Los Angeles Unified School District Division of Special Education

1. Los Angeles Unified School District Division of Special Education Schools for All Children Donnalyn Jaque-Antón Associate Superintendent Deaf and Hard of Hearing

2. Overview • Deaf and Hard of Hearing Program • Itinerant Program • Special Day Program • Communication Options • Accommodations • Communication • Use of Interpreters • Classroom Strategies

3. Deaf and Hard of Hearing Program

4. Deaf and Hard of Hearing Program • Provides services to eligible students with a documented hearing loss that impacts: • Communication skills • Access and progress in the core curriculum • Promotes academic excellence by developing receptive and expressive language skills

5. Deaf and Hard of Hearing Program • Services are provided through these models: • 2004-2005—2260 Total served • 2005-2006—1876 Total served • Deaf and Hard of Hearing Itinerant Program • 2004-2005—1245 students • 2005-2006—1104 students • Deaf and Hard of Hearing Special Day Program • 2004-2005—1015 students • 2005-2006— 772 students

6. Deaf and Hard of Hearing Itinerant Program • Provides Designated Instruction and Services (DIS) to students with hearing loss to access the core curriculum by developing and improving: • Listening skills • Speechreading skills • Sign language skills • Hearing conservation • Self advocacy

7. Deaf and Hard of Hearing Itinerant Program • Services are provided through these models: • Pull out • One to one • Small group • Push in • Collaboration with classroom teacher • One to one or small group

8. Deaf and Hard of Hearing Itinerant Teachers • Work collaboratively with classroom teachers, school staff, and parents. • Present professional development on use of appropriate amplification and strategies for teaching Deaf and Hard of Hearing students.

9. Deaf and Hard of Hearing Special Day Program • Promotes academic excellence by developing language and literacy skills utilizing: • Oral Communication • Total Communication • Dual Language

10. Oral Communication • Developing literacy through receptive and expressive language skills • Listening with appropriate amplification • Speech • Speechreading • Visual and contextual clues

11. A. G. Bell Association, LAUSD, OPTION Programs Project • Alexander Graham Bell Association • Los Angeles Unified School District • Deaf and Hard of Hearing Infant Program • Deaf and Hard of Hearing Programs • Audiology • Language and Speech Program • OPTION Programs • John Tracy Clinic • Oralingua • Echo Center • No Limits

12. Total Communication • Developing literacy through receptive and expressive language skills • Sign Language • Listening with appropriate amplification • Visual and Contextual Clues • Speechreading • Deaf Culture • Speech

13. Dual Language • Developing literacy through receptive and expressive language skills • American Sign Language • English Print • Deaf Culture

14. Special Day Program Teachers • Work collaboratively with classroom teachers, school staff, and parents. • Present professional development on use of appropriate amplification and strategies for teaching Deaf and Hard of Hearing students.

15. Accommodations for Working with DHH Students • Guidelines for Communication • Working with: • Sign Language Interpreter • Instructional Aide for the Deaf or Hard of Hearing-signing • Note-taker • Classroom Strategies

16. Communicating with a Deaf or Hard of Hearing Student • Face the student directly and on the same level whenever possible.

17. Communicating with a Deaf or Hard of Hearing Student • Speak clearly, at a normal rate, and do not exaggerate.

18. Communicating with a Deaf or Hard of Hearing Student • Ensure that light is not shining in the eyes of the student.

19. Communicating with a Deaf or Hard of Hearing Student • Rephrase rather than repeat the original statement if a student has difficulty understanding.

20. Communicating with a Deaf or Hard of Hearing Student • Face the class directly when speaking. Avoid talking while writing with back to students.

21. Communicating with a Deaf or Hard of Hearing Student • Allow for flexible seating. Sit the student as close to the speaker or sound source as possible.

22. Communicating with a Deaf or Hard of Hearing Student • Reduce background noise whenever possible during direct instruction. • Cooperative learning groups • Shuffling papers, getting out supplies • Moving chairs • Side conversations • Music

23. Communicating with a Deaf or Hard of Hearing Student • Recognize that when students are tired or ill, communication may be more difficult.

24. Communicating with a Deaf or Hard of Hearing Student • Obstacles to clear communication: • Blocking or covering your mouth • Eating while speaking • Chewing gum

25. Use of a Sign Language Interpreter • Interpreters facilitate communication between hearing and deaf people. • When using an interpreter: • Speak directly to the student. • Seat interpreter near speaker for maximum visual cues. • During direct instruction, interpreter should be interpreting and not used as a classroom assistant. • If the room needs to be darkened, ensure the interpreter is in the light.

26. Educational Sign Language Interpreter • Educational Sign Language Interpreter • Facilitates communication between DHH students and hearing instructors, staff and peers within an educational environment • Classroom lectures and activities • Group discussions • Assemblies • Counseling sessions • Uses a variety of sign language systems and voice interpretation

27. Instructional Aide for the Deaf and Hard of Hearing--Signing • Instructional Aide for the Deaf—Signing • Presents educational materials and exercises related to classroom instruction • Assists students with limited language abilities in developing communication skills • Tutors in academic, vocational, and related subjects

28. Note-taker • Assists students with hearing loss by taking notes in a variety of educational settings • Takes accurate notes of teacher lectures and classroom discussion • Writes notes either by hand or on computer with screen visible to student • Writes down assignments, test dates and other classroom information • Makes certain student has copy of notes at end of class or end of day

29. United States Department of Education Grant • California Department of Education adopted regulatory language for “qualified educational interpreters” • Assessment and Training of Educational Interpreters for Students Who Are Deaf or Hard of Hearing • Requires any educational interpreter for Deaf and Hard of Hearing students employed in California public school as of January 2007, must be certified by the national Registry of Interpreters for the Deaf (RID) or equivalent.

30. Classroom Strategies • Establish eye contact with student before beginning communication. • Check for understanding by having the student repeat or rephrase the information. • Preteach concepts and key vocabulary.

31. Classroom Strategies • When classmates ask or answer questions, point to the speaker and repeat the information. • Notify student when a topic or task is changing. • Support auditory information with visual aids and hands-on experiences.

32. Classroom Strategies • Write important information on the board • Major concepts • Assignments • Test dates • Names • Provide notes or peer note taker when appropriate.

33. Outcome 7 • Interesting Data for students with Deaf or Hard of Hearing with Primary Disability • 402 Deaf students spend an average of 80% of their time in special education • 611 Hard of Hearing students spend an average of 20% of their time in special education • Total students served—1876 • Total students with Primary Disability—1013 • Total students with DHH + other disability—863

34. QUESTIONS??????