The IEP Mini-Lessons are intended to prepare educators and school administrators on how to use the IEP Discussion Guide in the best way possible. Each mini-lesson covers a chapter in the IEP Discussion Guide.
Special thanks to Ann Mayes for her hard work in drafting the mini-lessons. The mini-lessons are being distributed jointly by the Minnesota Commission of the Deaf, DeafBlind & Hard of Hearing (MNCDHH) and the Minnesota Department of Education.
There are 9 lessons in total.
Each mini-lesson is expected to take 5-8 minutes of your time. Teacher licensure renewal clock hours will be offered upon completion of a final evaluation.
If teachers wish to earn licensure renewal clock hours, they will need to complete viewing of mini-lessons and demonstrate application of skills to show changes on IEPs that include PLAAFPs, goals, and objectives that are language- and communication-focused for students who are deaf and hard of hearing. De-identified (removing all identifying information of students, teachers, and districts) IEPs should be shared and rewriting of IEP PLAAFPs, goals, objectives and updated adaptations for the same student(s) should be emailed to Anna Paulson (anna.paulson@state.mn.us) who will grade and then assign CEUs for each IEP completed. Teachers may earn up to 5 CEUs per IEP.
How does the student’s degree of hearing affect his or her language and communication access? Language delays, due to hearing loss, may contribute to significant learning challenges and lower academic achievement. Communication difficulties may lead to social isolation. The sooner a child has access to language, as well as proper programming and support from teachers of deaf/hard of hearing, educational audiologists and other professionals, the greater the chances for social and academic inclusion. This section will offer guidance to make classrooms more accessible linguistically, educationally, and socially at different levels.
Last Modified: 4/25/2018 Size: 56.1 Author: Ann Mayes Categories: Tags: