DHH Program Team Training

1. DHH Program Team Training Designed by Michelle Gaines for Fayette County Public Schools

2. For years, ants worked closely beside one another to build separate ant houses in their community. Although they were all working toward a common goal, they worked individually. No one thought about working with their neighbors until one day when Billy Ant asked his dad why all of the ants couldn’t work together. “Well, Billy, I never really thought of it that way. I mean, we are ALL trying to build the community at the same time.” “But, Dad, couldn’t you build the houses faster and better if you worked together on a few houses at a time?” Now this gave Billy’s dad something to think about. So, he went to the Queen Ant and shared Billy’s idea. The Queen Ant thought it was a marvelous idea. So that is why we see all of the ants working together on each ant house to this day!

3. Questions to Consider • Who is considered a member of the DHH team? • What are the roles and responsibilities of each team member? • What are our ethical standards? • How can we best support the DHH student?

4. Who are the members of the DHH team? • Administrators • Communications Disorders Resource Specialist • Teachers for the Deaf/Hard of Hearing • Educational Interpreters • Audiologist • Deaf/Hard of Hearing Students and their families • Speech Pathologist

5. Administrators/ IAK Support Staff • Director of Special Education A. Role in the DHH Program • Special Education Administrator A. Role in the DHH Program • Resource Specialist for Communication Disorders A. Role in the DHH Program

6. Audiologist Roles and Responsibilities • Assists in interpretation of the hearing loss/auditory skills/medical history and how each relates to the students’ performance in the classroom • Maintains and monitors FM systems • Provides in-services for teachers on how a student’s hearing loss impacts him/her in the classroom and strategies to minimize the impact • Maintains database of students and equipment • Conducts hearing screenings on difficult-to-test or at-risk students • Attends IEP meetings • Assists DHH teacher in maintaining speech goals

7. Teachers for the DHH • General roles and responsibilities • The Resource setting vs. the Collaborative setting • Roles and Responsibilities • Consult Responsibilities * Maintain contact with student’s teachers to stay abreast of academic progress and/or needs. * Check that any IEP objectives are being monitored. * Check on student as determined in the IEP. Make sure any audiological equipment is in working order. If not, assess the problem and contact the audiologist.

8. Educational Interpreters for the DHH Roles and Responsibilities • General Responsibilities • Elementary • Middle • High

9. The DHH Student Roles and Responsibilities • Elementary • Middle • High • Varying Degrees of Loss • Services

10. Speech Pathologists • Assess communication functioning of DHH student and write PLEPS to reflect assessment. • Write communication goals and objectives for the IEP to address expressive and receptive language and/or speech production. • Collaborate with the DHH/general education teacher to support classroom goals. • Participate in hearing screenings for the school.

11. Ethical Standards • Interpreters *Confidentiality *Personal Opinions *Professional Judgment • Teachers *Confidentiality *Student Work • Scenarios

12. Team Responsibilities

13. Reluctance of General Ed. TeachersWhat should the ______ do?

14. Question/Answer Session • Questionnaire • Ideas for future trainings?

15. Credits • http://kcdhh.ky.gov/oea/ethics.html Kentucky Commission on the Deaf & Hard of Hearing Code of Ethics for Interpreters Page • http://www.interpreting.edu.edu/outreach/KSD_guidelines.htm EKU Interpreter Training Program. “Student, Interpreters & Teachers. Roles and Responsibilities in the Mainstream Setting”. • http://www.rid.org/124.pdf Interpreting in Educational Settings (K-12) • http://www.doe.state.la.us/DOE/specialpop/deaf/dhi.pdf Louisiana Department of Education. Handbook for Personnel Serving Students Who Are Deaf or Hard of Hearing. 6/1/01. Ceci J. Picard – Superintendent. • http://www.handsandvoices.org/resource_guide/055_audiogram.htm Audiograms and audiological information on site.l • Ants graphic. Created by Michelle Gaines using Flash 4!.

16. Teachers for the DHH General Roles and Responsibilities • Assist in appropriate placement of students. • Monitor students’ academic/IEP progress. • Coordinate required services for students. • Provide training for general education teachers and school administrators prior to placement of DHH student in general education setting. • Provide specialized resource materials to teachers as needed. • Write goals and objectives for the IEP process. • Be able to communicate effectively with DHH students regardless of student’s method of communication. • Have frequent contact with parents. • Coordinate educational interpreting and note taking services. • Perform daily hearing aid/cochlear implant checks. • Inform interpreters of signing system to be used with students.

17. Resource Setting Teach all subjects according to curriculum map and KY Core Content Standards. Monitor opened IEP objectives at least twice weekly. Collaborative Setting Arrive on time for each class. Be aware of student’s understanding of content. Interrupt interpreter as needed to further explain content during general education teacher’s lecture. If not appropriate time to interrupt, set aside a time to further explain content to student. Maintain communication with general education teachers to be aware of content to be covered. Obtain content vocabulary to pre-teach as needed. Rewrite material to where it is appropriate for a given student and/or provide alternate materials when needed. Assist other students as needed in the class when DHH students are successful. Team teach with the general education teacher when possible. Monitor IEP objectives and provide specially designed instruction per IEP.

18. Educational Interpreters’General Responsibilities Main role: to facilitate communication between the DHH student, hearing peers, and teachers. • Arrive on time for each class. Remain in the class during any instructional time. • Become familiar with the English vocabulary and the sign language vocabulary for each class. • Notify teacher, administrator, or other assigned staff member if unable to attend class. • Sit or stand where the student can see the teacher, interpreter, and any visual aids used. • Sit or stand in the best lighting possible. • Accurately voice the DHH student’s questions to teachers, responses to questions, and class discussion contributions. • Interpret or transliterate as accurately as possible all verbal instructions and class discussions. Make sure the student gets the information according to their mode of communication as per the IEP – be it ASL, Signed English, or Pidgin. • Communicate with the DHH teacher about what is happening in the classroom.

19. Responsibilities of the Educational Interpreter at the Elementary Level • Should have a broad basic knowledge of the subject areas taught at the elementary level. • Should have an understanding of child development. • Know that Elementary students are learning how to use interpreters and help them accordingly. For example, use your judgment when a student asks you a question directly and a teacher for the DHH is not in the room. Do you continue interpreting, blurt it out to the general teacher, or answer it quickly and tell the student to hold all other questions until the end? • Inform the DHH or general education teacher if the student does not pay attention. If the DHH teacher is in the room, she will discipline the child. If the DHH teacher is not in the room, the general education teacher may not notice that the DHH student is missing instruction. • Interpret information at a language level that the child understands. Do not interpret at a pace in which the child cannot understand. • Help the student with individual work when possible.

20. Responsibilities of the Educational Interpreter at the Middle School Level • Should have knowledge of the subjects taught at the middle school level. • Be aware that some students may need the teacher’s instruction reduced to simpler language through interpreting and interpret at a slower pace. • Assist the students as needed when not interpreting. Direct student’s questions to the teacher. • Encourage student’s self advocacy.

21. Responsibilities of the Educational Interpreter at the High School Level • Should have the knowledge necessary to understand the content areas and be able to interpret the specialized content and terminology accurately and meaningfully. • Remind the DHH student to direct all content questions to teachers, not the educational interpreter. • Do not carry on sidebar conversations with the student because it may interfere with his/her learning.

22. The Elementary Student’s Responsibilities • Pay attention to the teacher/interpreter. • Tell teacher/interpreter if you cannot see the interpreter, teacher, or visual clearly. • If you have a question about class work or homework, ask the teacher, not the interpreter. • Follow all school/classroom rules. • Finish all class work/homework. • Be a part of all group/class activities.

23. The Middle School Student’s Responsibilities • Go to class on time and be prepared. • Follow all school/classroom rules. • Attend to the interpreter/teacher. • Be responsible for your own work. Do not rely on the note-taker or interpreter to help or answer questions for you. • Ask questions if instruction or directions are unclear. Direct questions to the teacher, not the interpreter. • Complete all class work and homework assignments. • Participate in all group/class activities. • Be responsible for your own audiological equipment. Report all problems with equipment. • Advocate for yourself.

24. The High School Student’s Responsibilities • Attend class on time. • Obtain a copy of notes from a student if you are absent. Be responsible for getting a copy of notes needed for all classes on a daily basis. • Comply with all school/classroom rules. • Ask the teacher, not the interpreter, if instructions are unclear. • Contribute to group/class activities. • Attend to the interpreter. Simply reading a copy of the class’ notes will not be enough for you to understand the content.

25. Hearing Loss Classification • Classification of Hearing Loss • Types: CHL, SNL, or mixed • Degree: • Within normal limits: under 15 (pediatrics) and 25 (adults) • Mild: 25 – 40 dB HL • Moderate: 41 – 54 dB HL • Moderately-severe: 55-69 dB HL • Severe: 70 – 89 dB HL • Profound: 90 dB HL and greater • Fluctuating, Stable, or Progressing

26. Educational Placement and Communication Approaches for DHH students Educational Placement • The mainstreamed setting • The resource room Communication Approaches • Total Communication • Oral • Signed English • ASL

27. Resource Specialist for Communication Disorders • Available to assist with writing of PLEPS, IEP goals and objectives, making of data sheets, and analyzing raw data • Available to write Behavioral Intervention Plans for children, make behavior charts, and order materials needed

28. Special Education Administrator • Assigns teachers and interpreters for the DHH to schools where they are needed • Available for any questions or concerns within the DHH Program Team • Organizes monthly meetings for DHH teachers • Attends IEP meetings as needed

29. Director of Special Education • Leader of the DHH Program Team • Available for contact by any DHH team member for any concerns • Provides funding for equipment/special projects • Communicates with Special Education Administrator as needed

31. Mild Moderate Moderately-Severe Severe Profound