Are your DHH students playing sports with uncomfortable helmets, crushed processors, or painful hard earmolds? Do they know how to advocate for themselves when a referee questions their gear or when static electricity wipes their CI program on artificial turf? This low-prep DHH sports safety & self advocacy unit empowers DHH middle and high school students to play hard, stay safe, and take charge of their athletic accommodations.

What's Included?

• Lesson plan for teachers including suggested pacing

• Slideshow (and printable) lesson and with reading opportunities, real-life student scenarios, and prompts for discussion and reflection throughout. Covers topics like

  • categorizing sports into Low-Risk (Non-Contact), Moderate-Risk (Contact/Ball), and High-Risk (Collision)

  • risks affecting Cochlear Implants (CIs), Bone-Anchored Hearing Systems (BAHS/Baha), Hearing Aids, EVA, and Vestibular Systems

  • explanations of different soft-shell headguards, dial-fit helmet systems, soft silicone sports earmolds

  • and more like the "Metal Touch Rule" for artificial turf static.

• Worksheet Activities (2) with Answer Keys

  • Sport Risk Sorting Challenge

  • Scenario-Based Adaptation Matrix: Fill-in-the-blank problem-solving scenarios focusing on equipment fixes, rule modifications, and advocacy scripts.

• Vocabulary List of 20+ words from the lesson

• Multiple formative assessment options for students to choose from to gauge their understanding.

• Parent Resource that shares information on the importance of safety and sports advocacy as well as resources for finding DHH-specific protective gear for different sports and activities.

Potential IEP Objectives:

1. Student will independently roleplay/demonstrate self-advocacy skills by informing a coach, referee, or equipment manager about their medical gear (e.g., soft headguard, 'No Heading' rule) using appropriate scripts in 3 consecutive opportunities.

2. When presented with 5 sport-specific hazard scenarios (e.g., static electricity on turf, hard earmolds, water submersion), student will identify the risk and select the correct equipment adaptation or safety rule with 80% accuracy.

3. Given a scenario involving equipment discomfort, referee pushback, or a needed sports accommodation, student will independently state or write a 2-part self-advocacy statement explaining their technology needs and requesting a specific accommodation in 4 out of 5 trials with 80% accuracy.