Providing Appropriate Academic Support - Skill Development, Not Tutoring

by Lynne Price

A key responsibility of a teacher for the deaf and hard of hearing is to support full participation in the general education classroom by teaching underlying academic support skills. Through the understanding of the three domains of learning and specific skill hierarchies, this session will provide assessments to determine present skill levels and instructional strategies to improve skill development in all areas of curriculum content.
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Course Curriculum

    1. Academic Support - Module 1 - 20 minutes

    2. Academic Support - Module 2 - 11 minutes

    3. Academic Support - Module 3 - 19 minutes

    4. Academic Support - Module 4 - 18 minutes

    5. Academic Support - Module 5 - 16 minutes

    6. Recorded Chat Discussion - 50 minutes

    7. Quiz - Preparing Appropriate Academic Support - Skill Development, Not Tutoring

    8. COURSE EVALUATION - Providing Appropriate Academic Support

    9. ASHA Verification Form - Providing Appropriate Academic Support

    10. LSLS CEU Letter - Providing Appropriate Academic Support

    11. ISBE Professional Development Hours

    12. RID Directions for Interpreters

3 Learner Outcomes

  • State three domains of learning and give examples of each
  • Use hierarchies to determine sequence of skill development
  • Identify a support strategy for a given area of curriculum instruction

Meet Your Instructor

Lynne Price

Lynne H Price is a National Board-certified teacher with 37 years of teaching experience. She is certified in the areas of Hearing Impaired, K – 12 Regular Education, and Reading. She has worked in both residential and public-school settings - preschool through high school, and in all settings - separate through itinerant. She is fluent in sign language and cued speech and is trained in listening and spoken language skills (LSLS). In addition to teaching, Ms. Price has served as an administrator for hearing impaired services in the 16th largest public school system in the nation, mentored staff, and developed programming and curriculum. She is the author of Steps to Success - A Scope and Sequence of Skills for Students who are Deaf/Hard of Hearing: Perception, Processing, Self-Knowledge, and Advocacy Development and COACH.