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Los Angeles Unified School District Division of Special Education

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Los Angeles Unified School District Division of Special Education

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    2. Overview Deaf and Hard of Hearing Program Itinerant Program Special Day Program Communication Options Accommodations Communication Use of Interpreters Classroom Strategies

    3. Deaf and Hard of Hearing Program The Deaf and Hard of Hearing Program serves Low Incidence students by providing services through both DHH Itinerant and Special Day Programs. There have been a number of changes in our service model due to the great advancements in technology available to our Deaf and Hard of Hearing students. The digital hearing aids and the Cochlear Implants are making a tremendous impact. Of the approximately 170 Deaf and Hard of Hearing infants served through the DHH Infant Program, 1/3rd have cochlear implants. Approximately ˝ are projected to have cochlear implants by June of 2006. Many of the students that receive cochlear implants are able to enter a general education program at their school of residence with support from the DHH Itinerant Program. The Audiologic Resource Unit works in close collaboration with the Deaf and Hard of Hearing Program. The Deaf and Hard of Hearing Program serves Low Incidence students by providing services through both DHH Itinerant and Special Day Programs. There have been a number of changes in our service model due to the great advancements in technology available to our Deaf and Hard of Hearing students. The digital hearing aids and the Cochlear Implants are making a tremendous impact. Of the approximately 170 Deaf and Hard of Hearing infants served through the DHH Infant Program, 1/3rd have cochlear implants. Approximately ˝ are projected to have cochlear implants by June of 2006. Many of the students that receive cochlear implants are able to enter a general education program at their school of residence with support from the DHH Itinerant Program. The Audiologic Resource Unit works in close collaboration with the Deaf and Hard of Hearing Program.

    4. Deaf and Hard of Hearing Program Provides services to eligible students with a documented hearing loss that impacts: Communication skills Access and progress in the core curriculum Promotes academic excellence by developing receptive and expressive language skills Services by the Deaf and Hard of Hearing Program are provided to eligible students with a documented hearing loss that is found to impact the student’s communications skills and their access and progress in their standards based core curriculum. A major focus of the program is the development of receptive and expressive language skills.Services by the Deaf and Hard of Hearing Program are provided to eligible students with a documented hearing loss that is found to impact the student’s communications skills and their access and progress in their standards based core curriculum. A major focus of the program is the development of receptive and expressive language skills.

    5. Deaf and Hard of Hearing Program Services are provided through these models: 2004-2005—2260 Total served 2005-2006—1876 Total served Deaf and Hard of Hearing Itinerant Program 2004-2005—1245 students 2005-2006—1104 students Deaf and Hard of Hearing Special Day Program 2004-2005—1015 students 2005-2006— 772 students Service models are offered through the Deaf and Hard of Hearing Itinerant Program or the Special Day Program. Traditionally our Special Day Programs are located on general education campuses so students can access general education classes. We are finding the number of DHH students in our Special Day Programs are decreasing. and these students are being served at their home school in the general education classroom through the DHH Itinerant Program. Having both the itinerant program and the Special Day Programs has allowed us to transition student into the LRE and address Outcome 7 in a very powerful and successful way. Let’s look at the data between last year and this year Service models are offered through the Deaf and Hard of Hearing Itinerant Program or the Special Day Program. Traditionally our Special Day Programs are located on general education campuses so students can access general education classes. We are finding the number of DHH students in our Special Day Programs are decreasing. and these students are being served at their home school in the general education classroom through the DHH Itinerant Program. Having both the itinerant program and the Special Day Programs has allowed us to transition student into the LRE and address Outcome 7 in a very powerful and successful way. Let’s look at the data between last year and this year

    6. Deaf and Hard of Hearing Itinerant Program Provides Designated Instruction and Services (DIS) to students with hearing loss to access the core curriculum by developing and improving: Listening skills Speechreading skills Sign language skills Hearing conservation Self advocacy The Deaf and Hard of Hearing Itinerant Teacher Program provides designated instructions and services (DIS) to students with a hearing loss at their school of residence and most often in the general education setting. These services develop and improve: receptive and expressive language skills, literacy skills, speechreading skills, and/or sign language skills. It is important to remember that students who are oral as well as students who use sign language to communicate are at their schools of residence, served through the Itinerant Program. These services are also provided on Special Education campuses.The Deaf and Hard of Hearing Itinerant Teacher Program provides designated instructions and services (DIS) to students with a hearing loss at their school of residence and most often in the general education setting. These services develop and improve: receptive and expressive language skills, literacy skills, speechreading skills, and/or sign language skills. It is important to remember that students who are oral as well as students who use sign language to communicate are at their schools of residence, served through the Itinerant Program. These services are also provided on Special Education campuses.

    7. Deaf and Hard of Hearing Itinerant Program Services are provided through these models: Pull out One to one Small group Push in Collaboration with classroom teacher One to one or small group Deaf and Hard of Hearing Itinerant services are provided in a number of service models. Sometimes the students are given intensive instruction in a pull out model or in collaboration with the general education teacher within the general education classroom. As the number of students with cochlear implants has increase so have the number of contacts of the DHH Itinerant teacher to facilitate the students transition to a general education classroom.Deaf and Hard of Hearing Itinerant services are provided in a number of service models. Sometimes the students are given intensive instruction in a pull out model or in collaboration with the general education teacher within the general education classroom. As the number of students with cochlear implants has increase so have the number of contacts of the DHH Itinerant teacher to facilitate the students transition to a general education classroom.

    8. Deaf and Hard of Hearing Itinerant Teachers Work collaboratively with classroom teachers, school staff, and parents. Present professional development on use of appropriate amplification and strategies for teaching Deaf and Hard of Hearing students. The DHH Itinerant teachers act as a resource for the classroom teacher, the school staff and the student’s parents. They provide professional development on the use of appropriate amplification and strategies for teaching Deaf and Hard of Hearing students.The DHH Itinerant teachers act as a resource for the classroom teacher, the school staff and the student’s parents. They provide professional development on the use of appropriate amplification and strategies for teaching Deaf and Hard of Hearing students.

    9. Deaf and Hard of Hearing Special Day Program Promotes academic excellence by developing language and literacy skills utilizing: Oral Communication Total Communication Dual Language Three different communication models are provided in the Deaf and Hard of Hearing Special Day Programs. The intensive support of language and literacy skills is the main focus in each model. These models are each provided to students and their families as determined by the assessment and IEP Team process. Each Special Day Program emphasizes a particular communication model.Three different communication models are provided in the Deaf and Hard of Hearing Special Day Programs. The intensive support of language and literacy skills is the main focus in each model. These models are each provided to students and their families as determined by the assessment and IEP Team process. Each Special Day Program emphasizes a particular communication model.

    10. Oral Communication Developing literacy through receptive and expressive language skills Listening with appropriate amplification Speech Speechreading Visual and contextual clues Let’s look at the Oral Communication Model. Here the development of oral language and literacy skills emphasizes listening skills, the development of speech, the use of visual/contextual clues and appropriate amplification. Let’s look at the Oral Communication Model. Here the development of oral language and literacy skills emphasizes listening skills, the development of speech, the use of visual/contextual clues and appropriate amplification.

    11. A. G. Bell Association, LAUSD, OPTION Programs Project Alexander Graham Bell Association Los Angeles Unified School District Deaf and Hard of Hearing Infant Program Deaf and Hard of Hearing Programs Audiology Language and Speech Program OPTION Programs John Tracy Clinic Oralingua Echo Center No Limits With the advancements in technology, the digital hearing aid and the cochlear implant, we are finding students are accessing auditory information that was previously unavailable to them. When Deaf students receive a cochlear implant particularly between the ages of 1-3 the auditory stimulation of the brain assists greatly in the development of receptive and expressive language and subsequent literacy skills. We are working closely with the Alexander Graham Bell Association in developing a collaborative project with John Tracy Clinic, Oralingua, Echo Horizon, as well as No Limits, all auditory/oral OPTION Programs in the greater Los Angeles area. This is a very exciting project that will enable our DHH, Audiology and LAS staff to enhance the learning environment for our students. We are developing a model program through the collaborative project at Saticoy Elementary School. With the advancements in technology, the digital hearing aid and the cochlear implant, we are finding students are accessing auditory information that was previously unavailable to them. When Deaf students receive a cochlear implant particularly between the ages of 1-3 the auditory stimulation of the brain assists greatly in the development of receptive and expressive language and subsequent literacy skills. We are working closely with the Alexander Graham Bell Association in developing a collaborative project with John Tracy Clinic, Oralingua, Echo Horizon, as well as No Limits, all auditory/oral OPTION Programs in the greater Los Angeles area. This is a very exciting project that will enable our DHH, Audiology and LAS staff to enhance the learning environment for our students. We are developing a model program through the collaborative project at Saticoy Elementary School.

    12. Total Communication Developing literacy through receptive and expressive language skills Sign Language Listening with appropriate amplification Visual and Contextual Clues Speechreading Deaf Culture Speech The Total Communication Model also emphasizes the development language and literacy skills through the use of sign language, listening skills, the development of speech, the use of visual/contextual clues and appropriate amplification. The Total Communication Model also emphasizes the development language and literacy skills through the use of sign language, listening skills, the development of speech, the use of visual/contextual clues and appropriate amplification.

    13. Dual Language Developing literacy through receptive and expressive language skills American Sign Language English Print Deaf Culture The Dual Language Model developments language and literacy skills through the use of American Sign Language, print in English and emphasizes Deaf Culture. Speech and listening skills may by provided although they are not an integral part of the program. The Dual Language Model developments language and literacy skills through the use of American Sign Language, print in English and emphasizes Deaf Culture. Speech and listening skills may by provided although they are not an integral part of the program.

    14. Special Day Program Teachers Work collaboratively with classroom teachers, school staff, and parents. Present professional development on use of appropriate amplification and strategies for teaching Deaf and Hard of Hearing students. As I previously mentioned, the majority of our special day programs are located on general education campuses. Our Special Day Program teachers work collaboratively with general education classroom teacher and school staff. The integration of the DHH students into the general education classes is the starting point for our students to return to their schools of residence as per Outcome 7. The teachers also provide a resource and support to parents. The support of the Educational Audiologist to the students and teachers on the campuses with Deaf and Hard of Hearing Special Day Programs emphasizes the use of appropriate amplification and listening skills. Both the Educational Audiologists and the Special Day Program teachers provide professional development on hearing loss, the use of amplification, and strategies for teaching Deaf and Hard of Hearing students.As I previously mentioned, the majority of our special day programs are located on general education campuses. Our Special Day Program teachers work collaboratively with general education classroom teacher and school staff. The integration of the DHH students into the general education classes is the starting point for our students to return to their schools of residence as per Outcome 7. The teachers also provide a resource and support to parents. The support of the Educational Audiologist to the students and teachers on the campuses with Deaf and Hard of Hearing Special Day Programs emphasizes the use of appropriate amplification and listening skills. Both the Educational Audiologists and the Special Day Program teachers provide professional development on hearing loss, the use of amplification, and strategies for teaching Deaf and Hard of Hearing students.

    15. Accommodations for Working with DHH Students Guidelines for Communication Working with: Sign Language Interpreter Instructional Aide for the Deaf or Hard of Hearing-signing Note-taker Classroom Strategies The use of appropriate accommodations is necessary for the Deaf or Hard of Hearing student to access and progress in their educational setting. Following guidelines for communication, use of a sign language interpreter and specific classroom strategies will facilitate the success of the Deaf and Hard of Hearing student in order to educate the DHH student in the Least Restrictive Environment.The use of appropriate accommodations is necessary for the Deaf or Hard of Hearing student to access and progress in their educational setting. Following guidelines for communication, use of a sign language interpreter and specific classroom strategies will facilitate the success of the Deaf and Hard of Hearing student in order to educate the DHH student in the Least Restrictive Environment.

    16. Communicating with a Deaf or Hard of Hearing Student Face the student directly and on the same level whenever possible. When speaking with a student, it is important to face them so they can augment the auditory signal with visual cues. Whenever possible place yourself on the same level as the student so the visual cues are clear.When speaking with a student, it is important to face them so they can augment the auditory signal with visual cues. Whenever possible place yourself on the same level as the student so the visual cues are clear.

    17. Communicating with a Deaf or Hard of Hearing Student Speak clearly, at a normal rate, and do not exaggerate. Deaf and hard of hearing students understand communication better when the speaker faces them and speaks at a normal rate. Exaggeration makes communication more difficult.Deaf and hard of hearing students understand communication better when the speaker faces them and speaks at a normal rate. Exaggeration makes communication more difficult.

    18. Communicating with a Deaf or Hard of Hearing Student Ensure that light is not shining in the eyes of the student. When the deaf or hard of hearing student is facing the light, glare may impede the student’s ability to see the speaker’s face, and cause fatigue.When the deaf or hard of hearing student is facing the light, glare may impede the student’s ability to see the speaker’s face, and cause fatigue.

    19. Communicating with a Deaf or Hard of Hearing Student Rephrase rather than repeat the original statement if a student has difficulty understanding. Continual repeating of a statement may not be as helpful as rephrasing it or stating it in other words.Continual repeating of a statement may not be as helpful as rephrasing it or stating it in other words.

    20. Communicating with a Deaf or Hard of Hearing Student Face the class directly when speaking. Avoid talking while writing with back to students. Most students with a hearing loss need to see the speaker’s face for clear understanding of what is being said. Teacher’s should always remember to face the students when speaking.Most students with a hearing loss need to see the speaker’s face for clear understanding of what is being said. Teacher’s should always remember to face the students when speaking.

    21. Communicating with a Deaf or Hard of Hearing Student Allow for flexible seating. Sit the student as close to the speaker or sound source as possible. Flexible seating allows the student to be able to move or place themselves as close to the speaker or sound source as necessary. The teacher should check in with the student to make certain comprehension of the communication is occurring.Flexible seating allows the student to be able to move or place themselves as close to the speaker or sound source as necessary. The teacher should check in with the student to make certain comprehension of the communication is occurring.

    22. Communicating with a Deaf or Hard of Hearing Student Reduce background noise whenever possible during direct instruction. Cooperative learning groups Shuffling papers, getting out supplies Moving chairs Side conversations Music Background noise can affect the student’s ability to hear the teacher and class discussions. Listed are some common causes of noise that adversely affects a students ability to understand communication in the classroom. Background noise needs to be kept at a minimum.Background noise can affect the student’s ability to hear the teacher and class discussions. Listed are some common causes of noise that adversely affects a students ability to understand communication in the classroom. Background noise needs to be kept at a minimum.

    23. Communicating with a Deaf or Hard of Hearing Student Recognize that when students are tired or ill, communication may be more difficult. Communication for a Deaf and Hard of Hearing student is very tiring. Please understand that when the student is tired or not feeling up to par, communication is adversely affected.Communication for a Deaf and Hard of Hearing student is very tiring. Please understand that when the student is tired or not feeling up to par, communication is adversely affected.

    24. Communicating with a Deaf or Hard of Hearing Student Obstacles to clear communication: Blocking or covering your mouth Eating while speaking Chewing gum There are many obstacles to clear communication. Here are a few.There are many obstacles to clear communication. Here are a few.

    25. Use of a Sign Language Interpreter Interpreters facilitate communication between hearing and deaf people. When using an interpreter: Speak directly to the student. Seat interpreter near speaker for maximum visual cues. During direct instruction, interpreter should be interpreting and not used as a classroom assistant. If the room needs to be darkened, ensure the interpreter is in the light. When a student who uses sign language to communicate is placed in a general education classroom, a sign language interpreter facilitates communication between the student, his teacher and his peers. Remember to speak directly to the student, not to the interpreter. Placement of the interpreter close to the speaker is essential. Remember, the sign language interpreter is in the room to facilitate communication. The interpreter is not a classroom assistant. When a student who uses sign language to communicate is placed in a general education classroom, a sign language interpreter facilitates communication between the student, his teacher and his peers. Remember to speak directly to the student, not to the interpreter. Placement of the interpreter close to the speaker is essential. Remember, the sign language interpreter is in the room to facilitate communication. The interpreter is not a classroom assistant.

    26. Educational Sign Language Interpreter Educational Sign Language Interpreter Facilitates communication between DHH students and hearing instructors, staff and peers within an educational environment Classroom lectures and activities Group discussions Assemblies Counseling sessions Uses a variety of sign language systems and voice interpretation The Educational Sign Language Interpreter facilitates communication between the DHH students and hearing instructors, staff, and peers within the educational environment. The interpreter is used to allow the student access to the core curriculum based on state standards. The students must be knowledgeable of sign language to have communication facilitated. The educational interpreters use a variety of sign language systems that might include American Sign Language (ASL) Signed Exact English (SEE) Pigeon, Transliteration and of course voice interpretation of the student.The Educational Sign Language Interpreter facilitates communication between the DHH students and hearing instructors, staff, and peers within the educational environment. The interpreter is used to allow the student access to the core curriculum based on state standards. The students must be knowledgeable of sign language to have communication facilitated. The educational interpreters use a variety of sign language systems that might include American Sign Language (ASL) Signed Exact English (SEE) Pigeon, Transliteration and of course voice interpretation of the student.

    27. Instructional Aide for the Deaf and Hard of Hearing--Signing Instructional Aide for the Deaf—Signing Presents educational materials and exercises related to classroom instruction Assists students with limited language abilities in developing communication skills Tutors in academic, vocational, and related subjects

    28. Note-taker Assists students with hearing loss by taking notes in a variety of educational settings Takes accurate notes of teacher lectures and classroom discussion Writes notes either by hand or on computer with screen visible to student Writes down assignments, test dates and other classroom information Makes certain student has copy of notes at end of class or end of day

    29. United States Department of Education Grant California Department of Education adopted regulatory language for “qualified educational interpreters” Assessment and Training of Educational Interpreters for Students Who Are Deaf or Hard of Hearing Requires any educational interpreter for Deaf and Hard of Hearing students employed in California public school as of January 2007, must be certified by the national Registry of Interpreters for the Deaf (RID) or equivalent. A Federal regulations in response to IDEA in 1999, established that all Educational Sign Language Interpreters must be nationally certified with RID certification or its equivalent by January 2007. LAUSD applied for and receive grants from the California Department of Education to evaluate all of our interpreters using the Educational Interpreter Performance Assessment (EIPA). We also received funding to give professional development to the interpreters to upgrade their skills in order for them to pass the EIPA at a Level 4 or above or the RID. We have nationally recognized trainers who have been working with our educational interpreters twice a month on Saturdays for over one year. We have also started a sign language mentoring program. As we are moving students into general education classes at their school of residence, our need for sign language interpreters has increased greatly, another challenge. A Federal regulations in response to IDEA in 1999, established that all Educational Sign Language Interpreters must be nationally certified with RID certification or its equivalent by January 2007. LAUSD applied for and receive grants from the California Department of Education to evaluate all of our interpreters using the Educational Interpreter Performance Assessment (EIPA). We also received funding to give professional development to the interpreters to upgrade their skills in order for them to pass the EIPA at a Level 4 or above or the RID. We have nationally recognized trainers who have been working with our educational interpreters twice a month on Saturdays for over one year. We have also started a sign language mentoring program. As we are moving students into general education classes at their school of residence, our need for sign language interpreters has increased greatly, another challenge.

    30. Classroom Strategies Establish eye contact with student before beginning communication. Check for understanding by having the student repeat or rephrase the information. Preteach concepts and key vocabulary. Here are some key classroom strategies to assist the student in accessing and progressing in their core curriculum. Before beginning communication with the student, make certain you have their attention. Also make sure the student understands the information presented. A nod of the head does not indicate comprehension. Have the student repeat or rephrase the information. Direct pre-teaching of key concept and vocabulary is a must.Here are some key classroom strategies to assist the student in accessing and progressing in their core curriculum. Before beginning communication with the student, make certain you have their attention. Also make sure the student understands the information presented. A nod of the head does not indicate comprehension. Have the student repeat or rephrase the information. Direct pre-teaching of key concept and vocabulary is a must.

    31. Classroom Strategies When classmates ask or answer questions, point to the speaker and repeat the information. Notify student when a topic or task is changing. Support auditory information with visual aids and hands-on experiences. To facilitate communication the teacher should point to the speaker and repeat the question or comment during classroom discussions. Alerting the student to subject, task or speaker change, will also facilitate clear communication. Another classroom strategy is to support the auditory information with the use of overhead projector, charts and hands on experiences.To facilitate communication the teacher should point to the speaker and repeat the question or comment during classroom discussions. Alerting the student to subject, task or speaker change, will also facilitate clear communication. Another classroom strategy is to support the auditory information with the use of overhead projector, charts and hands on experiences.

    32. Classroom Strategies Write important information on the board Major concepts Assignments Test dates Names Provide notes or peer note taker when appropriate. It is extremely helpful when important information such as major concepts, assignments, test dates and names are clearly written on the board, on the overhead projector, or given as a hand out. Taking notes during a lecture is a very difficult and tiring task for a Deaf or Hard of Hearing student. Whenever possible give the student, teacher generated notes or a peer note taker.It is extremely helpful when important information such as major concepts, assignments, test dates and names are clearly written on the board, on the overhead projector, or given as a hand out. Taking notes during a lecture is a very difficult and tiring task for a Deaf or Hard of Hearing student. Whenever possible give the student, teacher generated notes or a peer note taker.

    33. Outcome 7 Interesting Data for students with Deaf or Hard of Hearing with Primary Disability 402 Deaf students spend an average of 80% of their time in special education 611 Hard of Hearing students spend an average of 20% of their time in special education Total students served—1876 Total students with Primary Disability—1013 Total students with DHH + other disability—863

    34. QUESTIONS??????

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