Deaf and Hard of Hearing

1. Deaf and Hard of Hearing

2. Pepsi Super Bowl Commercial

3. Deaf Culture • "deaf" - physical condition - lack of sensitivity to sound • “Deaf” - cultural membership within a group • ASL • Social differences • Literal translation • Rejection of CI

4. Deaf Culture (con’t.) • “…10 percent … acquires [culture] from their Deaf families." • “Big Three”: • California State U@Northridge (CSUN) • Rochester Institute of Technology/ National Technological Institute for the Deaf (NTID/RIT) • Gallaudet University • Deaf Olympics • National Theater of the Deaf

5. Would you rather bedeaf or blind? Blindness separated her from things, but deafness separated her from people… Helen Keller

6. Challenges of Being Deaf or Hard of Hearing • Development of Language • Misunderstanding

7. Sign Language • 1st language of deaf • 3rd most used language in US • Accepted by over 150 universities • Not universal • Origin – French Sign Language

8. ASL vs. English • Completely separate • Visual vs. auditory • Grammar, punctuation, sentence order

9. SOME SOCIAL SIGNS • Good morning. • See you later. • How are you? Good – Tired – Hungry • Good job – shaky • Bathroom – water • Too bad. • Enjoy yourself.

10. HISTORY OF NA PROGRAM • More than 35 years • Cross-district • Current population 5 in Peebles 6 in CMS 4 at NAI 3 at NASH

11. Deaf/Hard of Hearing • Population decreasing • varied hearing losses & other handicaps • Early identification

12. Student’s Responsibility • Understand role of interpreter • Communicate with teacher • Participate as per IEP • Notify of problems • Manage equipment

13. Interpreter’s Responsibility • Be prepared with content • Set placement & seating • Interpret all information • Direct student to teacher - vice versa • Respect confidentiality • Provide team with input

14. IF THERE’S NO SUB… • Prioritize need of all students • Provide extra checking and/or time • Inform D/HH teacher • Use General Communications • Don’t panic!

15. Teacher’s Responsibility • Understand role of interpreter • Provide weekly plans • Use CC (script), overhead, & FM system • Follow General Communications • Discuss academic with D/HH

16. D/HH Support Teacher’s Responsibilities • Provide in-servicing • Write IEP and monitor compliance • Provide direct instruction • Provide tutorial support • Provide instruction in social behaviors

18. HELP ME BE A STAR STUDENT… • “HELP! I sit next to a blower!” • “It’s hard to hear if a teacher’s voice is too soft.” • “It’s hard to understand videos without captions! You can’t lipread ‘cuz the face is off screen.” • “It’s hard to go back and forth between the teacher and the interpreter!”

19. Help me… • “It’s hard to follow what the teacher is saying when he walks back and forth.” • “If other kids are talking it’s hard to hear what the teacher’s saying.” • “The equipment doesn’t always work!!!” • “It’s embarrassing with an interpreter ! You always have an adult starring at you!!!”

20. Help me… • “I’m always stuck in the front row!” • “Talk to me loud – but not too loud so I’m not embarrassed.” • “Face me so I can lipread.” • “Learn some sign language – or gesture! And SMILE!”

21. …YOU RAISE ME UP You raise me up, so I can stand on mountains. You raise me up to walk on stormy seas. I am strong when I am on your shoulders. You raise me up to more than I can be.

22. Thanks for all you do to support our kids! Special thanks to: Pat Niven, Barb Gaetner, my current students: Grace Brennan, Matt Bruni, Justin Cristina, Cara Rodgers, Lauren Sodersten, and Ray Vagnoni, and all those I’ve taught!