Logan Cragun's Inservice
DEAF EDUCATION
ACCESS, ACCESS, ACCESS!!!
-Learning issues are due to decreased communication access, not due to learning disabilities. Academic success is driven by communication access. This means accommodations are job #1.
-Lipreading and preferential seating cannot make up for not hearing all of what was said (play a bit of a fun lipreading mistake video to make this point (SEE NFL VIDEO BELOW)
-It takes more effort to learn when there are communication access issues. Students who are distracted or not following along may be taking a much needed listening (or interpreter) break.
-More of the same, is not enough. Students with hearing loss often need different teaching strategies for deep learning to occur, not more practice.
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
Hearing Loss Simulation with The Flintstones
Types of Equipment Logan will have:
How to use the Phonak Roger Pen device
Cochlear Implant/ Processor
The actual device he wears on his ears is called a processor. You will hear this term when talking about his equipment.
*A cochlear implant is NOT an FM. A FM is NOT a cochlear implant.
FM System- Transmitter
- A FM system is a wireless system that transmits sound directly from the sound source to the receiver. The sound source is a microphone worn by a parent or teacher.
- An FM system can be used with hearing aids or a cochlear implant, on the ear alone (without a hearing aid or cochlear implant), or as a soundfield/speaker system.
- It is used to provide additional help listening in noisy environments that may contain a lot of background noise.
*A few suggestions when wearing:
- Please do not scream into FM microphone.
- Please turn off or mute transmitter if you are in a small group (without student) or individually talking with another student(s).
- Please take off FM when going to the restroom or outside the class to speak with another teacher/student.
- Make sure FM is turned on when you are wanting the student to hear you, don't always assume student will turn it on.
To TURN ON:
1) turn on Roger Inspiro
2) turn on black mulit mic by pressing the top button. A green light will turn on.
3) press the long button on the back of the multi mic until the green light gets to the bottom icon.
4) press and hold the button on each processor for about 2 seconds to put them in "streaming" mode.
The teachers wear the Inspiro with the multi mic clipped onto the lanyard. The small silver Roger receiver stays plugged into the bottom of the black multi mic.
TO TURN OFF:
1) click button on both processors to put back in the regular program.
2) turn off the multi mic by pressing the top button until you see the red light. Charge the Multi mic.
3) turn off the Roger inspiro by sliding the on/off switch to the left, when you cannot see any green. Charge the Inspiro.
Amanda Mueller, Au.D.
Audiologist
469.633.6005 x76958
fax 469.633.6950
Receivers for FM System
*A few suggestions for daily reminders:
- Make sure he has both receivers on his processors
- If he doesn't have the receivers the FM is useless.
Phonak Roger Pen Tutorial
Hearing Loss In The Mainstream Classroom
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
AUDITORY MEMORY STRATEGIES FOR STUDENTS WITH HEARING LOSS
A student’s auditory memory can be improved through direct instruction and practice using specific auditory learning strategies. These strategies can help all students improve their skills, regardless if they have deficits in auditory memory.
Rehearsal The student repeats the information aloud or to herself. It’s helpful if she repeats information aloud first, then quietly or silently while moving her lips.
Chunking The student divides information into shorter, conceptually-related segments. This is evident in the way phone numbers are “chunked” into three segments to help people remember.
Visualization The student creates a mental image of the information.
Targeting Instead of trying to recall unimportant details, the student identifies a key word or main idea.
Pattern Search Within a group of items, the student identifies patterns such as rhymes, patterns of numbers and similar colors and shapes.
Mnemonics The student associates a phrase, sentence or rhyme with the information. An example is My Very Educated Mother Just Served Us Noodles to help recall the order of the planets.
“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.
What is an AUDIOGRAM?
How to 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. You will also see CI's plotted on an audiogram that represent for "cochlear implants". 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.
Logan's Audiogram
Logan's 2020 Accommodations
Contact ME:
Tonya Garrett
Teacher of the Deaf /HH
Plano Regional Day School Program for the Deaf
Cell: 214-701-0841
Email: tonya.garrett@pisd.edu
Website: https://sites.google.com/pisd.edu/planordspdparent/home
Phone: 214-701-0841