Hearing Loss and Your Classroom

Baltimore County Public Schools

Learning Support for Students who are Deaf/ Hard of Hearing

Developed by Shannan Eisenklam, Teacher of Students who are Deaf/Hard of Hearing

BCPS Service Model

Total Communication

Classes

Oral Communication

Classes

Inclusion

Sign Language Interpreting Services

Cued Speech Transliterating Services

Speech to Print Transcription Services

Audiology Services

Speech and Language Therapy

Itinerant Services

Technology

The Role of the Itinerant

Certified Teacher of Students who are Deaf/Hard of Hearing

Resource for students, parents, school personnel

Travel to schools where students with hearing loss are included in the general education setting

The Role of the Itinerant

Direct service with student to monitor comprehension and skills related to hearing loss and IEP goals

Indirect service to support school personnel and monitor service delivery

Assist school-based case manager with IEP development and compliance

IEP team member

The Role of the Cluster Teacher

Certified teacher of students who are Deaf/Hard of Hearing

Provide daily instruction for D/HH students Self-contained with opportunities for

inclusion Resource room

Other Support Personnel

Audiologist Speech Language Pathologist Special Educator School Nurse OT/PT BCPS Social Worker

The Role of the Audiologist

Identify and evaluate hearing loss Attend IEP/504 meetings Provide information to faculty/staff regarding

hearing loss and: FM equipment Hearing aids Classroom accommodations and modifications Training for daily HA and FM checks

The Role of the Interpreter

Facilitates Communication between signed languages and spoken languages

Ensures communication is understood by others

Accurately conveys all information communicated

Relays the affect of the speaker

The Role of the Interpreter

Interpreters do not:Maintain or moderate students’ behaviorEvaluate teachers’ competencyProvide answersAssume duties of personal assistants

Using interpreters, transliterators, and transcriptionists Provide a seat for the communication

professional that works best for the student. When speaking to the student, maintain eye

contact with and talk directly to him/her. Speak naturally. Allow only one speaker at a time. Provide new vocabulary in advance, if possible.

Questions?

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Hearing

The Ear

Hearing Loss

Hearing Loss

Sensorineural hearing loss (or nerve-related deafness) involves damage to the inner ear caused by aging, pre-natal and birth-related problems, viral and bacterial infections, heredity, trauma, exposure to loud noise, fluid backup, or a benign tumor in the inner ear.

Conductive hearing loss involves the outer and middle ear that may be caused by blockage of wax, punctured eardrum, birth defects, ear infection, or heredity.

Mixed hearing loss refers to a combination of conductive and sensorineural loss and means that a problem occurs in both the outer or middle and the inner ear.

Audiogram

Hearing Loss Simulations

University of Wisconsin-Whitewater Hearing Loss Simulations

Used with permission from Scott Bradley, Ph.D., CCC-A Associate Professor and Audiologist, Department of Communication Sciences and Disorders

University of Wisconsin-Whitewater

Unfair Hearing Test

From “SAY WHAT…? An Introduction to Hearing Loss

American Academy of Audiology

Test Words

1. Fill

2. Catch

3. Thumb

4. Knee

5. Wise

6. Bath

7. Fish

8. Shows

9. Bed

10.Juice

Questions?

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Equipment

Hearing Aids

Hearing Aids

CANAmplify soundsBe programmed to the student’s hearing loss

to maximize speech sounds Improve hearing in quiet environments

CAN’T:Restore hearing capabilities to normalFilter noise

Cochlear Implant

Cochlear Implants

Surgically implanted for students with profound hearing loss

Function best in a quieter environment Do not “correct” hearing When off/not working, student hears

nothing

FM Systems

FM Listening Systems let teachers talk into a microphone, which transmits the sound of the teacher's voice directly to a deaf or hard of hearing child's hearing aid.

Direct amplification of the teacher’s voice reduces the distraction of environmental noise.

FM Systems

Wearing the Microphone

Equipment Checks

Informal: Turn on equipment, turn away from student, and say his/her name.

Formal: Use paper to block speechreading and ask student to repeat words or sounds (Ling sounds).

Troubleshooting Equipment

Make sure transmitter and receiver are “on” and charged.

Check all connections. Check batteries. Call itinerant/audiologist.

Questions?

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General Accommodations

Seating Accommodations

The student should be seated:

with a clear view of the teacher with a clear view of board/overhead/visual with his/her “best ear” toward the teacher away from background noise (fans, heating units) with the light source behind him/her (glare from

windows) near a buddy who can help redirect

Communication Tips

The teacher/speaker should:

Face the student as much as possible. Use frequent eye contact. Speak clearly in a natural tone. Keep objects and hands away from his/her face. Utilize visual materials whenever possible.

Communication Tips, cont.

Allow extra wait time for answering a question. Call classmates by name so the student with the hearing

loss can readily identify who is speaking. Rephrase other students’ answers to provide repetition

and clarification. Ask specific comprehension questions to monitor

understanding. Call particular attention to directions/transitions. Write, then talk.

Classroom Instruction

Each general educator will:

Provide copies of overhead/notes with abundant writing. Show ONLY closed captioned movies. Provide instruction of new vocabulary in advance of new

teaching. Allow breaks from visually attending or listening. Check for understanding if the student is not meeting

expectations. Have the same behavioral expectations as of other

students.

Questions?

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The End!

Thank you for your time and attention.

Please feel free to contact me at any time with questions and concerns.