Program Intent
Children who are deaf or hard of hearing need peer support in order to share and comprehend how being deaf or hard of hearing impacts their daily lives. Learning that there are others who have similar experiences and frustrations helps children to accept and understand what it means to be deaf or hard of hearing and maintain a positive self-image. Providing an adult role model who is deaf or hard of hearing is an integral part of the program that promotes positive self-esteem and a "can do" attitude.
Program Components
Each program Printable brochure works to meet the unique needs of public school children who are deaf or hard of hearing in a specific geographical area. Students are grouped according to grade level, kindergarten through grade twelve, with a minimum of six and a maximum of fifteen students per group.
Student Groups
K through 5 groups made up of students from kindergarten through grade five meet two hours a week for eight consecutive weeks. Experiential learning activities like games, journaling, role playing, art projects, problem solving, small group discussions and assistive technology demonstrations are designed to build assertive listening and communication skills, self-esteem, leadership, personal awareness and a strong, positive identity as a deaf or hard of hearing individual.
Groups of students from grades six to twelve meet for two consecutive days (one overnight) with other mainstreamed students for a total of 24 hours of fun, exciting programs that provide a stimulating context for building friendships and self-advocacy skills, expressing thoughts and feelings, and sharing cooperative learning experiences like games, canoeing, kayaking, hiking, camping out, orienteering, rock climbing, challenging themselves on Mackworth island's ropes course and other activities in the great outdoors.
Three two-day sessions a year are offered and students are strongly encouraged to attend all three sessions to reap the greatest benefit from the program.
Communication
One of the State of Maine's Learning Results Guiding Principles states that all students must leave school as "clear and effective communicators". This is one of the primary goals of our student peer support groups. Each child's preferred mode of communication is accommodated. Student's interpreters, Cued Speech transliterators, and educational technicians who regularly work with the student accompany them to the program.
Regional Areas
Peer support groups are established based on the number of students within a one-hour commute from four central sites: Portland, York, Lewiston and Bangor.
Information for Local School Districts
Interpreters, transliterators and educational technicians used by the students within their academic program will also be used during the peer support groups, and districts are responsible for transporting students to and from the program site. An MECDHH health form must be completed for each student and given to the group facilitator/MECDHH staff person. In the event that a student is unable to attend a session, the student's school should notify the Regional Program coordinator.
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