PEER 1

First I would request all the child records and documentation for review. I will see where the child strength and weakness are in their disability.

I will come up with some ideas to discuss during the meeting to assist the child to reach his or her goals. Also, modify the curriculum with materials that the child can understand such as written and reading material, graphs, and picture

Parents concern

Childs records

Statement from the Doctor

Mild "hearing loss causes delays in development of speech and language, and those delays then lead to learning problems, often resulting in poor school performance. Unfortunately, since poor academic performance is often accompanied by inattention and sometimes poor behavior" and bad grades. (Packer, 2015).

Timer- helps a student understand how much time they have to work before the next class or task.

Classroom setup- A student sits at a desk close to the front of the room to be near the teacher

Schedule can help him or her to keep up what needs to be done next instead of trying to hear the teacher talk

Accommodations- change how a student learns the material.

Modifications- changes what a student is taught or expected to learn

PEER 2

For an IEP development meeting, I would prepare myself by getting to know the child and their family and make sure I fully understand the child's current academic and behavioral abilities. Researching information about the disability at hand will help me figure out what kinds of goals we should be considering and understand more of what the disability entails.

b. First and foremost is to consider the type of disability the child has in order to determine if the child needs any sort of special classroom requirements or supplementary aids. Another item to consider is how the child behaves in the regular classroom and if they are able to learn and work effectively without distracting classmates. Finally, the team should consider what motivates the child and what helps them perform effectively.

c. It's important to know the extent of the hearing loss and figure out if the child needs hearing aids or if they simply prefer to have consistent access to written instructions. It's also important to understand that we may have to be aware of how we speak with this child and make sure we're being loud and clear with our words. In the classroom, children would be expected to keep the noise level down so that the child with mild loss of hearing can be able to hear any directions given.

d. For a mildly deaf student, I would definitely consider the classroom setup and make sure to accommodate this student and place them in the front of the room. This way they are able to hear instructions and directions more clearly and better read the teacher's lips. Printing out note of what the lecture is that day can also be accommodating for a child who is hard of hearing and is an easy way to help them visualize what is being said.

e. One modification for a mildly deaf student would simply be more time to listen to instructions or directions because it can be easy for them to mishear or not hear at all what was spoken. It might also take them time to turn on hearing aids or read written instructions.

f. Accommodations are slight changes or variations from the classroom program, such as a break time in between work or changing the lighting in the classroom. Modifications change the academic content for the student with a disability, such as lowering the reading level or shortening the amount of reading (Powell & Driver, 2013).