“Effective Practices for Teaching Deaf and Hard of Hearing Students in Inclusive Settings”

1. “Effective Practices for Teaching Deaf and Hard of Hearing Students in Inclusive Settings” Vera W. Hendrix Sara McConatha Alabama Institute for Deaf and Blind

2. Outline A. Hearing Impairment 101 B. Special Considerations in the IEP C. Strategies D. Resources E. Contact Information

3. All About Hearing Loss

4. 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

5. All About Hearing Loss • The shaded region shows the level and frequency of average speech

6. All About Hearing Loss • This audiogram to the right shows normal hearing.

7. 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.

8. All About Hearing Loss A child with this hearing loss will have difficulty hearing regular speech, even at close distances.

9. 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.

10. ListeningEquipment • Hearing Aids • Cochlear Implants • FM Systems • BAHA

11. HEARING AIDS

12. COCHLEAR IMPLANTS

13. 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.

14. FM SYSTEMS

15. FM SYSTEMS An FM system provides direct transmission of speech from the teacher-worn transmitter/microphone to the student worn receiver.

16. BaHa Hearing Device

17. CLASSROOM ACOUSTICS Internal Noise External Noise Reverberation Sound Pressure Level Meter Test

18. CLASSROOM ACOUSTICS

19. Additional RESOURCE “Children cannot access classroom instruction unless they can hear the teacher.” Back to School! 13 Facts Revisited By Judith T. Blumsack, PhD, and Karen L. Anderson, Phd http://www.hearingreview.com/

20. 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

21. Exposure to Language:Hearing Children

22. Exposure to LanguageDeaf Children

23. 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

24. Language and Communication • Considerations continued: • Conceptual signs • Finger spelling • Total Communication • Gestures Tactile/objects • Picture symbols/picture/photographs • Home signs

25. 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

26. Opportunities for direct communication with peers and professionals Loneliness and isolation Planned peer interaction Provide role models Connect to the local Deaf community

27. Academic Level Communication access Accessibility to general curriculum Whether growth is indicated Accessibility of assistive technology

28. Full range of needs Academics Expanded core Extra curricular Stress

29. Opportunities for direct instruction in the student’s communication mode or language Spoken language and Listening ASL Proficiency of staff Use of technology

30. Assistive Technology Devices and Services Personal FM systems Closed-captioned TV’s Alerting devices Acoustical modifications Video Relay Services(VRS) or (VP)

31. 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

32. 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

33. Tips for Teachers Who Work With Hearing Impaired Students

35. Break the Ice Activity

36. The Reality

37. 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

38. In the Classroom Environment • Classroom Modifications • Teaching Tips • Preferential Seating • Deaf/HOH Student Expectations • Communication Facilitators • Fostering a Positive Mainstream Experience • Other Considerations

39. Classroom Modifications • Visual Access • Clear line of sight • Placement of speaker

40. Classroom Modifications • Background Noise • Location • Classroom Acoustics

41. Teaching Tips

42. Preferential Seating • Close to teacher • Better ear toward teacher • Allow time to look at speaker • Buddy system • Be flexible

43. Student Expectations • Self advocate • No bluffing • Use a signal • Encourage independence

44. Communication Facilitators • Types of Classroom Facilitators • Facilitators Role in the classroom

45. 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.

46. 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

47. 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/

48. Additional RESOURCE Critical Needs of Students Who are Deaf and Hard of Hearing: A Public Input Summary (2013) www.clerccenter.gallaudet.edu

49. Additional RESOURCE The Described and Captioned Media Program(DCMP) www.dcmp.org

50. Contact Information Sara McConatha – 256-761-3341 Mcconatha.sara@aidb.state.al.us Vera Hendrix – 256-761-3737 Hendrix.vera@aidb.state.al.us QUESTIONS?????????