More Than Just My Hearing Loss
Kaitlyn Koontz/11th Grade/Reedy HS in FISD
What I want you to know about me
I wear hearing aids and use a FM system (sound distribution speakers in my core classes)
May have difficulty following conversations when more than one person is speaking
I am not as fast as others in my movements but am smart and quick-witted
i love being funny and witty and can easily engage you in a story or two
i am more than my disability
My equipment
From the District Audiologist, Dr. Amanda Mueller
Octicon Sensei Pro
These devices amplify everything in the environment.
*A hearing aid is NOT an FM. A FM is NOT a hearing aid.
Phonak FM System- Transmitter
This is one form of a FM. Kaitlyn prefers these speakers to be used instead of ear level FM. This speaker amplifies teacher voice to give Kaitlyn access at a constant level regardless of teacher's position/distance/noise.
This gives KK the best ability to hear critical information in class
- It is used to provide additional help listening in noisy environments that may contain a lot of background noise.
Hearing Loss Simulation (normal -profound hearing loss) without amplification
Importance of Amplification
Ensures the best possible listening conditions
Provides auditory access to language, learning and communication
FM system overcomes distance and background noise
Things that I wish my teacher to know about for class
having flexible seating is nice so I may pick the best spot
may need sensory gadgets because they tend to help me focus
I have a hard time sitting still for long lengths of time and may need to stand up
the writing process is difficult because i never fully developed all the hand muscles for my age
having the opportunity to present information to you in another way is very helpful to me
shortened assignment and extended time lines are also nice and helpful
copy of notes are always helpful since I will miss some of the language/vocabulary in class
I love being helpful to other students
I am an auditory/tactile learner. I should be at the front of classroom near the speaker due to my hearing disability.
for group projects /presentations, I prefer to move the props around, hold things and/ or build models
love hands on learning and activities/projects
What is an AUDIOGRAM?
My Audiogram
Looking below
These Accommodations Are Needed To Be Successful
Adapt Classroom Instruction
Closed captioning should be turned on for all
types of media and any virtual learning
opportunities
During class discussions, teacher should
repeat/summarize thoughts/ideas of peers
around classroom to ensure that Kaitlyn
participates fully in lesson
Eliminate or limit copying activities
Seating near source of instruction
Adapted or Additional Materials
Provide blank graphic organizers that are
electronically accessible if possible
Provide copies of notes at the beginning of
class/ or prior to class
Alter Assignments or Testing
Break large assignments into two or more
component assignments
Extra time same day
Shorten lengthy assignments/projects
without reduction of TEKS
Small group administration of tests
Manage Behavior
Limit personal technology use during
instructional time (fade to independence)
Visual, verbal or tactile reminders to stay on
task
Other
Allow access to learning lab/quiet location
for typing/writing assignments or to do
speech to text on computer
Allow for minimal clothing changes for PE
Allow for standing when working or modified
seat choices (stool for feet, taller desk for
standing, elastic band to rest feet, etc) -
flexible seating choice
Extra time between classes
Keep supplies (folders, binders, etc) in
classroom to avoid having to carry large
amount of materials
Locker: have own lock with own combination
for main locker as well as PE
Teacher will complete online daily planner/
agenda
Required Equipment/AT
Basic transcribing using speech to text on
lengthy writing assignments
Hearing Assistive Technology- Classroom
Audio Distribution Systems for her core
classes.
Things that I absolutely love and care about
Love to go to mid-week at church
Love going to the movie theater with my family
Love playing and building Legos with my brother, Ethan
Love going to the school dances and hanging with my friends
I recently got a job at Chick-Fil-A this summer
THINGS THAT MRS. GARRETT WANTED TO INCLUDE FOR ME
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.
How Well Do You Lipread?
Although some of us can do a bit of lipreading,
Although some of us can do a bit of lipreading, one cannot believe that a student with hearing loss can learn new vocabulary and concepts by just watching others speak. All cues (verbal and non-verbal) all important in understanding a speaker's message.
Top 10 Tips for Teachers of Student with Hearing Loss
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.
Contact Info for Mrs. Garrett
Tonya Garrett
Teacher of the Hearing Impaired (or DHH Teacher/ AI Teacher)
Plano Regional Day School Program for the Deaf
Office: 469-752-5592
Cell: 214-701-0841