Their willingness and ability to devise a curriculum monitoring form that is seen weekly or monthly by parents can help assure communication about student progress. The special educator can take a leadership role by helping administrators provide consultation time during the school day to confer with teachers and interpreters regarding student progress, the completion of such forms, or any other areas of concern. Families General Educator Deaf Educator 12. Regularly provide a checklist on progress with input from the general educating teacher and interpreter to those who would be interested. Regular education teachers working with educational interpreters .
Communication is the key to providing effective support.
Language Across the Curriculum when Students are Deaf or Hard of Hearing . American Annals of the Deaf . Classrooms, Communication, and social competence. Copyright 1999, All rights reserved Laurent Clerc National Deaf Education Center Gallaudet University 800 Florida Ave.