DEAF STUDENT ACTION PLAN
- Academic Abilities: John is very smart, and is ready to always participate in our classroom projects or group activities.
- Cognitive Function: When John has a question, he struggles communicating his question from his brain to his hands. He doesn't know how to just talk normally with is hands. He's too concerned about making sure I understand his question, and this is why I've picked up sign. This has turned his focus on frustration of interpreting to being completely comfortable.
- Socioeconomic Background: John's family is deaf, and they live in deaf community, so for John to be in a public school is hard for him. I've suggested John to work with an interpreter to help all day in school; but assured everyone to look at John when speaking to him. Never his interpreter.
Plan of Action
We will all speak naturally, and a slower pace than we're used too to John to help him understand us. I will never single them out by starting them on the assignment first, and then lecturing my students on the lesson. I will include him at the same time, and always speak at a pace he can understand me.
If there is anything he missed, and needs help with after school I will hold a parent-teacher conference about having after school tutoring sessions to make sure he doesn't fall behind in school.
Hall, G.E., Quinn, L.F., & Gollnick, D.M. (2014). Introduction to Teaching: Making a Difference in Student Learning. Los Angeles: Sage Publishing.