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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: An understanding of one's strengths, weaknesses, and needs in a variety of social settings An understanding of accommodation options along with why and when those accommodations are helpful A clear understanding not only of one's rights, but also responsibilities All of the above A and B

2.  The continuum of self-advocacy: involves the "operator", the "environment" and the "equipment". is a static process that never changes. involves elements that interact and change over the course of a child's development. answers A and B answers A and C

3.  Strategies for home/school communication when fostering self-advocacy skills may include: integration of child's technology in other school projects maintaining a healthy relationship between both the school and home via appointments, a traveling notebook, email updates and/or classroom newsletters parent volunteering in child's classroom all of the above none of the above

4.  Adult strategies to promote self-advocacy in elementary-aged children may include: transfer of responsibility to increase student participation in listening checks enabling child to become his own "technology expert " constructing a resource notebook about the child's personal technology components All of the above A and B

5.  Coaching is an effective intervention strategy methodology because: Studies indicate that 80% of teachers who receive instruction with follow up coaching report implementing new strategies in their classrooms. Coaching is a methodology used primarily between specialist and classroom teacher The concept of Coaching can be integrated in interactions between and amongst teachers, students, parents and/or specialists A and C none of the above

6.  The concept of gradual release of responsibility applies the principles of Vygotsky's notion of a learner's zone of proximal development (ZPD). is a concept applicable only in the school environment is sometimes referred to as the "I do it, you do it, we do it" model A and C A, B, and C

7.  Adults in the child's environment can gradually release responsibility to the child: When the child is 12 years old. After the child has mastered reading. Based on the child's developmental levels and self-awareness When the child's speech is intelligible. Based on the type of hearing loss.

8.  Recommended sections for the student's management tracking notebook include: Daily listening checks Student's IEP, service summary and management tracking for equipment & inservice training Audiological report(s) and specific communication logs for Academics, Student Concerns, Audiology, Teacher, & Specialist along with contact information. ALD specifics and manuals/troubleshooting guides All the above

9.  The optimal signal-to-noise ratio for children with hearing loss: parallels the same ratio as adults by the time a child reaches the age of 10 is not a relevant factor outside the school environment is recommended at +15-20dB S/N is easily achieved through the use of hearing aids or cochlear implants alone is not a factor in determining appropriate classroom modifications

10.  Advocating for appropriate ALDS (Assistive Listening Devices): is only a school responsibility is only a family responsibility is critical for communication success both at home and school involves understanding of listening environments/acoustic needs both at home and school C and D