Supporting D/HH Students in the Mainstream Setting
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Transcript of Supporting D/HH Students in the Mainstream Setting
Supporting D/HH Students in the Mainstream Setting
Presented by Diane BeardOutreach Teacher of the Deaf and Hard of Hearing
Presentation Overview
• Team Approach
• Impact of Hearing Loss
• Accommodations & Modifications
• Self-Advocacy Skills & Understanding Communication Breakdown
• Resources
Team Approach• Working together: parents, classroom teacher, teacher of the deaf and hard of hearing, interpreter, speech/language therapist, special education teacher, educational audiologist and the principal
Team Approach• Set up a notebook system/email• Frequent “5 minute meetings”• A longer debriefing meeting
occasionally• Continually monitoring progress
Impact of Hearing Loss• Varies from mild to profound hearing
losses
Speech Banana, Retrieved from http://listening andspokenlanguage.org/Document.aspx?id=1101
Impact of Hearing Loss• Varies depending on which
frequencies they do or don’t hear
• Is there consistency in wearing amplification?
• Training in using amplification
Room Acoustics
• Carpeting and curtains lessen the reverberation of noise
• Background noise affects understanding of speech
• Student avoid sitting near an overhead projector or heater
• Close classroom door to minimize hallway noise
Accommodations & Modifications
Communication Accommodations
• Preferential seating; limit pacing around the room
• Seating in a horseshoe or circle shape
• Free to determine where pupil and interpreter should sit/stand for ideal line of sight
• Be aware of lighting/glare issues
Communication Accommodations• Get student’s attention prior to
speaking/signing.
• Allow student to see your face when you are talking
• • Speak clearly at a normal pace
• Make sure the student knows the subject/context has changed.
Communication Accommodations
• If the student asks what you said, try saying the same thing using different words.
• If the student does not understand you, don’t give up or say “it’s not important” or “I’ll tell you later.” Try saying it in a different way.
Communication Accommodations• Respect the turn-taking process to
allow equal communication access.• If you have handouts:
-allow time to read before discussion
-Provide interpreter with a copy of materials• Reading and watching the
interpreter or teacher simultaneously is not possible.
Instructional Accommodations
• Visual clues and supplements are very important – gestures, facial expressions, pictures, charts, maps, vocabulary lists, overheads, lecture outlines, etc…
Instructional Accommodations
• Check for understanding of information – student can also use a signal
• Predictability in the environment & routines help a great deal
• Allow some down time/breaks from listening/watching
Instructional Accommodations• Interactive whiteboards• Captioning for videos & tv
• Buddy system for notes and to assist D/HH student
• Preteach vocabulary and concepts.
• Teach cognitive or language strategies that will help them understand the text.
Educational Resourceswww.cricksoft.com – reading and writing tool with picture support
Multiple Auditory Skills Super Pack – activity bookwww.greatideasforteaching.com
Fun card decks, games & stories related to a variety of auditory and language skillswww.superduperinc.com
Educational Apps
Bitsboard Book Creator
Phrasal Verbs Machine Signed StoriesAuditory Processing Studio
Self-Advocacy Skills
• Promote self-advocacy and activities to foster inclusion.
• Direct instruction on how to interact socially with hearing peers
• Help the student understand his/her own hearing loss
• Plan opportunities to meet other D/HH peers and adults.
Self-Advocacy Skills
• Student practices communication repair strategies:
• Repetition• Revision• Addition• Nonverbal
Self-Advocacy Skills
• Use games to:• Describe strategies to
address challenging listening situations
• Identify source of listening difficulty:• Speaker• Listener• Environmental issues
Self-Advocacy SkillsSupporting Success for Kids With Hearing
Losshttp://successforkidswithhearingloss.com
Information and games to support students with hearing loss
Hear It, Fix It
Monkey Talk
What’s the Problem?
FREE E-BOOK: Self-Advocacy for Students who are Deaf or Hard of Hearing
The second edition of this popular book is a 2012 e-version written by Kristina English, PhD, of the University of Akron. She generously has made the e-version of this 105-page book freely available.
References
Colorado Department of Education and Colorado Hands & Voices. (2011) The Colorado Resource Guide for Families of Children Who are Deaf/Hard of Hearing. Retrieved March 6, 2014 from http://www.cde.state.co.us/cdesped/SD-Hearing_ Resources.asp.pdf.
Roy, C. (2009) Considerations for Teaching a Student Who is Deaf or Hard of Hearing in the Mainstream Setting. Retrieved from http://www.dhhslancaster.org/sub/education/edman.pdf.