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What Can SDSD Offer Me?

AudiologyOutreachExternal EvaluationsEducational Programs

In the United States,

approximately 3 of every 1,000 babies

are born deaf or hard of hearing.

95% of deaf children are born

to hearing parents.

Recent studies show that school age children who

are deaf or hard of hearing is between 11.3 and 14.9% or 131 of every 1,000

children.

Being deaf or hard of hearing can affect learning and development.• Speech and language• Social interaction• Emotional

development• Academic

performance

ASHA Audiology Information Series (2000). Hearing Loss and Its Implications for Learning and Communication.

http://www.nciua.org.uk/Audiograms.html

35 to 69 dB: SD special education criteria for “hearing loss”

70 dB or more:SD special education criteria for “deafness”

SDSD may provide service to SD children that are deaf or hard of hearing as deemed appropriate by our audiology department.

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Partners in Educational Success

• Program Shift – 2009

• New Logo & Mission Statement

• Redesigned websitehttp://www.sdsd.sdbor.edu/

• Facebook page▫ Like us at SouthDakotaSchoolfortheDeaf

• Pinterest: www.pinterest.com/sdsdoutreach

Audiology

An Audiologist available on campus

Sioux Falls: (605) 367-5200, ext. 100

1 Audiologist and 2 Audiology Technicians

Full diagnostic evaluations on-siteHearing test@sdsd.sdbor.edu

• Basic overview of what it means to be Deaf or Hard of Hearing

• Assist in troubleshooting (FM Systems, Cochlear Implants, Hearing Aids, BAHA’s)

Staff Education

• Staff training and strategies given on best practices for educating students who are deaf and hard of hearing.

• Peer In-service within the classroom

In-Service

Outreach Services include:

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• In-home visits/daycare trainings

• Attend IFSP/IEP/ 504 Meetings• Information and educational

activities on hearing, speech, language and listening

Parent Education

• Classroom observations and consultations with staff

• Conference Presentations• Social Luncheons with

Students

Consultants in Aberdeen and Pierre

• Family Functional Sign Language Class in collaboration with Augustana College

• Deaf Teens in Action (Transition Topics)

Consultants in Sioux

Falls

• Sign Language Clubs• Remote CI Mapping with

USD• Provide social and

educational opportunities for children and families

Consultants in Deadwood

and Hot Springs

External EvaluationsMDT reports: Children/families join us on campus for a

comprehensive evaluation (including background information summarizing the child’s social and medical information)

MDT reports: Children/families join us on campus for a comprehensive evaluation (including background information

summarizing the child’s social and medical information)

Cognitive Social Behavioral Academic

Speech

Language

Listening

Audiology

Transition (ages 13 through

graduation)

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Educational Programs Overseen by SDSD Administration

Auditory Oral

Program

• Serves Preschool and Elementary students who are working on listening and spoken language

• Brandon Valley School District

Bilingual/Bicultural Program

• Serves Elementary through High School students whose primary mode of communication is ASL

• Harrisburg School District

Technology and Providing Access

Behind the Ear, In The Ear, and In The Canal Hearing Aids

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Bone Conduction Hearing Aids and Cochlear Implants

Assistive Listening Devices

Compilot

Personal FM Systems

http://www.youtube.com/watch?v=ln8NHzVfJkQ

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• It does not make sounds louder, but gives a “boost” over background noise.Fact

• It brings sound directly to the student no matter where the teacher is located in the classroom.Know

• Direct Auditory Input- DAI- allows student direct access to sound from TV, computer, and Ipods.DAI

Classroom Sound Field System

Without,

hear & understand 10,000words per day

With,

hear & understand 15,000words per day

Interpreter Services for the Classroom

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SDSD Foundation Board

Scholarship

Support for Statewide

Family and Student

Activities

Deaf Community

Activities

Shared Reading Project• The Shared Reading Project

(SRP) is designed to teach parents and caregivers how to read to their deaf and hard of hearing children using American Sign Language, and to use strategies to make book sharing most effective.

Midwest Conference on Deaf Education

• MWconference.org

Hands in Motion

• Summer Enrichment program that allows children who are Deaf or Hard of Hearing the opportunity to expand their knowledge and language through field trips and hands on experiences.

Collaboration

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SDSD Contact informationSDSD Main Office Outreach Personnel:

2001 E. 8th Street Sioux Falls, SD 57103

http://www.sdsd.sdbor.edu/index.asp

Free audiological exams for children, contact (605) 367-5200 ext. 100

Mobile audiology lab, emailhearingtest@sdsd.sdbor.edu

Dr. Marjorie Kaiser, SuperintendentKim Wadsworth, Outreach DirectorLaura Scholten, Service CoordinatorEileen Anderson, AberdeenCarol Johnson, PierreSarah Lingle, PierreNina Ringstmeyer, Rapid CityKerry Ruth, Rapid CityJulie Delfs, Sioux FallsNaomi Mangan, Sioux FallsJodi Schnider, Sioux FallsKami Van Sickle, Sioux Falls

Transition considerations and needs for Deaf/Deafblind/Hard of Hearing 

Students

Naomi Mangan, MA, Professional School Counselor

Deaf/Hard of Hearing/Deaf blind 

– …In a recent comment filing to the Access Board by NAD, it was noted that the often quoted number of 38 million deaf and hard of hearing Americans, we have been using, is too low. 

– …According to a recent study done by John Hopkins University the number is more likely 48 million Deaf and Hard of Hearing people over the age of 12.1 

– …Legal arguments and comments are being made for the accessible future of deaf, deaf blind, and hard of hearing children and adults. 

1. http://www.nmsd.k12.nm.us/outreach/documents/CanYouHearMeNow.pdf

2.http://www.hopkinsmedicine.org/news/media/releases/one_in_five_americans_has_hearing_loss

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To achieve what typical children can by graduation

• The goals are for all Deaf and Hard of Hearing students to become– Self‐determined

– Prepared for college and/or employment

– Knowledgeable in all aspects of independent living

– Understand their hearing status and advocate for their needs

Barriers to Post‐secondary education and employment for Deaf/Hard of 

hearing/Deafblind

Systemic 

Physical

Communication

Attitudinal 

Systemic barriers

• Barriers created unintentionally that excludes accessibility for a specific group of people.

– Examples:

• Overhead paging in stores, gas stations, schools, etc.

• Movies without captioning 

• Braille unavailable for textbooks

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Physical barriers

• Physical barriers occur when the environmental structure/design prevents a person from physically accessing the service. 

– Examples:

• Poor lighting

• Background noise 

• Poor acoustical environment,

• Overhead paging systems,

• Warning beeps in industrial settings

• Thick accents

Communication Barriers

• Communication Barriers occur when a person experiences difficulty communicating or accessing and understanding accurate information. 

– Examples:

• Lack of effective communication or technology available

• Lack of information written in basic language

• limited  American Sign Language ability

• Barriers to lip‐reading includes thick accents, facial hair, gaps in teeth, unusual mouth movements

Attitudinal Barriers

• Attitudinal barriers are inaccurate beliefs or assumptions about another person’s ability or quality of life. 

– Examples:

• Hearing loss is a terrible tragedy

• They are unsafe to work with

• We must do their work for them

• They can’t do the job

• They talk funny‐they are not very bright

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Attitudinal Barriers, continued

• It’s VERY important to note‐the attitudinal barriers are not solely by hearing people‐many deaf/hard of hearing/deafblind individuals internalized these beliefs as well.

Transition Areas

• Transition goals are made with these barriers in mind and the team works together to resolve them.

– Transition goals include the following areas: 

• Self Determination

• Self Advocacy

• Independent living skills

• Employability skills

• Recreation and leisure

• Community

Self‐determination/Self‐Advocacy

• Self‐determination is comprised of eight key components that include a class of behaviors and skills that continually become more sophisticated and complex. The components are in order from basic to more complex: 

– • Choice‐making

– • Decision‐making

– • Problem‐solving

– • Goal‐setting and attainment skills

– • Independent living skills (risk‐taking and safety skills)

http://www.cadbs.org/resources‐spring‐2013/

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Independent Living Skills

• Financial needs: 

– Budgeting, checking, ATM, credit cards, credit unions, banking, lost/stolen cards, paying bills, penalties for late or non‐payment, bankruptcies, good /bad credit

• Auto/Home Maintenance

– Furnace filters, lawn mowing, shoveling, emergency contacts, maintenance requests (apartments), energy savings, utilities, technology needs at home

• Home keeping

Employability Skills

• Technology

• Computers

• Interpersonal interactions

• Job search

• Resume

• Interview skills

• Communication repair

• Leadership

• Expectations

Recreation and Leisure

• Social interactions

• Hobbies

• Fun activities‐movies, reading, dancing, etc.

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Community

• Faith‐based institutions (Church)

• Local Deaf/Hard of Hearing community events

• Local hearing community events (sports, etc)

Transition assessment tools

• Transition Competence Battery

• Enderle‐Severson

• SSSQ

• WRIOT‐2

• Questionnaires

• Interviews 

Transition curriculum  and Resources

• SDSD Outreach– Outreach Consultants

• Transition Skills Guidelines – http://www.gallaudet.edu/clerc_center/information_and_resources/info_to_go/transition_to_adulthood.html

• Deaf Self Advocacy– http://www.interpretereducation.org/deaf‐self‐advocacy/

• Minnesota Guide to Transition for Teachers of  Deaf and Hard of Hearing– http://www.cehd.umn.edu/DHH‐R /T i i G id /S lf Ad h l

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My CI journey