RJ Woodley's DHH Inservice
DEAF EDUCATION
ACCESS, ACCESS, ACCESS!!!
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.
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
Type of Equipment RJ may have:
Hearing Aid
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
“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.
TOP 10 TIPS FOR TEACHERS OF STUDENTS 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.
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
Pre-teach new vocabulary/concepts
Encourage the student to ask for clarification when they don’t understand
Limit background noise as much as possible
Expect the same kind of behavior, responsibility, and dependability from the hearing-impaired student as you would expect from the rest of the class.
RJ 's Audiogram
RJ 's Accommodations from his annual ARD
Allow pointing to answer choices
Alternate quiet and active time
Adult Assistance during transfers and ambulation.
Extra time for oral response.
Face student when speaking
Feedback provided immediately
Give notice/warning before change in activities
Give positive/concrete reinforcement
Increase wait time after questions are asked and before responses are given
Offer choices
Provide immediate feedback for social/behavioral supports
Provide visual cues for the directions or steps to be followed
Scaffold steps in a process (i.e., bullet each step, space out each step)
Teacher check for understanding and reteach/reread materials as indicated
Use of a visual or written schedule
Utilize manipulatives
Supervision during lunch
Supervision during transitions
Meal Preparation/Cooking Project
Light housework/Chores
Adapt Classroom Instruction
Allow frequent rest breaks
Directions given in a variety of ways/
simplified vocabulary
Extra time for oral response.
Feedback provided frequently
offer choices
Opportunity to repeat and explain instructions
preferential seating near source of
instruction/face student as much as possible
Present visual material in a simple,
uncluttered format
provide immediate feedback for social /
behavior supports
provide structured reminders
reduce auditory distractions in learning
environment
Scaffold steps in a process (i.e., bullet each
step, space out each step)
supervision during lunch
Supervision during unstructured times
Use of a visual or written schedule
Visual aids (pictures, flash cards, etc.)
Adapted or Additional Materials
Enlarge materials with magnification devices/
photocopying/software programs
Large print materials- minimum 14 point font
length of assignments reduced to prevent
eye fatigue
Required Equipment/AT
access to audiobooks
Allow extra time to transition (within class
and between classes)
Assistive device for school mobility/access
Preferential seating to accommodate
mobility device
Supervision during all transitions & electives
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