Self-Determination & Advocacy: Emerging Pre-K-2

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 likes and dislikes, develops a concept of self

Makes simple choices when given options (picks a color or activity)

Recognizes the decisions once can make independently

Practices making independent decisions in everyday situations with modeling/support

Demonstrates age-appropriate responsibility for self-care

Understands and explains their hearing loss

Labels their communication modes at home, at school, and in community

Attends the IEP meeting, brings a representation of how they view self, e.g. "All about me" project

Demonstrates positive self-esteem as a person with unique abilities

Able to express the concept of self-advocacy in age-appropriate manner

Demonstrates knowledge of school routines and school helpers

Requests assistance for communication and for other tasks, e.g. using EXIT signs, asking for help, using community workers, police, etc.

Explains their hearing level with prompts

Demonstrates awareness of hearing aids and cochlear implants, interpreters, FM systems, etc. that are relevant to them

Practices maintaining personal hearing assistive devices with support (batteries, cleaning, properly putting away). Refer to Audiology content rubric.

Practices self-help skills by choosing to be seated where there is good visual access, watching the speaker/interpreter, attending to classroom activities, etc.

Demonstrates where and how to find help (e.g. EXIT sign, person at counter can help you, police, what to do if...)

Uses multiple strategies to explain to "helper" what the emergency is

Understands that some people have different hearing abilities

Understands that there are varying degrees and types of hearing abilities

Can define what accommodations & HAT are and how they improve access

Uses Hearing Assistive Technology (HAT) consistently and independently

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