“effective practices for teaching deaf and hard of hearing students in inclusive settings”
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“Effective Practices for Teaching Deaf and Hard of Hearing Students in Inclusive Settings”. Vera W. Hendrix Sara McConatha Alabama Institute for Deaf and Blind. Outline. A. Hearing Impairment 101 B. Special Considerations in the IEP C. Strategies D. Resources E. Contact Information. - PowerPoint PPT PresentationTRANSCRIPT
Vera W. HendrixSara McConatha
Alabama Institute for Deaf and Blind
“Effective Practices for Teaching Deaf and Hard of Hearing Students in Inclusive Settings”
Outline
A. Hearing Impairment 101 B. Special Considerations in the IEP C. Strategies D. Resources E. Contact Information
All About Hearing Loss
All About Hearing Loss
10 dB to 25 dB = Normal range 26 dB to 40 dB = Mild hearing loss 41 dB to 55 dB = Moderate hearing
loss 56 dB to 70 dB = Moderately Severe
hearing loss 71 dB to 90 dB = Severe hearing
loss over 90 dB = Profound hearing loss
All About Hearing Loss
The shaded region shows the level and frequency of average speech
All About Hearing Loss
This audiogram to the right shows normal hearing.
All About Hearing Loss A child with this
hearing loss will have trouble hearing and understanding soft speech, speech from a distance or speech in a background of noise.
All About Hearing Loss
A child with this hearing loss will have difficulty hearing regular speech, even at close distances.
All About Hearing Loss
A child with this hearing loss may only hear very loud speech or loud environmental sounds, such as a fire truck siren or a door slamming.
Hearing Aids Cochlear Implants FM Systems BAHA
Listening Equipment
HEARING AIDS
COCHLEAR IMPLANTS
COCHLEAR IMPLANTS
An implant does not restore or create normal hearing. Instead, under the appropriate conditions, it can give a deaf person a useful auditory understanding of the environment and help him or her to understand speech.
FM SYSTEMS
FM SYSTEMS
An FM system provides direct transmission of speech from the teacher-worn transmitter/microphone to the student worn receiver.
BaHa Hearing Device
CLASSROOM ACOUSTICS
Internal Noise External Noise Reverberation Sound Pressure Level Meter Test
CLASSROOM ACOUSTICS
Additional RESOURCE
“Children cannot access classroom instruction unless they can hear the teacher.”
Back to School! 13 Facts RevisitedBy Judith T. Blumsack, PhD, and Karen L.
Anderson, Phd
http://www.hearingreview.com/
IEP Considerations
Language and Communication Opportunities for direct
communication with peers and professionals
Academic Level Full range of needs Opportunities for direct instruction in
the student’s communication mode or language
Exposure to Language:Hearing Children
Exposure to LanguageDeaf Children
Language and Communication
Considerations: Primary language Communication mode
Auditory or Spoken Language American Sign Language (ASL) Signing Exact English/Signed English Speechreading/lip-reading Cued Speech/Cued English
Language and Communication
Considerations continued: Conceptual signs Finger spelling Total Communication Gestures Tactile/objects Picture symbols/picture/photographs Home signs
Language and Communication
Issues for Consideration Type of assistive listening device Student’s skill level in language and
communication mode Impact of transitions throughout the day Back up plan when technology or
communication breaks down Environmental impacts Fatigue
Opportunities for direct communication with peers and professionals Loneliness and isolation Planned peer interaction Provide role models Connect to the local Deaf community
Academic Level
Communication access Accessibility to general curriculum Whether growth is indicated Accessibility of assistive technology
Full range of needs
Academics Expanded core Extra curricular Stress
Opportunities for direct instruction in the student’s communication mode or language
Spoken language and Listening ASL Proficiency of staff Use of technology
Assistive Technology Devices and Services
Personal FM systems Closed-captioned TV’s Alerting devices Acoustical modifications Video Relay Services(VRS) or (VP)
Additional Resource:
From: C. D. Johnson & J. Seaton, Educational Audiology Handbook, 2nd Edition(2012), Cengage-Delmar Learning. Revised 2014 by C. Johnson for Hands & Voices
Additional RESOURCE
PARC: Placement and Readiness Checklists for Students who are Deaf and Hard of Hearing
http://www5.esc13.net/thescoop/deaf-ed/files/2011/12/PARC_2011.pdf
Tips for Teachers Who Work With Hearing Impaired Students
Break the Ice Activity
The Reality
Consider student differences Each child may
need different adaptations
Students should have FULL ACCESS
Students should FULLY PARTICIPATE
Be sensitive and responsive to their needs
In the Classroom Environment Classroom Modifications Teaching Tips Preferential Seating Deaf/HOH Student
Expectations Communication
Facilitators Fostering a Positive
Mainstream Experience Other Considerations
Classroom Modifications
Visual AccessClear line of sightPlacement of speaker
Classroom Modifications
Background NoiseLocationClassroom Acoustics
Teaching Tips
Preferential Seating
Close to teacher Better ear toward teacher Allow time to look at speaker Buddy system Be flexible
Student Expectations
Self advocate
No bluffing
Use a signal
Encourage independence
Communication Facilitators
Types of Classroom Facilitators
Facilitators Role in the classroom
Fostering a Positive Inclusive Experience
Reinforce positive coping strategies Promote self-advocacy and activities that
foster inclusion Support daily use of equipment Help student understand his/her hearing
loss and provide opportunity to share with class
Provide opportunities to meet other D/HH students
Review safety and emergency procedures with the student. Check restrooms.
Other Considerations
Warning signs of hearing loss Inappropriate responses Speaking in an unusually loud/soft voice Not hearing when someone speaks from
behind Appearing to pay attention but not
actively participating in class discussions Responding with smiles and nods but no
further comments
Additional RESOURCE
Resources for Mainstream Programs:A Practical Guide (online) is a user-friendly, practical collection of
ideas, strategies and resources for anyone who will be working with children who are deaf or hard of hearing in a mainstream environment.http://clerccenter.gallaudet.edu/InfoToGo/
Additional RESOURCE
Critical Needs of Students Who are Deaf and Hard of Hearing: A Public Input Summary (2013)
www.clerccenter.gallaudet.edu
Additional RESOURCE
The Described and Captioned Media Program(DCMP)
www.dcmp.org
Contact Information
Sara McConatha – 256-761-3341 [email protected]
Vera Hendrix – [email protected]
QUESTIONS?????????
