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Supporting D/HH Students in the Mainstream Setting

Supporting D/HH Students in the Mainstream Setting. Presented by Diane Beard Outreach Teacher of the Deaf and Hard of Hearing. Presentation Overview. Team Approach Impact of Hearing Loss Accommodations & Modifications Self-Advocacy Skills & Understanding Communication Breakdown Resources.

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Supporting D/HH Students in the Mainstream Setting

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  1. Supporting D/HH Students in the Mainstream Setting Presented by Diane Beard Outreach Teacher of the Deaf and Hard of Hearing

  2. Presentation Overview • Team Approach • Impact of Hearing Loss • Accommodations & Modifications • Self-Advocacy Skills & Understanding Communication Breakdown • Resources

  3. Team Approach • Working together: • parents, classroom teacher, teacher of the deaf and hard of hearing, interpreter, speech/language therapist, special education teacher, educational audiologist and the principal

  4. Team Approach • Set up a notebook system/email • Frequent “5 minute meetings” • A longer debriefing meeting occasionally • Continually monitoring progress

  5. Impact of Hearing Loss • Varies from mild to profound hearing losses Speech Banana, Retrieved from http://listening andspokenlanguage.org/Document.aspx?id=1101

  6. Impact of Hearing Loss • Varies depending on which frequencies they do or don’t hear • Is there consistency in wearing amplification? • Training in using amplification

  7. Room Acoustics • Carpeting and curtains lessen the reverberation of noise • Background noise affects understanding of speech • Student avoid sitting near an overhead projector or heater • Close classroom door to minimize hallway noise

  8. Accommodations & Modifications

  9. Communication Accommodations • Preferential seating; limit pacing around the room • Seating in a horseshoe or circle shape • Free to determine where pupil and interpreter should sit/stand for ideal line of sight • Be aware of lighting/glare issues

  10. Communication Accommodations • Get student’s attention prior to speaking/signing. • Allow student to see your face when you are talking • Speak clearly at a normal pace • Make sure the student knows the subject/context has changed.

  11. Communication Accommodations • If the student asks what you said, try saying the same thing using different words. • If the student does not understand you, don’t give up or say “it’s not important” or “I’ll tell you later.” Try saying it in a different way.

  12. Communication Accommodations • Respect the turn-taking process to allow equal communication access. • If you have handouts: • -allow time to read before discussion • -Provide interpreter with a copy of materials • Reading and watching the interpreter or teacher simultaneously is not possible.

  13. Instructional Accommodations • Visual clues and supplements are very important – gestures, facial expressions, pictures, charts, maps, vocabulary lists, overheads, lecture outlines, etc…

  14. Instructional Accommodations • Check for understanding of information – student can also use a signal • Predictability in the environment & routines help a great deal • Allow some down time/breaks from listening/watching

  15. Instructional Accommodations • Interactive whiteboards • Captioning for videos & tv • Buddy system for notes and to assist D/HH student • Preteach vocabulary and concepts. • Teach cognitive or language strategies that will help them understand the text.

  16. Educational Resources www.cricksoft.com – reading and writing tool with picture support Multiple Auditory Skills Super Pack – activity book www.greatideasforteaching.com Fun card decks, games & stories related to a variety of auditory and language skills www.superduperinc.com

  17. Educational Apps Bitsboard Book Creator Auditory Processing Studio Phrasal Verbs Machine Signed Stories

  18. Self-Advocacy Skills • Promote self-advocacy and activities to foster inclusion. • Direct instruction on how to interact socially with hearing peers • Help the student understand his/her own hearing loss • Plan opportunities to meet other D/HH peers and adults.

  19. Self-Advocacy Skills • Student practices communication repair strategies: • Repetition • Revision • Addition • Nonverbal

  20. Self-Advocacy Skills • Use games to: • Describe strategies to address challenging listening situations • Identify source of listening difficulty: • Speaker • Listener • Environmental issues

  21. Self-Advocacy Skills Supporting Success for Kids With Hearing Loss http://successforkidswithhearingloss.com Information and games to support students with hearing loss Monkey Talk Hear It, Fix It What’s the Problem?

  22. FREE E-BOOK: Self-Advocacy for Students who are Deaf or Hard of Hearing The second edition of this popular book is a 2012 e-version written by Kristina English, PhD, of the University of Akron. She generously has made the e-version of this 105-page book freely available.

  23. References • Colorado Department of Education and Colorado Hands & Voices. (2011) The Colorado Resource Guide for Families of Children Who are Deaf/Hard of Hearing. Retrieved March 6, 2014 from http://www.cde.state.co.us/cdesped/SD-Hearing_ Resources.asp.pdf. • Roy, C. (2009) Considerations for Teaching a Student Who is Deaf or Hard of Hearing in the Mainstream Setting. Retrieved from http://www.dhhslancaster.org/sub/education/edman.pdf.

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