "equipment"
  2. is a static process that never changes
  3. involves elements that interact and change over the course of a child's development
  4. A and B
  5. A and C
3.  Strategies for home/school communication when fostering self-advocacy skills may include:
  1. integration of child's technology in other school projects
  2. maintaining a healthy relationship between both the school and home via appointments, a traveling notebook, email updates and/or classroom newsletters
  3. parent volunteering in child's classroom
  4. all of the above
  5. none of the above
4.  Adult strategies to promote self-advocacy in elementary-aged children may include:
  1. transfer of responsibility to increase student participation in listening checks
  2. enabling child to become his own "technology expert "
  3. constructing a resource notebook about the child's personal technology components
  4. All of the above
  5. A and B
5.  Coaching is an effective intervention strategy methodology because:
  1. Studies indicate that 80% of teachers who receive instruction with follow up coaching report implementing new strategies in their classrooms
  2. Coaching is a methodology used primarily between specialist and classroom teacher
  3. The concept of Coaching can be integrated in interactions between and amongst teachers, students, parents and/or specialists
  4. A and C
  5. none of the above
6.  The concept of gradual release of responsibility
  1. applies the principles of Vygotsky's notion of a learner's zone of proximal development (ZPD)
  2. is a concept applicable only in the school environment
  3. is sometimes referred to as the "I do it, we do it, you do it" model
  4. A and C
  5. A, B, and C
7.  Adults in the child's environment can gradually release responsibility to the child:
  1. When the child is 12 years old
  2. After the child has mastered reading
  3. Based on the child's developmental levels and self-awareness
  4. When the child's speech is intelligible
  5. Based on the type of hearing loss
8.  Recommended sections for the student's management tracking notebook include:
  1. Daily listening checks
  2. Student's IEP, service summary and management tracking for equipment & inservice training
  3. Audiological report(s) and specific communication logs for Academics, Student Concerns, Audiology, Teacher, & Specialist along with contact information
  4. ALD specifics and manuals/troubleshooting guides
  5. All the above
9.  The optimal signal-to-noise ratio for children with hearing loss:
  1. parallels the same ratio as adults by the time a child reaches the age of 10
  2. is not a relevant factor outside the school environment
  3. is recommended at +15-20dB S/N
  4. is easily achieved through the use of hearing aids or cochlear implants alone
  5. is not a factor in determining appropriate classroom modifications
10.  Advocating for appropriate ALDS (Assistive Listening Devices):
  1. is only a school responsibility
  2. is only a family responsibility
  3. is critical for communication success both at home and school
  4. involves understanding of listening environments/acoustic needs both at home and school
  5. C and D