Madis n Wal o at Supp o r

Madis n Wal o at Supp o r ting and Emot Social Lear i o nal ning Strate gies fo Hard of Hea r Deaf and ring S tuden ts

and l a i c o s s i Why ng i n r a e l l a n emotio important? “Students with hearing loss are at a higher risk to be bullied, experience abuse/neglect, and to have a smaller circle of meaningful connections outside of their families. ” (Kennedy, 2014) 2

l a n o i t o m E d n a l s s Socia e n f a e D + g n i n Lear • Listening fatigue can lead to feeling upset or frustrated more easily. • Processing deaf and hard of hearing identity/ being different • Frustration at missing information, misunderstanding others etc. • Feelings of isolation • Low self-esteem • Withdrawing from the group 3

f l e S g n i Encourag d Confidence n a m e e t s E • Positive reinforcement! (even for the “little” things) • Encouraging students to make a guess, take risks, challenge themselves. • Allow students to explore and discover hobbies. • Create a sense of community • Growth mindset 4

n e d d i H The m u l u c i Curr • Morning meeting and closing circle • Feelings bingo • Games (turn taking, pragmatics) • Literature • Play • Pragmatics/social rules 5

L E S d n a y c a r e t Li Books About Friendship: Books About • Yoko- Rosemary Wells Emotions: • Enemy Pie- Derek • Have You Filled a Munson Bucket Today? - Carol • My Friend is Sad- Mo Mc. Cloud Willems • Anh's Anger- Gail Silver • Strictly No Elephants. Lisa Mantchev • The Way I Feel. Janan Cain • Pink Tiara Cookies for Three- Maria Dismondy • Wemberly Worried 6 Kevin Hankes

m o o r s s a l C In the Tools • Feelings visuals • Take a break space with tools (playdoh, coloring, glitter bottle, • Zones of regulation • Calm down bottles • Opportunities to play and problem solve • Meditation/mindfulness 7

n e d y a C Meet • 2016 - Cayden lacked the language and tools to manage his emotions, show empathy, and build relationships. • Aggression, unsafe behaviors, social isolation. 8

y a d o T n e d y a C • With explicit instruction on feelings and ways to manage emotions • Cayden is now able to participate in most academic activities, play games with friends, problem solve, share his emotions and most of the time handle them appropriately. • He shares when he feels frustrated, proud of himself, and when he needs a break. 9

s e c r u Reso • https: //www. mindsetworks. com/science/- Growth Mindset • http: //www. zonesofregulation. com/index. html- Zones of Regulation • https: //successforkidswithhearingloss. com/ • https: //www. handsandvoices. org/ • https: //www. responsiveclassroom. org/ • https: //casel. org/resources-support/ 10

Than k Yo u! Madis o n Wal at