Titus Daily
A DeafBlind Student
The DeafBlind Student in the Classroom
Hand under hand is best when working with a student with DeafBlindness
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 not make their communication needs known to their teachers or alert the teacher to equipment malfunction
May need extra time to process language when answering questions
May need to be allowed flexible seating
Cochlear Implant Simulation
Types of Equipment Titus will have:
Titus' Cochlear Implant/Processor
FM/DM System- Roger Touchscreen Microphone
Roger 20 receivers
Audio Checker
How to connect the Roger 20 receivers to the cochlear implant processor
How to use the audio checker to check the Roger 20...
Topic of Conversation/Calendar Conversation
Importance of Amplification
Ensures the best possible listening conditions
Provides auditory access to language, learning and communication
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
A teacher’s attitude toward amplification sets the stage for student use and acceptance
Role of the DeafBlind Team
Provide in-service and consultation services for teachers concerning their student’s hearing and vision loss
Assist with auditory and vision equipment
Attend ALL ARD meetings (Vision and AI teachers are required to be in all ARDs)
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 and vision loss are understood and carried out
Aid teachers in creating an environment that promotes success for their DeafBlind student and gives that student the communication access they deserve
What is an AUDIOGRAM?
Titus' Audiogram
- Titus has a profound hearing loss and is unable to hear without his cochlear implant processors.
- Titus is able to hear UNDER the GREEN line with his implant in an ideal listening environment.
Titus' Accommodations
- Give notice/warning before change in activities
- Hand under Hand modeling
- Use real photographs ( at least 4 inches x 4 inches)
- Present instructional materials centrally not further than 18 inches away
- Instructional materials kept in an organized, predictable space
- Use of a 4 sequence daily calendar system with real photographs and a finished basket for communication, literacy, writing, and time concepts
- Pair words used consistently during Titus's routines with body movement and auditory inflection
- Provide increased processing time
- When possible, staff should label what Titus is expressing (through gesture or vocalization) with speech and gestures or simple sign language
- Staff should provide frequent and immediate feedback to Titus' expressive communication
- Check for understanding by observing Titus's response and behavior, including moving to the relevant area, reaching out, acting on materials, or vocalizing
- Pair auditory, visual, and tactual information whenever possible (multisensory approach to learning)
- Routines should be clear, consistent, and meaningful across all education settings
- Total communication (vocalizations, gestures, body movements, approximated sign, eye gaze, and real photographs)
- Color or highlight images and answer choices
- Provide images or text on separate paper presented one at a time
- Adapt and/or modify equipment
- Allow frequent rest breaks
- Pair images and/or text in books with real objects
- Attach textured materials to printed images
- Enlarge images and/or print materials
- Cover or isolate images or text until addressed
- Add pictures or visuals to test
Contact "The DeafBlind Team":
Rachel Messick
Teacher of the Deaf/Hard of Hearing (TODHH)
Plano Regional Day School Program for the Deaf
Email: rachel.messick@pisd.edu
Website: https://sites.google.com/pisd.edu/planordspdparent/home
Phone: 469-600-4757
Tara Skinner
Teacher of the Vision Impaired (TVI)
Frisco Independent School District
Email: skinnert@friscoisd.org
Website: http://www.friscoisd.org/departments/special-education/instructional-programming#q6
Becky Nelms
Frisco Independent School District
Email: nelmsr@friscoisd.org
Website: http://www.friscoisd.org/departments/special-education/instructional-programming#q6