Self-Determination & Advocacy: Early Gr. 3-5

SELF-DETERMINATION: MAKING CHOICES BASED ON SELF-INTERESTS

SELF ADVOCACY: FEELING EMPOWERED

ADVOCACY IN THE COMMUNITY

INTERCULTURAL COMPETENCE

PROFICIENT USE OF ACCOMMODATIONS AND AUXILIARY SERVICES

Expresses personal strengths and needs

Independently identifies possible choices in open-ended situations

Understands and communicates consequences of decisions

Makes choices that have positive outcomes for self and others

Demonstrates age-appropriate responsibility for self-care

Talks about differences in hearing with peers, deaf/hard of hearing mentors, and others to broaden one's perspectives

Explains one's communication needs as reflected on personal Communication Plan

Introduces self at the IEP meeting, expresses their own personal goals, e.g. "When I grow up..."

Understands IEP goals, as appropriate for one's developmental level

Demonstrates positive attitude toward self as a unique person with different hearing levels

Practices self-advocacy with adult support, i.e. introduces self to staff and identifies one's communication needs, knows school routines, etc.

Identifies the full names and roles of school staff who have knowledge related to hearing loss

Knows how to obtain emergency help (e.g. texting 911 for medical or fire emergency)

Demonstrates, with visuals, where one's hearing falls on the range of hearing abilities

Understands one's individual differences in comparison to others'

Asks for assisstance to access and troubleshoot communication, e.g. HAT, seating, interpreter, etc. accommodations, as needed

Maintains own hearing assistive devices, as appropriate, e.g. batteries, cleaning, putting away

Explains the differences and similarities in access and communication across the range of hearing abilities to others, who may have limited understanding on the subject

Identifies descriptors often assigned to individuals w/HL e.g. Deaf, DeafBlind, hard of hearing, unilateral loss, etc.

Knows that individuals with limited hearing are capable of major accomplishments

Demonstrates basic understanding of one's personal Communication Plan

Understands appropriate accommodations for school as indicated on one's IEP

Demonstrates how to contact 911 for medical or fire emergency

Makes known their desire to participate in community activities and helps to identify needed accommodations for communication access (e.g. sports, scouts, clubs, etc.)

Knows how to access captions and HAT in theaters, churches, etc.

Identifies similarities and differences between heairng aids and cochlear implants and factors involved in choices

Describes aspects of cultures and communities (hearing, hard of hearing, Deaf) that include individuals with different hearing abilities and modes of communication

Understands one's mode of communication may vary based on hearing levels and on specific circumstances

Begins to identify similarities/differences between self and others on the spectrum of hearing abilities

Independently utilizes an interpreter, HAT and/or other accommodations in instructional settings

Demonstrates how to utilize an interpreter, HAT, and other accommodations in non-instructional situations, e.g. peer interactions, extra-curricular activities, adult interactions

Develops a language base (English/ASL) to use a sign language interpreter, CART, written words, etc. at age-appropriate levels

Demonstrates age-appropriate attention to speaker, interpreter, or other source of information to enhance access

Explains consequences of one's choices