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Presented by LSD Educational Support Services Staff

Strengthening. Support Services. No Excuses! Know the “Excuses” for Accessing Services Provided by the Louisiana School for the Deaf. Presented by LSD Educational Support Services Staff. touching tomorrow…today. Session Presenters. Phoebe Weaver Director, Educational Support Services

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Presented by LSD Educational Support Services Staff

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  1. Strengthening Support Services No Excuses!Know the “Excuses” for Accessing ServicesProvided by the Louisiana School for the Deaf Presented byLSD Educational Support Services Staff

  2. touching tomorrow…today Session Presenters • Phoebe Weaver • Director, Educational Support Services • Donna Embree • Coordinator, Parent-Pupil Education Program • Connie Greenlee • Coordinator, Statewide Assessment Center for the Hearing-Impaired • Persis Daniels • Educational Audiologist • Lynne Gomez • Coordinator, Sign Language/Interpreting Services

  3. Louisiana School for the Deaf

  4. LSD Offers Services

  5. touching tomorrow…today Parent-Pupil Education Program Ms. Donna Embree Coordinator

  6. WHAT is the Parent-Pupil Education Program? • Free outreach service provided by the Louisiana School for the Deaf • Established in 1969 • Services families of children who are deaf or hard of hearing from birth through school age • Emphasis on early intervention

  7. WHO? Any child with a diagnosed hearing loss

  8. WHEN? Immediately after diagnosis

  9. WHY? • 1 to 3 per 1,000 babies have hearing loss • 20% of these have profound hearing loss • Hearing loss develops after birth in up to 3% more • Low awareness among professionals about prevalence and options • LA Law Act 652 requires hospital screening • LA formed “Sound Start” program under DHH

  10. Sound Start • Louisiana’s early hearing loss detection and intervention program • Identifies infants at risk • Provides appropriate service to the child and his/her family in a timely manner • Dual referral to Part C Early Steps and to Parent-Pupil Education Program for family education and training

  11. WHERE?Throughout the state of Louisiana.

  12. WHERE?Services are provided in the home/community – natural environment and educational settings

  13. BY WHOM?Certified teacher of the deaf who specializesin the education of families of young childrenwho are deaf or hard of hearing

  14. WHY?To assist families in enhancing natural interaction and communication with their child

  15. WHAT?Parent Advisors provide families with information and training about the implications of hearing loss:

  16. WHAT?Parent advisors provide assistance in the development of communication skills: Language, Listening, Speech

  17. Communication choices:Oral, Sign Language, Cued Speech

  18. Use of Amplification • Hearing aids • Cochlear implants • Assistive listening devices

  19. HOW?Parent to Parent Support

  20. HOW?Consultation and collaboration with other services providers, including: • Early Interventionists • Family Service Coordinators • Therapists • Audiologists • LEA teachers and Pupil Appraisal teams

  21. HOW?Networking, Networking, Networking

  22. touching tomorrow…today Statewide Assessment Center for the Hearing Impaired Mrs. Connie Greenlee Coordinator

  23. Statewide Assessment Center for the Hearing Impaired • Who should be referred for evaluation? • Any student with a hearing impairment • Why refer to SWAC-HI? • Mode of communication • Philosophies of education of the deaf • Opportunity to tour LSD program

  24. SERVICES • Audiological Evaluation • Educational Assessment • Speech/Language Assessment • Social/Emotional Assessment

  25. touching tomorrow…today Audiological Services Mrs. Persis Daniels Educational Audiologist

  26. Lower academic achievement Inattention Inappropriate responses Dependency on visual clues Speech problems Fatigue Poor self-concept Educational Impacts

  27. Multi-Sensory Instructional Strategies • Reinforce eye contact • Pair visual clues with auditory information

  28. Multi-Sensory Instructional Strategies • Use demonstrations, pictures, etc… for comprehension • Check comprehension through questions related to the subject • Write assignments on the board • Assign a “Listening Buddy”

  29. Classroom Modifications • Preferential seating • Provide good acoustic surroundings and adequate lighting • Seat student away from noise sources • Minimize background noise

  30. Assistive Technology • Hearing Aids • FM Amplification Systems • Infra-red Amplification Systems

  31. Services Available to LSD Students • Durable medical equipment provider • Loaner hearing aids • FM and infrared amplification systems • Cochlear implant programming

  32. touching tomorrow…today Interpreting Services Mrs. Lynne Gomez Coordinator

  33. When is an interpreter needed? Interpreting vs. Communicating

  34. What conditions must exist for successful use of an interpreter? • Child’s language ability • Social and emotional issues (of hearing impaired child and his/her classmates) • Classroom protocol needs

  35. LSD Guidelines for Mainstreaming • Student interest • Faculty support • Active participation of student • Parental agreement and active support • Inclusion of mainstreaming on student’s IEP

  36. touching tomorrow…today Admissions and Records Mrs. Connie Greenlee Coordinator

  37. WHO should consider LSD? • A student with hearing impairment, who • Struggles in the educational environment • Exhibits social-emotional needs • Exhibits language deficits • Oral/aural not sufficient • Use of an interpreter not effective • Need for immersion in a signing environment

  38. HOW to Enroll at LSD • Louisiana Department of Education (LDE) Referral • Parent Option • More Restrictive Environment Evaluation

  39. Louisiana Department of Education (LDE) Referral • Need current evaluation • Current IEP supports the referral

  40. Parent Option • Parent Choice • Appropriate Program in LEA • Appropriate Program at LSD • Letter from parent requesting enrollment under Parent Option Law • Copy of evaluation • Verbal statement, letter, or IEP indicating LEA has appropriate program

  41. More Restrictive Environment Evaluation • Parish refers through IEP • Student attends LSD during evaluation period • LSD writes goals and objectives • Placement is decided at MRE/IEP meeting

  42. WHEN to Consider LSD • Anytime is Great! However… • Beginning of year, grading period or semester is best • Typical enrollment times: • 3 years old • Third grade • Middle school • High school

  43. touching tomorrow…today In the Future • Distance Learning • Sign Language Classes • LDE, LSD and LEA collaboration via videoconferencing

  44. Related Links:General Information about Deafness • www.lalsd.org LSD SignPost (school website) • www.deafed.net Deaf Education information • http://clerccenter.gallaudet.edu/infotogoClerc Center at Gallaudet University • www.nedcd.nih.govNational Institute on Deafness

  45. Related Links:Organizations • www.agbell.org A.G. Bell Association for the Deaf • www.auditory-verbal.org Auditory-Verbal Intl. • www.cici.org Cochlear Implant Association • www.lhh.org League for the Hard of Hearing • www.nad.org National Association of the Deaf

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