Common Planner
K–12 Standards

Self-Determination & Advocacy: Emerging Pre-K-2

Other Pennsylvania The Pennsylvania Expanded Core Competencies: for Students Who Are Deaf or Hard of Hearing sets

SELF-DETERMINATION: MAKING CHOICES BASED ON SELF-INTERESTSSDA.1

  • 1

    Expresses likes and dislikes, develops a concept of selfSDA.1.Em1

  • 2

    Makes simple choices when given options (picks a color or activity)SDA.1.Em2

  • 3

    Recognizes the decisions once can make independentlySDA.1.Em3

  • 4

    Practices making independent decisions in everyday situations with modeling/supportSDA.1.Em4

  • 5

    Demonstrates age-appropriate responsibility for self-careSDA.1.Em5

  • 6

    Understands and explains their hearing lossSDA.1.Em6

  • 7

    Labels their communication modes at home, at school, and in communitySDA.1.Em7

  • 8

    Attends the IEP meeting, brings a representation of how they view self, e.g. "All about me" projectSDA.1.Em8

SELF ADVOCACY: FEELING EMPOWEREDSDA.2

  • 1

    Demonstrates positive self-esteem as a person with unique abilitiesSDA.2.Em1

  • 2

    Able to express the concept of self-advocacy in age-appropriate mannerSDA.2.Em2

  • 3

    Demonstrates knowledge of school routines and school helpersSDA.2.Em3

  • 4

    Requests assistance for communication and for other tasks, e.g. using EXIT signs, asking for help, using community workers, police, etc.SDA.2.Em4

  • 5

    Explains their hearing level with promptsSDA.2.Em5

  • 6

    Demonstrates awareness of hearing aids and cochlear implants, interpreters, FM systems, etc. that are relevant to themSDA.2.Em6

  • 7

    Practices maintaining personal hearing assistive devices with support (batteries, cleaning, properly putting away). Refer to Audiology content rubric.SDA.2.Em7

  • 8

    Practices self-help skills by choosing to be seated where there is good visual access, watching the speaker/interpreter, attending to classroom activities, etc.SDA.2.Em8

ADVOCACY IN THE COMMUNITYSDA.3

  • 1

    Demonstrates where and how to find help (e.g. EXIT sign, person at counter can help you, police, what to do if...)SDA.3.Em1

  • 2

    Uses multiple strategies to explain to "helper" what the emergency isSDA.3.Em2

INTERCULTURAL COMPETENCESDA.4

  • 1

    Understands that some people have different hearing abilitiesSDA.4.Em1

  • 2

    Understands that there are varying degrees and types of hearing abilitiesSDA.4.Em2

PROFICIENT USE OF ACCOMMODATIONS AND AUXILIARY SERVICESSDA.5

  • 1

    Can define what accommodations & HAT are and how they improve accessSDA.5.Em1

  • 2

    Uses Hearing Assistive Technology (HAT) consistently and independentlySDA.5.Em2

  • 3

    Develops a language base (English/ASL) to use a sign language interpreter, CART, written words, etc. at age-appropriate levelsSDA.5.Em3

  • 4

    Demonstrates age-appropriate attention to speaker, interpreter, or other source of information to enhance accessSDA.5.Em4

Frequently asked questions

What grade levels do these standards cover?
PRE-K, Kindergarten, Grade 1, and Grade 2
Where can I read the official document?
Self-Determination & Advocacy: Emerging Pre-K-2

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