Deaf Education

1. Deaf Education Amie Fredericks, M.Ed. Melanie Gates, M.Ed.

2. Why aren’t Deaf/Hard of Hearing children of average cognitive abilities performing at the same level as their peers?

3. Language Development!

4. Language vs. Communication Language “A language is a set of elements and a system for combining them into patterned sentences that can be used to accomplish specific tasks in specific contexts.” - Finegan Communication The exchange of sharing ideas or information. -PECs Communication Board -Traffic Signs -Signing Exact English English, ASL, Spanish, French, etc.

5. Typical Language Development The first year of life is critical for language development. Many Deaf/HH children aren’t exposed to language until they are closer to 2 years of age.

6. Once a child with a hearing loss gets -Hearing Aids - a Cochlear Implant - or an FM Systemdon’t they hear the same as everyone else? …and isn’t the language gap closed?

7. No! • These are tools, not cures!! • Language BEGINS to develops at the time of access. It does not develop at an accelerated rated. ForExample

8. It’s important to keep in mind… …80% of language development and learning is incidental. • http://successforkidswithhearingloss.com/pragmatics/

9. Choices Parents make: • Bilingual (ASL and English) • * If a child is exposed to fluent ASL at birth they have more developed language and higher cognitive skills. They are also more successful with cochlear implants and spoken language. • (Hassanzadeh, S. (2012). Outcomes of cochlear implantation in deaf children of deaf parents: comparative study. The Journal of Laryngology & Otology, 126, 989-994. doi:10.1017/S0022215112001909. • Oral • * It’s important to know the age the child was exposed to spoken English. • Total Communication • This is the least effective in terms of language development. * Parents go through a grieving period and don’t always make a decision right away. This can result in a delay in language development.

10. Parent Choices:How the TOD proceeds based on those early decisions: • Type of Language used • Adjusting language at school to foster development • Making sure the child has optimal auditory access • Providing an Interpreter • Increasing visual support • Making sure students are actively engaged in print • (Deaf/HH children in K-Grade 2 are actively engaged with print for less than 12 minutes a day.)

11. These are skills that need to be explicitly taught. • Implications for a child with hearing loss • Language Development • Executive Functioning • BICS/CALPS http://www.educ.ualberta.ca/staff/olenka.bilash/best%20of%20bilash/bics%20calp.html

12. Educational Setting -Student is overwhelmed by the task and unable to comprehend. -With limited background knowledge student is unable to make many connections. • Pre-teach/Post-teach • Modify and adapt material • Provide visuals to help student make connections • Student Work • Text is too difficult • Overwhelming vocabulary • Lack of background knowledge • Provide ASL Interpreters • Pre-teach • Student is trying to lip-read which is only 60% effective. • Student is trying to make sense of what he hears and sees. • Student has many misunderstandings. • Teacher • Clarity of voice • How animated? • How far? • - Where is the teacher facing? • - Student is overwhelmed by the task. • Unable to process all of the information because they are not getting the full picture. • Provide note-taking • Develop executive functioning skills: help student develop skills to break down and process information. • Help them feel a sense of success! • Notetaking • Processing Speed • Attending to visual cues while processing language • Rephrases teacher’s words • Environment • Background Noise • Peers: visual & auditory distraction • Lighting: straining the eyes • Student misses out on incidental learning which leads to limiting background knowledge • Feelings of isolation -Try to build on background knowledge -Set up social situations

13. Working towards a “least restrictive environment” Classroom Modifications • Use personal FM system with hearing aids at all times during the school day, except during lunch. • Use captioned media when available • Copy of class notes • Re-teaching of materials as needed to ensure comprehension • Visual Cues (e.g. images, demonstrations, examples, gestures, body language, facial expression, signs, video, print, closed captions) Testing Accommodations • Location free of auditory and visual distractions • Use hearing aids and personal FM system • Preferential seating (close to test administrator) • Flexible setting (Condition: quiet location with minimal distractions and to support other test modifications) • Test read (all tests and quizzes) • Direction read and explained (Condition: simplified wording if necessary) • Repeat listening comprehension passages one more time than specified in standard administration • Provide natural pauses on listening test to allow time for taking notes • Allow for extended time (2x) to allow for processing of information Sometimes the public school is not the least restrictive environment.

14. Teacher of the Deaf Has a deep understanding of the information the student is missing. Regular Edu. Teacher Understands how to modify & adapt the material in a way that is effective for a Deaf/HH learner Special Education Teacher • Support Staff Student Understands that the child is a latefirst language learner TESOL An Interpreter translates the language. The TOD educates. Interpreter Audiologist Understands the impactof hearing loss on education & peer relations An SLP works on articulation and language. In addition, TOD works on background knowledge, academic skills, social skills, advocating, etc. Speech & Language Pathologist

15. [Figured we can pick one tmw.]

16. Visually seeing hearing loss

17. Cochlear Implant Simulator Go Back