OSAT Deaf/Hard of Hearing (030) study plan

Build a dated timeline of at least 12 landmark events in deaf education (1817 American School for the Deaf, 1864 Gallaudet charter, 1880 Milan Congress, 1964 TTY, 1973 Section 504, 1975 PL 94-142, 1988 Deaf President Now, 1990 IDEA and ADA, 1997 and 2004 IDEA amendments, 2017 Endrew F.), writing one sentence on the policy or practice each changed.

Annotate a blank audiogram: mark the degree bands (mild 26-40, moderate 41-55, moderately severe 56-70, severe 71-90, profound 91+ dB HL), label conductive, sensorineural, and mixed configurations, and shade the speech banana.

Classify 10 etiologies of childhood hearing loss (GJB2/connexin 26, other genetic syndromes such as Waardenburg and Usher, congenital CMV, meningitis, ototoxicity, chronic otitis media, noise exposure, prematurity, trauma, unknown) by type, timing, and whether the loss is typically stable or progressive.

Match 8 legal and case-law authorities (PL 94-142, Section 504, ADA, IDEA 1990/1997/2004, Board of Education v. Rowley, Endrew F. v. Douglas County) to the concrete obligation each creates for a DHH student's evaluation, placement, or services.

Compare six service-delivery options (residential school, day school for the deaf, mainstream with itinerant TOD, co-taught classroom, resource room, self-contained class) on one strength and one limitation each, argued from both a deaf-culture and an auditory-oral standpoint.

Chart typical first-language milestones birth to age 5 side by side for ASL and for spoken English, flagging which milestones depend on auditory access and which do not.

Explain the sensitive-period evidence for first-language acquisition and describe three documented consequences of delayed or inconsistent language access (academic, social-emotional, and literacy).

Contrast bilingual-bicultural, auditory-oral, total communication, and Cued Speech approaches by their underlying theory of how a DHH child acquires language, and note the strength of evidence behind each.

Distinguish ASL, manually coded English systems (Seeing Essential English, Signing Exact English, Signed English), Cued Speech, and simultaneous communication by structural features (word order, morphology, iconicity, cue-mouthshape mapping) and by their claims about English acquisition.

Analyze speechreading: identify visually ambiguous phoneme groups such as /p, b, m/ and /k, g/, explain coarticulation and why roughly half of speech is invisible, and derive two classroom implications.

Sequence the auditory-training hierarchy from detection to discrimination to identification to comprehension, and list four factors that predict cochlear implant outcome (age at implantation, duration of deafness, family communication mode, intensity of therapy).

Specify five measures used in language sample analysis (mean length of utterance, T-unit length, number of different words, syntactic complexity, pragmatic function) and describe how each is scored when the sample is signed rather than spoken.

Explain why many standardized achievement and language tests misrepresent DHH learners (hearing-normed samples, English-loaded item content, administration language, ceiling and floor effects) and name three defensible alternatives: tests normed on DHH populations, nonverbal cognitive measures, and dynamic assessment.

Select and justify accommodations for four student profiles (signing student with interpreter, oral student with cochlear implant and FM system, student with additional disability, student with unilateral loss) without invalidating the construct being measured.

Write three present-level-of-performance statements and three measurable annual goals for one DHH student, each traceable to a specific data source you would actually collect.

Map the eligibility-to-service sequence (referral, evaluation, eligibility determination, IEP development, least restrictive environment placement, progress monitoring, triennial reevaluation) and locate the 60-day or state evaluation timeline on that map.

Interpret five score types (standard score, percentile rank, age and grade equivalent, stanine, confidence interval) and translate each into one plain-language sentence a parent could act on.

Construct a four-week curriculum-based measurement progress-monitoring plan for reading fluency and vocabulary, setting a baseline, an aim line, and a decision rule for changing instruction.

Sequence a 45-minute reading comprehension lesson using evidence-based strategies for DHH learners: pre-teaching vocabulary, building background with visuals, reciprocal teaching or graphic organizers, and explicit ASL-to-English bridging at the sentence level.

Adapt a grade-level expository passage for a DHH reader using text-structure supports, a controlled vocabulary glossary, and visual anchors, then state how you would verify comprehension without lowering the content standard.

Design three writing-instruction routines (dialogue journals, modeled or interactive writing, rubric-scored revision) for a DHH student and specify three checkpoints where you would collect a writing sample.

Plan a co-taught lesson that assigns distinct responsibilities to the teacher of the deaf, the general educator, and the educational interpreter, and identify the pre-teaching that must precede the lesson.

Build a content-area unit (science or social studies) with embedded language objectives, a visual vocabulary bank, and two options for demonstrating mastery that do not depend on spoken English alone.

Describe how to build phonological awareness visually (handshape and mouthshape cues, Visual Phonics, ASL-based rhyme and rhythm activities) and explain its role in English literacy for students who do not hear speech sounds.

Define the educational interpreter's role and boundaries and list four practices that make interpreting effective (preparation materials, sightline and lighting, pacing, turn-taking, avoiding dual roles such as disciplinarian).

Measure five classroom acoustic variables (background noise level, reverberation, distance from speaker, signal-to-noise ratio, FM/DM system use) and turn them into an observation checklist an itinerant teacher could complete in 20 minutes.

Map the collaborative team (teacher of the deaf, audiologist, speech-language pathologist, general educator, paraeducator, interpreter, family) with two core responsibilities and one common role conflict for each member.

Design a self-advocacy and social-emotional support sequence addressing deaf identity, peer relationships, requesting accommodations, and student participation in their own IEP meeting.

Re-teach the ten lowest-scoring items from all your practice tests, writing a corrected rationale and the domain each item belonged to.

Recite from memory the key numbers and definitions the test rewards: the five degree categories, major legal dates, the evaluation timeline, and the defining features of conductive, sensorineural, and mixed loss.

Run one final timed 50-item set under test-day conditions (no notes, single sitting) and log every error by cause: content gap, misread stem, or over-thinking.

State your day-before and day-of plan: what you will review, what you will not review, timing per item, and how you will handle an unfamiliar term.