The Moog Center for Deaf Education proudly offers virtual and in-person support for professionals working with students who are deaf or hard of hearing, including:
A General In-Service will provide general information about hearing and hearing loss, devices (including remote microphone technology), and accommodations that will benefit students’ learning.
A Student-Specific In-Service will provide audiologic information about a specific student, his or her device management and troubleshooting, and his or her strengths and challenges. Strategies will be discussed to increase the likelihood that the student will be able to perform with accommodations.
Peer In-service – Staff from the Moog Center create and deliver a presentation for the student’s peers with the purpose of helping the peers understand how the student best communicates and uses his or her devices. The presentation will include general information about hearing and hearing loss, devices and how the devices benefit the student, and accommodations that benefit the student.
Facilitated Peer In-Service – Staff from the Moog Center together with the student create and deliver a presentation for the student’s peers as described above.
Coaching: A coaching session includes two parts: Observation and Real-Time Embedded Coaching. The initial portion of the session will be an observation of the student in a skill area to determine strategies to help the student move forward. The second portion involves an expert coach providing Real-Time Embedded Coaching (suggestions in real-time which allow the coachee to modify her technique, effectively changing the student’s performance) during a lesson of the professional’s choice.
Consultations: A consultation session includes a conversation about a topic of the professionals’ choice, which may include ideas, strategies, or lesson-planning for student progress in vocabulary, syntax, language, reading, academics, social skills, and/or auditory skill development. Consultation could include Facilitated Observations and/or Observation of your student during a lesson of your choice.
Facilitated Observations: An observation of 1-3 skilled teachers, facilitated by an expert who is explaining what the teacher and children are doing, why the teacher is doing what she is doing, and how the teacher is making decisions in how she responds to the children.
Customized Workshops: Expert staff from the Moog Center offer on-demand workshops on a variety of topics for individuals or groups. The workshops can be delivered online, on-site at the professional’s school, or on-site at the Moog Center. Topics include, but are not limited to:
Tools for Assessing Speech, Language, or Auditory Skills: This workshop will cover the assessment and targeting of speech skills (TASP), the assessment and targeting of language skills (TASL-II), assessment and targeting of auditory skills.
Using the TASL-II: This workshop will provide an explanation of the TASL-II and address how it can be effectively used with children who are deaf or hard of hearing, including in language assessment, lesson planning, and IEP goal development.
Remote Microphone Technology: This workshop will address the benefits, use, and necessity of RM for students listening in noise or when distance and reverberation is present.
Goal Development: This workshop will address how to write SMART IEP goals to help your student be more successful in the general education setting and all academic subjects.
Vocabulary Skill Development: This workshop will address the importance of vocabulary development for expressing oneself, participating in academics, and participating in social situations. Additionally, the workshop will discuss the impact of vocabulary on reading and how to incorporate repetitive practice of single word vocabulary into the child’s setting.
Reading Skill Development: This workshop will address the importance of incorporating vocabulary and language skills needed for literacy within the context of a student’s day. Additionally, the workshop will discuss how reading is a language-based activity. Children often lack vocabulary and language skills, which impact reading skills. How does a teacher incorporate vocabulary and language instruction within the child’s everyday academics in order to become a good reader.
Auditory Skill Development: This workshop will address the benefits of auditory skill development for enhancing the child’s ability to understand spoken language in quiet and in noise. Strategies and activities for improving students’ discrimination skills will be discussed.
Addressing Additional Challenges in Preschool: This workshop will address the needs of a student who has comorbidities and is not making progress in language-learning as expected. Specific strategies for compliance, engagement, and task-completion will be discussed.
Identifying Barriers to Student Progress: This workshop will address the needs of a student who is not achieving at grade-level or as expected. Additionally, potential reasons for why this could be happening will be discussed, as well as how to figure out where the breakdown is occurring in order to address skills needed to move forward.
Embedding Service Minutes within the Student’s Schedule: This workshop will provide innovative ideas for meeting student needs within the constraints of the general education schedule. This will be a very personalized workshop with collaborative brainstorming for outside of the box thinking and creative ways to incorporate vocabulary, syntax, language, reading, and auditory skill development into a child’s existing schedule.
To inquire about scheduling a workshop, please fill out this form, or contact Liz Fales at email@example.com.
“While I knew this presentation was directed toward parents and likely would not have much “new” information for me as a ToD with 35+ years of experience, I thought it was an EXCELLENT presentation! You were so clear and concise, provided examples of everything you spoke about, and answered questions as you went. I really enjoyed it. Thank you.”
“This course was excellent and very thorough. The pace was very quick, though I do understand there was a great deal of information to try and include. Would definitely be interested in attending another course on this topic.”