Students who are Deaf in Mainstream Classes

1. Students who are Deaf in Mainstream Classes Presented by: Jacqui Herran Teacher for the Deaf and Hard of Hearing Hamilton Boone Madison Special Services Cooperative

2. How descriptive are you? • Explain the sound of chalk on a chalkboard? • How does static on a radio sound? • Does paper make noise when you scrunch it up? • What does rain sound like when it lightly falls on the ground? • Does snow sound different?

3. Today I will cover… • A sensorineural hearing loss • Communication with student • Deaf culture • ASL characteristics • Suggestions when using an interpreter • When no Closed Captioning • Communication with parents • Classroom Modifications and Suggestions • Any Questions…

4. How the ear works~ • Outer Ear • Middle Ear • Hammer • Anvil • Stapes • Inner Ear • Cochlea • Auditory Nerve

5. A Sensorineural Hearing Loss~ • This happens when the cochlea is not working correctly because the tiny hair cells are damaged or destroyed. A sensorineural hearing loss means the nerve that carries the messages from the cochlea to the brain is damaged. • Sensorineural hearing impairment is almost always permanent and a kid's ability to talk normally may be affected. • This loss is often severe to profound. • Causes are: birth trauma, head trauma, severe infections/illnesses, noise, lack of oxygen, hereditary, ototoxic drugs

6. Audiograms~

7. Perspectives of Deaf People • Views • Medical; People who hear as “the norm” ; others deviate from this, develops oppressive behaviors and superiority • Cultural; complex set of factors separate or sub-culture • How do you view people who are deaf?

8. Deaf Culture/Language • Remember that raising your voice or shouting will not get their attention. • Get their attention with visuals; waving is most common, walking to them, tapping on their desk or tapping their shoulder. • They may make sounds that are noticed by others; tapping, kicking, when eating. • They communicate with complete honestly; tell it like it is.

9. Language/Culture • Walking between people in conversation is appropriate • Keep others informed if leaving, why and when returning. • Sharing much information of their daily lives • Change in routine needs an explanation

10. American Sign Language ASL • Has rules, grammar structure, wide vocabulary • Conceptual • Made of handshapes, movements of the hand and locations of the hand. Change one and it changes the meaning. • Asking questions involves facial expressions (tilt of the head or raised or lowered eye brows).

11. ASL Grammar • Name signs • Facial and body language is easily read • Articles and state of being verbs are not used • Tenses are signed by the verb and the sign for “future” or “finish” • Noun-number; noun-adjective; adverb-verb • My hair is wet/my hair wet • Identify object first then talk about it • Time is stated first then event • Tell number of points then identify each point

12. Syntax Examples • English: I have a brown dog. ASL: DOG BROWN I HAVE • English: I enter the house quietly. ASL: HOUSE I QUIET ENTER • English: I'm going to the store at 9:00AM. ASL: 9-HOUR MORNING STORE I GO

13. Interpreters • Goal: to provide successful communication between two or more individuals. • Between two people who lead, change and stop the communication. • May be producing one message while analyzing a second message and receiving a third message. Not partial to either one. • The interpreter must understand the original message and determine how it would be expressed in the other language.

14. Working With A Student And The Interpreter • Always look to the person the conversation is directed. Look at the student. • There is a lag as the interpreter gains the full meaning before conveying the message. It is not extra conversation. • Before taking for answers from the class let the interpreter finish the message. • Do not stand between the student and the interpreter. • Don’t be a speed talker.

15. More Hints when working with an interpreter • Wait for student’s attention before giving information or directions. • Don’t give directions while students are working. • When playing games instead of a verbal “go” use a gesture as a hand up or down to start activity. • Separate speaking from demonstrations.

16. When Showing Multimedia • Don’t expect the student to take notes • If no closed captioning • provide the script or a summary a day before. • Do not quiz on content • Interpreter needs to have some light to be visible.

17. Communication • With student • Interpreter • Writing notes • Point • Gestures • With parents who are deaf • Pager/text/email • Video Phone in front office • Relay calling on phone where a third party interprets by VP to parent

18. Modifications and Suggestions • Check to see that the student grasped the information by asking “wh” questions • Vocabulary-Rephrase or use synonyms/antonyms, descriptions • Use visuals as much as possible then more. • Evaluate if grammar is part of the grade or the subject content. Discuss with the teacher of the deaf. • Test by discussion and explanation of written work if grammar is difficult.