vera w. hendrix sara mcconatha alabama institute for deaf and blind “effective practices for...

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 Mcconatha.sara@aidb.state.al.us

Vera Hendrix – 256-761-3737Hendrix.vera@aidb.state.al.us

QUESTIONS?????????