INDIVIDUAL PLANNING 449

A p p e n d i x I l - B

SUGGESTED A N N U A L GOALS A N D SHORT TERM OBJECTIVES RELATING TO AUDIOLOGY NEEDS

The following goals and their accompanying objectives were developed to be used w i t h students w i t h hearing impairment when developing lEP's. The goals represent developmentally-based skills which students should acquire to maximize their residual hearing. These goals and objectives should be used as basic guidelines and be expanded as needed for each student. Every stu­dent with hearing impairment should have audiology goals on their lEP unti l competency or maximal potenhal has been reached.

A N N U A L G O A L S

I N D E P E N D E N T USE OF A M P L I F I C A T I O N .

DEVELOP A N D IMPROVE A U D I T O R Y SKILLS.

DEMONSTRATE APPROPRIATE COMPENSATORY STRATEGIES RELATED T O H E A R I N G IMPAIRMENT.

K N O W L E D G E OF H E A R I N G LOSS A N D ITS I M P L I C A T I O N S .

A D V O C A T E APPROPRIATELY FOR HEARING-RELATED NEEDS.

A N N U A L GOALS A N D SHORT TERM OBJECTIVES Goal 1:

The student w i l l demonstrate independent use of amplification (hearing aids, cochlear implants, F M device, or other system).

Objectives:

1. The student w i l l arrive at school wearing properly functioning amplification out of times as mea­sured by daily checks.

2. The student w i l l be able to correctly insert and remove amplification out of times as measured by observation.

3. The student w i l l monitor his/her o w n amplification function (batteries, volume settings, cleaning of earmolds) out of times as measured by observation or checklist.

4. The student w i l l notify appropriate personnel when amplification is not functioning properly out of times as measured by observation.

5. The student w i l l demonstrate basic knowledge, use and/or care of assistive listening device uti l ized i n his/her acad­emic settings, out of times as measured by demonstration or observation.

6. The student w i l l be responsible for the use of his/her F M system i n all appropriate education situations out of times as measured by observation.

450 EDUCATIONAL AUDIOLOGY HANDBOOK

G o a l 2:

The student wil l develop or improve his/her auditory skills. Objectives: - ^ - ^ ^ ^, - r

1. The student w i l l develop/improve sound awareness skills out of times across a variety of settings (quiet, noise, close, distant, w i t h and without visual clues, familiar, unfamiliar,) as measured by an auditory curricu-l u m . i

2. The student w i l l develop/improve suprasegmental listening skills (pitch, duration, intensity, rate etc.) out of times across a variety of settings as measured by an auditory curr iculum.

3. The student w i l l develop/improve vowel discrimination and identification across a variety of settings as measured by an auditory curriculum. . : _ r - --<i-f:s^v.:..:: ^i.ri-:^^

4. The student w i l l auditorially discriminate his/her name out of times across a variety of settings as measured by observation or a teacher made test.

5. The student w i l l develop/improve consonant discrimination and identification out of times across a variety of settings as measured by an auditory curr iculum.

6. The student w i l l develop/improve auditory comprehension skills by f o l lo wing out of step directions across a variety of settings as measured by an auditory curr iculum.

7. The student w i l l discriminate common phrases out of times across a variety of settings as measured

by an auditory curriculum.

8. The student w i l l identify familiar language patterns out of times across a variety of settings.

9. The student w i l l increase his/her ability to answer questions fo l lowing auditorial ly presented information out of times as measured by observation or teacher made test. 1

G o a l 3:

The student wi l l demonstrate appropriate compensatory strategies (accommodations and modifications).

Objectives: f ^'--'^ z i ^ ^ r ^ ft -1. The student w i l l explain his/her need for preferential seating out of times as measured by informal

evaluation.

2. The student w i l l independently choose or request to sit i n an appropriate seat out of times as mea­sure by observation and teacher feedback.

3. The student w i l l ask for repetition/clarifications out of times as measured by observation and teacher feedback.

4. The student w i l l util ize available clues (visual, contextual, l ipreading, etc.) to aid i n comprehension out of times as measured by observation and teacher feedback.

G o a l 4 : -̂̂ ^

The student wi l l demonstrate knowledge of his/her hearing loss and resulting needs. : -

Objectives:

1. The student w i l l describe the type, amount and cause of his/her hearing loss out of times as mea­sured by informal evaluation.

2. The student w i l l demonstrate an understanding of the benefits/limitations of amplification as they relate to his/her o w n hearing loss out of times as measured by informal evaluation.

G o a l 5: 'y-r/'X/^

The student wi l l advocate appropriately for his/her needs. • '

Objectives:

1. The student w i l l in for m teachers of his/her hearing loss and resulting needs out of times as mea­sured by teacher feedback and observation.

'The Developmental Approach to Successful Listening (DASL) or the Auditory Skills Curriculum are examples of curriculums which include a variety of subskills for each of these objective areas that are measurable in a variety of settings.