Parker Gillen's AI Inservice
DEAF EDUCATION
The Hearing-Impaired Student in the Classroom
May have difficulty attending for long periods of time due to listening fatigue
Can look attentive and appear to understand when they do not
May miss part or most of the message when trying to take notes and listen to the teacher
May have language delays due to the inability to acquire language through incidental learning
May have difficulty following classroom discussions with multiple speakers
May not make their communication needs known to their teachers or alert the teacher to equipment malfunction
Most hearing-impaired students can’t understand announcements on the loudspeaker
May need extra time to process language when answering questions
May need to be allowed flexible seating
May need to provide copies of class notes when needed
Type of Equipment Parker will have:
Hearing Aid
***Parker is not currently using an FM system at this time. This can be re-evaluated at any time when Parker requests use of one. Maybe as technology and his hearing changes, he may feel differently a little down the road.
*A hearing aid is NOT an FM. A FM is NOT a hearing aid!
Parker's New Cochlear Implant
Importance of Amplification
Ensures the best possible listening conditions
Provides auditory access to language, learning and communication
FM system overcomes distance and background noise
Every minute without properly working amplification contributes to growing gaps in learning
The level of educational and social success a student achieves is directly related to the number of hours amplification is worn each day
Make the use of amplification a routine, daily expectation from the start
Federal law requires schools to document that FM equipment is provided daily to the student as outlined in their IEP
A teacher’s attitude toward amplification sets the stage for student use and acceptance
“Five Things I Wish Everyone Knew About Hearing Loss”
From, Living With Hearing Loss, A Hearing Loss Blog
1. Hearing loss is exhausting.
You are constantly trying to make sense of the incomplete sounds you are hearing and turn them into a word or phrase that makes sense in the conversation. It’s like playing a continuous game of Wheel of Fortune filling in gaps to solve puzzles.
2. I am not stupid or rude.
I might answer questions inappropriately or miss the point of a conversation, but I am not stupid. I just misheard what you said. And if I don’t respond to you it is not because I am ignoring you. I just didn’t hear it.
3. Hearing aids and cochlear implants don’t work like glasses.
Hearing aids do not restore normal hearing like glasses can restore normal vision. They make all sounds louder, not clearer, and they amplify annoying background noise which can interfere with communication. Cochlear implants process sound very differently from how normal hearing sounds. It takes a lot of practice to make sense of this different way of hearing and success varies among users.
4. I do not need you to speak for me.
If someone asks me a question and I don’t hear it, please repeat it so I can answer for myself. Doing otherwise can be insulting or demeaning.
5. A few simple tricks can help a lot.
Face me when you speak to me and keep your lips visible. Don’t try to talk to me from another room and be sure to get my attention first before speaking. I want to hear you and am trying my best.
Role of the Itinerant Teacher of the Hearing Impaired
Provide in-service and consultation services for teachers concerning their student’s hearing loss
Assist with auditory equipment
Attend ALL ARD meetings
Provide direct instruction to (some) students in areas of language, listening, self-advocacy and social skills
Assess student progress on IEP goals
Ensure that IEP accommodations related to hearing loss are understood and carried out
Aid teachers in creating an environment that promotes success for their hearing-impaired student and gives that student the communication access they deserve
TIPS FOR SUCCESS
Ask open-ended questions to check for understanding, not “Did you hear that?”
Repeat what other students ask/say so the hearing-impaired student can participate in class discussions
Perform sporadic listening checks
Gain student’s attention before speaking and face student when speaking
Write important information on the board
Use captions for videos
Preteach new vocabulary/concepts
Encourage the student to ask for clarification when they don’t understand
Limit background noise as much as possible
Use the FM system correctly and consistently-even if the student says they don’t need it
Expect the same kind of behavior, responsibility, and dependability from the hearing-impaired student as you would expect from the rest of the class.
Parker's Audiogram
How do you read an audiogram?
· The vertical axis of the audiogram represents sound volume or intensity, which is measured in decibels (dB). The more one moves down the axis, the louder the sound becomes. This corresponds to turning up the volume on a radio. Zero decibel at the top of the axis represents the softest sound a person is normally able to hear and is not an indication that you cannot hear any sounds at all.
· The horizontal axis of the audiogram represents sound frequency or pitch measured in Hertz (Hz). Sound frequency increases gradually the further one moves to the right along the axis. This movement can be compared to playing on the left side of a piano and gradually moving to the right side where the tone becomes more and more high-pitched. Frequencies between 500 Hz and 3000 Hz are most commonly used during ordinary conversation.
· During a hearing test the results are recorded on the audiogram by means of red Os for the right ear and blue Xs for the left one. The resulting red and blue lines show your hearing threshold for each ear, and the results may well differ.
· Generally speaking, the more markings below 25 dB or more, at frequencies which are normally used in conversation, the more difficult it is to hear what is being said. Importantly, in situations with a lot of background noise (such as school settings) it will often be even more difficult to hear properly.
Parker 's Accommodations
Contact ME:
Tonya Garrett
Teacher of the Hearing Impaired
Plano Regional Day School Program for the Deaf
Office: 469-752-5597
Cell: 214-701-0841
Email: tonya.garrett@pisd.edu
Website: https://sites.google.com/pisd.edu/planordspdparent/home
Phone: 214-701-0841