Improving classroom auditory skills for deaf/HH students

1. Improving classroom auditory skills for deaf/HH students Mindy Folsom, Itinerant Teacher for Deaf/Hard of Hearing Lori Fitzgerald, Program Specialist for Deaf/Hard of Hearing Jefferson County Public Schools

2. Building Skills for Success in the Fast-Paced Classroom Karen L. Anderson & Kathleen A. Arnoldi Audiologist and Teacher of the Deaf BUTTE Publications Resources for all grade/age levels Online Resources Does include resources for students who sign Designed for Deaf/HH students in the mainstream classroom Great for Group Book Study

3. CHAPTER ONE Observations

4. OBSERVATIONS • Enhanced my observations • What to look for in communication, participation, curriculum, and self-advocacy • Included a checklist for some specific things to look for in the observation • Observational Record of Behavior of Deaf and Hard of hearing Students • Provided more tools • Increased my feedback to the regular teacher

5. Observations Enhanced • What to look for • Communication (p. 13, 17-19) • How much does the student understand during instruction • Ask 15-20 Questions • 70% is considered average listening comprehension for a student with typical hearing (1-12) • What is the student’s level of interaction in the classroom? • Observer should be seated in full view of the student’s face

6. Observations enhanced • What to look for • Participation (p. 13, 17-19) • Is the student participating at rate similar to peers? • What strategies or compensatory skills does the student utilize? • How did the student utilize visual cues available during the lesson? • What does the student do when there are learning breakdowns? • How does the student understand and utilize social language in the integrated setting?

7. Observations enhanced • What to look for • Self-Advocacy (p. 17) • What steps does the student take to ensure communication? • What did the student do when there was a communication break down? • Included a checklist for some specific things to look for in the observation • Predetermine what you are looking for • Observational Record of Behavior of Deaf and Hard of hearing Students (p. 42)

9. Observation’s tools • Tools for D/HH Teacher • Checklist for during observation (p. 42) • Checklist for student’s listening difficulties • Checklists for screening, like the S.I.F.T.E.R. (p. 55) • Tools for Mainstream Teacher • CHAPS (p. 66) • Tools for Parents: • Parents observations of child’s listening difficulties • C.H.I.L.D. (p. 50) • Tools for Student • The students can share when they have listening difficulty • ATCAT (p. 32) • LIFE-R (p. 61) • Long Term tools , including social interaction(p. 199-202) • Social Interaction Checklist-Elementary • Can use for any reason, including IEP, Re-Evaluations, Initial placement, or dismissal

10. CHAPTER TWO See what I don’t hear?

11. See what I don’t hear? • Several tools to help understand the effects of hearing loss on what speech the student doesn’t understand • Developmental Tools (p. 135-144) • Some are complicated, complex, but in-depth (p. 121) • Some are simple • Phrases that are commonly used with 3-5 words • Some long, some short lists of 10 (p. 147) • Try in different environments • With & Without Noise • Near/Far • With & without Personal Amplification • Room with reverberation problems

12. See what I don’t hear? • Following Directions • Determining students’ ability to follow directions • Key Words with Mr. Potato Head (p. 149) • Language of Directions: Hierarchy of Development • Basic One Step (Take a white piece of paper) • Basic Two Step (Pick up a book and give it to me) • Expanded Two Step (Pick up the green car with three wheels and put it in the box) • Complex Directions (Draw a red circle next to the blue square which has a green dots in the middle of it) • With Quiet, Noise, Distance, etc….

14. Remember to • Explain hearing loss to teachers & students like a puzzle with a limited number of pieces (p. 179) • Use examples with missing pieces to explain background noise too • Reduce background noise and improve classroom acoustics (p. 110-120) • Consider both functional listening skills and the core content standards on listening when making IEP goals (p. 68, 79-88) • (Lots of Tips in Building Skills)

15. CHAPTER TWO Improving auditory reception skills

16. Improving auditory reception • Improving auditory memory (p. 156) • Build on previously recalled sentences with numbers, letters, unrelated words, or sentences • I • I like • I like to….. • I like to eat peanut butter and jelly sandwiches • Games with expanded Stories (I’m going to Grandma’s…) • Add a word to the middle • Simon says • Categories: The category is tools: Tell me all the tools you hear. Say “saw, hammer, doughnut, wrench” • Remember our directions

17. Practicing auditory closure and use of contextual clues (p. 157) • I always did this with reading, but I didn’t do it with ________. • Jingles & Rhymes • Tell the children where you will visit, but you’ll only say half the word: I will visit the ___ark. • Finish the word (My favorite color is pur___) • Show a picture, but only say half the word—have the students say the whole word

18. Remember to • Help improve students listening by preparing them with the amount of info they need to anticipate missing in different situations • Find ways to help students to understand their hearing loss (p. 168-178) • Have them look at results (p. 168-178) • Do age appropriate tasks where they can learn about what they do and do not hear • Help them recognize when they do not hear something clearly • Discuss hearing loss type (age appropriate language) • Help them to understand that just because they hear something, doesn’t mean that they heard it clearly

19. Chapter three & Four Communication

20. Tools to Understand a Student’s Communication • Understand where a student’s conversational competence is at (p. 193) • Do they have good turn taking skills? • Do they shift/maintain topics appropriately? • Do they frequently repeat themselves? • This is typical of D/HH students • Testing Instruments (informal & formal) • S.C.R.I.P.T. (p. 249-265) • Observations & anecdotal notes • Interpreters & teachers’ conversations • Checklists (p. 199-205) • S.A.I.D. (p. 397) • Communication During Instruction (399-400)

21. Tools to help students communicate • Lesson’s on Responsibility of Communication (p. 210-224; also see chapter six for instructional communication) • Why do communication break downs happen? • Who is responsible to help fix broken communication? • How can we repair break downs in communication? • What are the rules of conversation? • What type of communicator am I? (Timid/Passive, Bossy/Aggressive, Self-Confident/Assertive?) (p. 219) • What communication does NOT help? (Bluffing, negative thinking, avoiding, escaping, denying, controlling conversation, etc…) (p.222) • How better communication can make a better friendship (p. 224)

22. Tools to help students communicate • Games with real life situations where people do not hear, and then looking at (p. 215-217) • What kind of breakdown happened in this communication? • What can be done to remedy this situation? • Role play situations where student’s do not hear and what they do • EVERYONE experiences communication breakdowns! (p. 213)

23. What’s The problem

24. Chapter seven Access to the General Curriculum

25. RESOURCES in Chapter 7Evaluation and instructional materials • Access to Instruction Checklist: evaluates student’s skills in the major areas of instructional language (All Grades) p. 458 • Informal Inventory of Independence and Self-Advocacy Skills for DHH Students: addresses independence in several contexts, including the classroom, community and with peers (Grades 4+) p. 459 – 460 • Mediated Communication: Student Readiness Checklists: evaluates student’s skills in accessing instruction through an interpreter, transliterator, notetaker, etc (Grades 4+) p. 461 – 462 • Placement and Readiness Checklists for Students who are D/HH (PARC): checklists designed to assist IEP teams, including students, teachers, specialists, parents and school administrators, in making decisions about programming and placement for students with HL p. 463 (downloadable) • Checklist for Language of Directions – Skill Development: evaluative checklist to determine student’s skills following directions (Preschool +) p. 464 – 465 • Language of Directions – Hierarchy of Development: a list in order of development of direction comprehension and an accompanying evaluative checklists (Preschool +) p. 466

26. RESOURCES in Chapter 7Teacher/therapist resources • Bumps Along the Road to Good Communication: developmental list of common words which have multiple meanings (Early Education +) p. 472 – 477 • Common American Idioms: list of idioms most commonly found in everyday communication (Grades 2+) p. 478 • Figurative Language: most common types of figurative language and their definitions (Grades 4+) p. 479 • Supporting the Success of Students with HL: A Self-Checklist for Classroom Teachers: tool for teachers’ self-examination regarding creating accessible curriculum, instruction, and learning (All Grades) p. 468

27. RESOURCES in Chapter 7Handouts for classroom teachers • Question-Answer Routines (All Grades) p. 481 • Language of Directions (All Grades) p. 482 • Environmental Print (All Grades) p. 483 • Test Taking (All Grades) p. 484 • Classroom Rituals and Routines (Primary) p. 485 • Textbooks (All Grades) p. 486 • Paper-and-Pencil Assignments (All Grades) p. 487 • Using Mediated Communication in the Classroom (All Grades) p. 488 • The School Principal’s Role in Ensuring Access: handout for principals regarding what they can do as building administrators to ensure instructional and curricular access for all students (All Grades) p. 489 • Family Information and Activities • Conquering Figurative Language: quick activity using nursery rhymes to exemplify figures of speech p. 491 – 492 • Making Sense of Idioms: activities to define idiomatic phrases by their context and use them in sentences (Primary) p. 493 - 494

28. RESOURCES in Chapter 7Family information and activities • Conquering Figurative Language: quick activity using nursery rhymes to exemplify figures of speech p. 491–492 • Making Sense of Idioms: activities to define idiomatic phrases by their context and use them in sentences (Primary) p. 493–494

29. Other resources we liked • Teasing • p. 357-358 • Self Concept • Chapter 5 • Understanding Your Hearing Loss/Peer Relationships • p. 339-348 • Self Advocacy • Understand-O-Meter (p. 415) • Chapter six • Classroom Teacher’s Self-Evaluation • A quick checklist for teachers to self-evaluate their support of the student (p. 468)