Rosie Han's Inservice
DEAF EDUCATION
The Teacher of the Deaf/Hard of Hearing- My ROLE
The Deaf/Hard of Hearing 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 Deaf/Hard of Hearing 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
Types of Equipment Rosie will have:
KANSO processor (Cochlear Implant)
For more information on the KANSO and troubleshooting videos, please visit https://www.cochlear.com/us/recipients/kanso .
*If the videos do not help or solve the issue, please contact the district audiologist or your Auditory Impairment teacher for further help.
**Please note: We have not had very much success with Rosie's implants and feedback from her. She does not respond to most sounds or even speech when speaking to her.
What is an AUDIOGRAM?
Rosie's Audiogram
Rosie's Accommodations
- Allow individual administration of tests
- Signed administration
- Demonstrate concepts or relationships in printed images
- Use calculator, manipulative or math tools to arrive at a response
- Provide a visual representation in the selection, question, answer choices, or in the writing prompt by adding graphics, photographs or animations
- Add pictures/visuals to test
- Modify length, type and/or complexity of expected oral response
- Provide supports to assist in the understanding and comprehension of text and meaning of content vocabulary
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.
Making Virtual and F2F Learning Accessible
Contact ME:
Rachel Messick
Teacher of the Deaf/Hard of Hearing
Plano Regional Day School Program for the Deaf
Email: rachel.messick@pisd.edu
Website: https://sites.google.com/pisd.edu/planordspdparent/home
Phone: 4696004757