PowerPoint Presentation

Inclusive Practices: The New Mainstreaming PowerPoint developed by Sharon Moore, Denise Nelson, and Aubrey Quinlan, 2010, rev. 2011Presentation by Denise Nelson and Krista HeavnerLanguage and Literacy Workshops, NC DHH ConsortiumMay 8-9, 2012

1IntroductionMoore, Nelson, and Quinlan, January 2011IcebreakerIntroduction of presenters and participants

2OverviewWhat do we hope to accomplish today?Moore, Nelson, and Quinlan, January 2011

3Outline of WorkshopDay 1Moore, Nelson, and Quinlan, January 2011OverviewIntroductionsOutcomesTerminologyCriteriaEvaluationsWhy do we test?What do we test?What tests can we use?How and why should we assess informally?What do we do with the information from tests?Long Term GoalsQuestion and Answer Session

4Outline of WorkshopDay 2Moore, Nelson, and Quinlan, January 2011WelcomeClassroom Modifications and AccommodationsRoles of Educational Team MembersDirect Services from the Teacher of the Deaf/Hard of HearingQuestions and AnswersScenarios with Sample StudentsTricks of the Trade

5Expected Workshop OutcomesMoore, Nelson, and Quinlan, January 2011Participants will be able toExplain concept of inclusive practices in relation to students who are deaf or hard of hearing (D/HH) and how terminology and practices have evolved over timeIdentify factors to consider when determining placements for students who are D/HHSelect from appropriate classroom modifications and accommodations to maximize D/HH students ability to learn within the regular classroom environmentEffectively collaborate with parents, other teachers, and support staff in meeting needs of students who are D/HH

The class description says: Participants will receive an overview of the process of mainstreaming, factors to consider when evaluating placement of a student, classroom modifications, and utilization of support staff6Key Question of WorkshopMoore, Nelson, and Quinlan, January 2011Are inclusive practices appropriate for individual students on my caseload who are D/HH?What do I need to know to answer this question?How do I get that information?Once I have information, how do I use it to determine if inclusion is appropriate and to what degree?

7Key Word of WorkshopMoore, Nelson, and Quinlan, January 2011PROACTIVEThis means weAnticipate needs and potential concernsteachers, students, parents, support staffAddress anticipated needs/concerns Realize that for students An ounce of preventionRealize that for staff/parentshelpful suggestions before becomes criticism after

8Definitions of Relevant TerminologyMoore, Nelson, and Quinlan, January 2011Mainstreaming Selective placement of special education students in one or more "regular" education classesDeaf/hard of hearing student must "earn" placement in regular classes Traditional form of special education service deliveryspecial classes are default positionInclusive Practices Educating each child, to maximum extent appropriate, in school / classroom s/he would otherwise attendBringing support services to child, rather than moving child to servicesRequires only that child will benefit from being in regular class Newer form of education service deliveryregular class is default position

Definitions edited from: Research Bulletin Number 11, 1993, Phi Delta Kappa Center for Evaluation, Development, and ResearchWe have our question and we have our wordbut before we go any further, we need to define our terms.9Does Federal Law Require Inclusion?Moore, Nelson, and Quinlan, January 2011IDEA 2004 (Individuals With Disabilities Education Act)Requires that children with disabilities be educated in the least restrictive environment (LRE) appropriate to meet their unique needsLRE analysis begins with regular education classroom placement consideration, but regular classroom placement is not appropriate for all School districts are required to have a continuum of placements available, extending from regular education classrooms to residential settings, in order to accommodate various needs Degree of inclusion will be driven by students needs as determined by IEP teams, not by districts convenience or parents wishes

Source: http://www.weac.org/Issues_Advocacy/Resource_Pages_On_Issues_One/Special_Education/special_education_inclusion.aspx 10Does Federal Law Require Inclusion?Moore, Nelson, and Quinlan, January 2011Section 504 of the Rehabilitation Act of 1973Requires that recipients of federal funds provide for education of handicapped persons with persons who are not handicapped to maximum extent appropriate to handicapped persons needs Requires placement of handicapped children in regular educational environments unless education in regular environments with supplementary aides and services cannot be achieved satisfactorilyBecause IDEA has expanded during reauthorizations in 1997 and 2004, Section 504 is less frequently used to obtain access to public education for students with disabilities

Source: http://www.weac.org/Issues_Advocacy/Resource_Pages_On_Issues_One/Special_Education/special_education_inclusion.aspx

11ELIGIBILITYWhat are the IDEA/NC EC Policy requirements for EC eligibility in the areas of Hearing Impairment or Deafness?Moore, Nelson, and Quinlan, January 2011

12Deafness/Hearing Impairment: NC 3-Prong Criteria for EligibilityMoore, Nelson, and Quinlan, January 2011Student has documented hearing lossHearing loss has adverse effect on educational performanceHearing loss requires specially designed instruction

13What is Documented Hearing Loss?Moore, Nelson, and Quinlan, January 2011Any degree of reduction in ability to detect sound in form of pure tones or speech (determined by physician or audiologist) May be permanent or fluctuatingMay be unilateral or bilateral

14What is Adverse Effect on Performance?Moore, Nelson, and Quinlan, January 2011Limitations in classroom communicationamplification maintenance and useinterpreter use skills to maximize access to auditory information, including self advocacy skillsother functional communication skills Speech and/or spoken or signed language delaysWritten language and/or reading delaysVocabulary delaysAny other measurable academic delaysLimitations in social functioningLimitations in conceptual understanding

NOTE inclusion of academic AND functional adverse affects.

So in order to determine eligibility and, in turn, determine appropriate service delivery, we will need to have data on any delays in any of these areas15What is Specially Designed Instruction?Moore, Nelson, and Quinlan, January 2011Instruction targetingHow to maintain and use amplification appropriately hearing aid/CI processor/FM system Remediation of unique delays commonly associated with deafness or hearing loss in speech, language, literacy, and academic skillsInstruction fosteringSocial skillsSelf advocacy skillsStudy and organizational skills Continued

So, once we determine the specific nature of the delays or gaps in a students development, we need to determine what kind of instruction that student needs and how specialized that instruction needs to be.16Specially Designed InstructioncontinuedMoore, Nelson, and Quinlan, January 2011Instruction involvingUse of American Sign Language or alternative or augmentative communication modeAuditory-Verbal, aural/oral, or other specific therapies or approaches developed for D/HH childrenPrimarily visual methods of delivering informationInstruction to addresstransition issuesInterpreter/transliterator or spoken language facilitator use skills

17Food for ThoughtMoore, Nelson, and Quinlan, January 2011Any degree of hearing loss can be educationally handicapping for children. Even children with mild to moderate hearing losses can miss up to 50% of classroom discussions. Unmanaged hearing loss in children can affect their speech and language development, academic capabilities and educational development, and self-image and social/emotional development. A. Gordon-Langbein

18AssessmentWhy, what, and how do we assess deaf and hard of hearing students when determining placement?Moore, Nelson, and Quinlan, January 2011

19Group ActivityMoore, Nelson, and Quinlan, January 2011BrainstormWhy do we assess?What are our long term goals for students?How are these two questions related?

Establish groups/10 min20What Are Our Long Term Goals for DHH Students?Moore, Nelson, and Quinlan, January 2011We want our students toBe contributing members of societyAchieve to their potentialAttain age-appropriate levels of functioning and continuing age appropriate progressAchieve independence in communicationBe weaned from services as appropriate

What are your long term goals for your DHH students? Do they match these goals?21

Evaluation

What does it mean?-Set value on- View closely and critically

Why is it critical?

Moore, Nelson, and Quinlan, January 2011Assessment drives instruction. We have to know where we are before we can plan how to arrive at our destination.Need to determine strengths and weaknesses. Need to be diagnostic and specific.22Questions to ask yourselfWhat needs to be evaluated? Why?What information is critical for the development of IEP goals and objectives, which are required by federal law to be based on the students present level of academic performance?How often?Should the same test instruments be consistently used each year?Should standardized achievement tests normed solely against a HI population be utilized? Why? Why not?

Moore, Nelson, and Quinlan, January 2011Language, vocabulary, auditory comprehension, speech, cognition, academics.Evaluate on a yearly basis in order to monitor progress regarding IEP goals.

23Agree or DisagreeIn the real world, deaf persons achievement and performance should be evaluated against the same standards as everyone else in the general population.Looking at HI norms alone not only conceals the true nature of the students achievement, but attempts to assert that poor achievement for any individual deaf student must be acceptable, because, in fact, it is the norm, and is expected.Given the widespread nature of low academic achievement by deaf students, while understanding the I.Q. range within the population of deaf individuals is the same as that range of I.Q.s within the general population, one cannot continue to blame an individual deaf child for a poor showing, but one must indict the system which created and perpetuates it.Educational Evaluation of Deaf Children, Celeste Johnson, M.A., QA III (MI))

Moore, Nelson, and Quinlan, January 201124Why do we assess students?Moore, Nelson, and Quinlan, January 2011Assessment is an information-gathering process guided by questions that culminates in instructional decisions.

Marzola, E. and Shepherd, M. Assessment of Reading Difficulties. in Multisensory Teaching of Basic Language Skills. Baltimore: Paul H. Brooks Publishing, 2005.

25

Potential Areas to EvaluateCognition Language Vocabulary Speech Auditory Comprehension ReadingAcademicsFunctional Skills

Lets name a few examples

Moore, Nelson, and Quinlan, January 201126Cognitive AssessmentWechsler Preschool & Primary Scale of Intelligence (WPPSI-III)Wechsler Intelligence Scale for Children (WISC-IV)Comprehensive Test of Nonverbal Intelligence (CTONI)Central Institute for the Deaf Pres. Performance Scale

Moore, Nelson, and Quinlan, January 2011

27Language AssessmentMoore, Nelson, and Quinlan, January 2011Preschool Language Scale, Fifth EditionClinical Evaluation of Language Fundamentals, Preschool-2Clinical Evaluation of Language Fundamentals, Fourth EditionOral and Written Language Scales (OWLS-2)Rhode Island Test of Language Structure (RITLS)CASLLS checklists

28Vocabulary AssessmentPeabody Picture Vocabulary Test, Fourth EditionExpressive Vocabulary Test, Second Edition

Moore, Nelson, and Quinlan, January 2011

29Speech AssessmentMoore, Nelson, and Quinlan, January 2011Goldman-Fristoe Test of Articulation, Second EditionArizona Test of ArticulationCASLLS speech checklist

30Auditory Comprehension AssessmentTest for Auditory Comprehension of Language, Third EditionAuditory Learning Guide (Beth Walker, 1995)CASLLS checklist (Cottage Acquisition Scales for Listening, Language and SpeechMoore, Nelson, and Quinlan, January 2011

31Reading and Academic AssessmentMoore, Nelson, and Quinlan, January 2011Stanford Achievement Test K-12Test of Early Reading AbilityTest of Preschool Early LiteracyDynamic Indicators of Basic Early Literacy SkillsWoodcock-Johnson Tests of Achievement, 3rd editionPhonological Awareness Test, 2nd Edition

32Group ActivityMoore, Nelson, and Quinlan, January 2011What is this test assessing?Who is it appropriate for?What potential limitations might this test have with a deaf or hard of hearing student?Even if it has a potential limitation, why might it still be appropriate to use?What information could you get from this test?What information might you still need to fill in the gaps in your understanding of the childs needs?

Establish groups/20 min/report findings/5-8 min per group33Quotes of the DayMoore, Nelson, and Quinlan, January 2011It is still the case that fifty percent of D/HH students graduate from secondary school with a fourth grade reading level or less (Traxler, 2000) and 30% leave school functionally illiterate (Marschark, Lang & Albertini, 2002)

34Informal AssessmentYeah, but Why?Moore, Nelson, and Quinlan, January 2011Can give answers to assessment question(s) not answered through standardized assessmentGives more than a number scoreHelps target areas of specific need for instructional focusHelps avoid problem of format-influenced performanceAllows assessment of functional areas where no formal assessments are available, such asClassroom communication skillsSelf advocacy skillsAmplification maintenance and use skillsSocial interaction and social communicationStudy skills

If the data from formal assessment does not fully answer your assessment question(s), then further informal assessment must be completed.35Group ActivityMoore, Nelson, and Quinlan, January 2011Ways you do informal assessment

36Informal AssessmentHow?Moore, Nelson, and Quinlan, January 2011Ways to gather dataSnapshotOngoingInstruments to gather dataPeriodic measurement of current IEP goals/ objectivesItem analysis of standardized test responsesObservation across settingsteacher interviews, record reviews, classroom observationacoustics, classroom communication, amplification use, self advocacy, social interaction, etc.Skill checklistsInformal inventoriesLanguage sample analysisDynamic Assessment (diagnostic teaching)

IF you cant find instruments, make your own checklists!37Periodic IEP Goal Progress ChecksHow?Moore, Nelson, and Quinlan, January 2011Assess whether student has met criteria established in IEP goal(s) and objectives or benchmarksMaintain log of data collected on ongoing assessment of criteriacompare to previous measures of progress

38Item Analysis of Standardized TestsHow?Moore, Nelson, and Quinlan, January 2011Look for patternscorrect and incorrect responses, test-taking strategiesAssess impact of test format on scoreFocus on wrong answersAre incorrect responses patterned or random?Are incorrect responses grouped around specific reading skills?Does pattern match previous test administrations?

39Observation across SettingsHow? Moore, Nelson, and Quinlan, January 2011Teacher interviews and student interviewsRecord reviewsClassroom observationClassroom acoustics, seating arrangementAmplification use Classroom communicationDoes student respond to class directives without individual guidance?Does student follow along and appropriately participate in discussion?Self advocacyDoes student ask for clarification appropriately?Social interactionStudy habits and skillsResponse to instructionIs instruction large group, small group, one-on-one, or a combination?Where is students attention during instruction?Does student responsiveness vary, depending on type of instruction?Can student follow in his/her text and take his/her turn without guidance or losing place?

See Handout on Observations

Skills checklists and informal inventories can guide the observation.40Informal Reading InventoriesHow? Moore, Nelson, and Quinlan, January 2011Can use graded word lists to assess word reading abilityCan use collection of short passages of narrative text and expository text prepared with increasing levels of reading difficulty to assessDecoding skills through miscue analysis Fluency skills through timed one minute readingComprehension skills through 5-7 comprehension questions for each passageusually mix of vocabulary, factual/literal, and inferential questions

Basically, in reading assessment, you want to understand what the student is getting from the page in front of him/her and what he/she is not getting, and standardized tests seldom tell you all you need to know to answer that question.41Language Sample AnalysisA Quick How-ToMoore, Nelson, and Quinlan, January 2011To gain conversational language snapshots, evaluators must Gather language samples, which Are segments of childrens expressive language representing linguistic ability Should consist of around 100 utterances Analyze language samples, which involves Calculating Mean Length of UtteranceDetermining level of semantic and syntactic complexity, pragmatic skills, and vocabulary breadth/depthDetermining progress within developmental framework(s)see handout on Language Sample Analysis

42Food for ThoughtMoore, Nelson, and Quinlan, January 2011The fact that you can explain it does not justify it.Eric Tridas

Deaf people can do anything, except hear.I. King Jordan

Low expectations serve no purpose other than to limit the chance for success. No one who has ever accomplished anything significant has had low expectations. Goals will be reached only with high expectations.Bryan Golden

Ending the soft bigotry of low expectations.43What Do We Do With Information From Assessments?Moore, Nelson, and Quinlan, January 2011Create a Long-Range Plan!Determine current levels of the student, compared to typically-developing peersDetermine how much time of DIRECT, EXPLICIT instruction the student will need Remember: For every year of language delay, a student needs 1 hour per day to catch up. (So, if a child is 4 years behind, he/she will need 4 hours, DAILY, of DIRECT, EXPLICIT language instruction)Develop a plan that closes the language gapThis may be longer than one year!In some situations we may not be able to close the gapwhat then?Develop the IEP Annual Goals from that informationRe-visit the long-range plan annually, to make sure all goals are being met

44Example of Long-Range PlanDatesCALanguage Age GoalVocab GoalServices/PlacementOther InfoAugust 2010-201112-137.5-9.54000 new words11 words/day1:1- 4 hours/dayESYPPS WeeklyIntegrate SCSAugust 2011-201213-149.5-11.54000 new words11 words/day1:1- 4 hours/dayESYPPS WeeklyIntegrate SCSAugust 2012-201314-1511.5-13.54000 new words11 words/day1:1- 3 hours/dayESYPPS WeeklyIntegrate SCSAugust 2013-201415-1613.5-15.54000 new words11 words/day1:1- 2 hours/dayESYPPS WeeklyIntegrate SCSAugust 2014-201516-1715.5-17.54000 new words11 words/day1:1- 2 hours/dayESYPPS WeeklyIntegrate SCSMoore, Nelson, and Quinlan, January 201145So How Do I Know When I Am Finished with Service for DHH Students?Moore, Nelson, and Quinlan, January 2011Student completes individual long range planStudent has age-appropriate communication, language, and academic skillsStudent demonstrates mastery of skills in weaning checklist of some kind

46What Skills Should I Be Monitoring?Moore, Nelson, and Quinlan, January 2011Hearing loss awarenessKnowledge about and use of amplification and other access equipmentAuditory skill developmentLanguage and literacy developmentAcademic achievementStudy and test-taking skillsKnowledge of disability laws and rights for transitionSelf advocacy and maximization of accessUse of support staff servicesProblem solving and social/emotional developmentsee handout Fostering Independence and Possible Exit

For transitiongive example of JC, 7th grader47Back to Our Key QuestionMoore, Nelson, and Quinlan, January 2011Are inclusive practices appropriate for individual students on my caseload who are D/HH?What do I need to know to answer this question?How do I get that information?Once I have information, how do I use it to determine if inclusion is appropriate and to what degree?

WHAT ANSWERS DO YOU HAVE SO FAR?

48Questions?Thoughts? Comments?END OF DAY 1

49Inclusive Practices: The New Mainstreaming, Day 2PowerPoint by Sharon Moore, Denise Nelson, and Aubrey Quinlan, 2010, rev. 2011Presented by Denise Nelson and Krista HeavnerLanguage and Literacy Workshops, NC DHH ConsortiumMay 8-9, 2012

50Welcome Back!Burning Questions??AHA! Moments?

Moore, Nelson, and Quinlan, January 2011Explain raffle ticket information/Basket51Todays AgendaModifications and AccommodationsRoles of Educational Team MembersDirect Services from Teacher of D/HHSample ScenariosTricks of the TradeQ&A SessionWrap-Up

Moore, Nelson, and Quinlan, January 2011

52MODIFICATIONS AND ACCOMMODATIONSEnsuring Access and Appropriate ParticipationMoore, Nelson, and Quinlan, January 2011

53Modifications/Accommodations: Whats the Difference?

Accommodations: alterations of environment, curriculum format, or equipment that allow individuals with disabilities to gain access to content and/or complete assigned tasksno change in performance expectationsExamples: amplification systems, preferential seating, extended time, change in test formatModifications: changes to curricula or academic expectationschange in performance expectationsExamples: shortened or simplified assignments or tests, graphic organizersSource: AccessSTEM. http://www.washington.edu/doit/Stem/articles?83

Moore, Nelson, and Quinlan, January 2011We will use the terms modifications and accommodations interchangeably.54What is the Purpose of Modifications and Accommodations on IEPs?

To enable children with disabilities to be educated with nondisabled children to the maximum extent appropriate To improve access and address delaysTo provide a level playing field for students with disabilities

Moore, Nelson, and Quinlan, January 201155PLEASE keep in mind that the modifications listed in this presentation are examples, and are not meant to be used on ALL IEPs for HI students. Each student needs INDIVIDUALIZED modifications. Please only recommend modifications that are appropriate for your student.Amplification AccommodationsPersonal Hearing Device (hearing aid, cochlear implant, tactile device)Personal FM System (hearing aid + FM)FM System/Auditory Trainer (without hearing aids)Sound-Field FM System (portable or installed in classroom)Listed on the IEP as Assistive Devices

Moore, Nelson, and Quinlan, January 201156Do not write personally-owned equipment on the IEPDo not write specific equipment used, be general on IEPEquipment used should be a team decision, with input from audiologist as well (who should be part of a team!!)DISCUSSION: How do you determine what type of amplification modification a student receives?DEC 4 (4 of 10)Annual Goal Academic Goal Functional GoalDoes the student require assistive technology devices and/or services? X Yes No If yes, describe needs: Johnny will use a school-provided assistive listening device in order to access the auditory information presented in the classroom. Moore, Nelson, and Quinlan, January 201157If your student is using an amplification device provided by the school system, make sure to check Yes in the DEC 4.DEC 4 (5 of 10)General Education/Special Education Non-Academic Services & ActivitiesSupplemental Aids/ Services/Modifications/Accomodations/Assistive TechnologyImplementation Specifications(Who? What? Where? When?)General Ed ClassroomAmplification DeviceThe speaker (teacher or peers) will utilize an amplification device during instruction and class discussion.Enhancement ClassAmplification DeviceThe teacher will utilize an amplification device during instruction.Specify the technical assistance, if any, that will be provided to the general education teacher(s) and/or other school personnel for implementation of the IEP.General inservice from the HI Teacher will be provided to the classroom teacher and enhancement teachers. Classroom teacher will also be trained to monitor amplification device.Moore, Nelson, and Quinlan, January 201158If your student is using an amplification device, strongly consider providing inservice to all educational team members on the device, troubleshooting techniques, and the plan for action if the device fails.Assistive DevicesOpen or Closed Captioning for videos or televisionTDD Captioned TelephoneVideo Relay Telephone

Moore, Nelson, and Quinlan, January 201159

Captioning:a term describing several systems developed to display text on a television or video screen to provide additional or interpretive information to viewers who wish to access it. Closed captions typically display a transcription of the audio portion of a program as it occurs (either verbatim or in edited form), sometimes including non-speech elements

Moore, Nelson, and Quinlan, January 201160www.dcmp.org~Lending library of educational open-captioned videos. (Described and Captioned Media Program)Telephone Options

Moore, Nelson, and Quinlan, January 201161TDD/TTY: an electronic device for text communication via a telephone line, used when one or more of the parties has hearing or speech difficulties.Captioned Telephone (CAP-TEL): displays real-time captions of the current conversation Video Relay Service: videotelecommunication service that allows deaf, hard-of-hearing and speech-impaired (D-HOH-SI) individuals to communicate over video telephones (and similar technologies) with hearing people in real-time, via a sign language interpreter. CODES USED INCLUDING BRB, GA, SK, etcDEC 4 (5 of 10)General Education/Special Education Non-Academic Services & ActivitiesSupplemental Aids/ Services/Modifications/Accomodations/Assistive TechnologyImplementation Specifications(Who? What? Where? When?)

Regular Ed ClassroomAssistive TechnologyCaptioned videos will be provided for all educational videos shown in class. If captioned videos are not available, notes must be provided to the student, and student will not be responsible for such information on a test.Specify the technical assistance, if any, that will be provided to the general education teacher(s) and/or other school personnel for implementation of the IEP.Classroom teacher will be provided with CMPD registration information.Moore, Nelson, and Quinlan, January 201162Classroom Communication Access Accommodations

Educational InterpreterCued Speech TransliteratorSpoken Language FacilitatorPreferential SeatingStudent NotetakerOutlines

Moore, Nelson, and Quinlan, January 201163What does preferential seating mean? (Its not necessarily Front and Center) Consider all noise sources in a classroom. BrainstormDefine each Support Staff PositionDEC 4 (5 of 10)General Education/Special Education Non-Academic Services & Activities

Supplemental Aids/ Services/Modifications/Accomodations/Assistive TechnologyImplementation Specifications(Who? What? Where? When?)

General Ed ClassroomSign Language InterpreterInterpreter will use Signed Exact English to communicate instruction and communication among peers to the student. EC ClassroomCued Speech TransliteratorTransliterator will communicate instruction and communication among peers to the student using Cued Speech.Enhancement ClassroomsSpoken Language FacilitatorFacilitator will input language targets, and facilitate spoken language between the teacher, student, and peers.Moore, Nelson, and Quinlan, January 201164Be sure to include what mode of communication the support staff will be using (ASL, SEE, Cued Speech, etc)DEC 4 (5 of 10)General Education/Special Education Non-Academic Services & Activities

Supplemental Aids/ Services/Modifications/Accomodations/Assistive TechnologyImplementation Specifications(Who? What? Where? When?)

General Ed ClassroomPreferential SeatingStudent will sit close to a speaker, but away from additional noise sources. Student will sit with light source to his/her back.General Ed ClassroomStudent NotetakerStudent will receive a copy of notes so that he/she may concentrate on auditory messageGeneral Ed ClassroomOutlinesTeacher will provide notes on lectures, videos, and other presentations to student each week.Moore, Nelson, and Quinlan, January 201165Other Communication Tips

Obtain auditory/visual attention before presenting informationAllow extra time for processingRepeat/RephraseCheck for comprehensionPlace student in a direct line of sight to the speaker/interpreter/transliterator

Moore, Nelson, and Quinlan, January 201166Environmental AccommodationsAcoustic covering on bottom of chairsArea rugs/carpetingWindow TreatmentsWrite morning announcements on the board/provide as handoutsWrite homework assignments on boardReduce auditory/visual distractions

Moore, Nelson, and Quinlan, January 201167Instructional Modifications and Accommodations

Graphic OrganizersVisual SupplementsAdditional time to complete assignmentsPre-teach vocabularyProvide extra materials For use with Support Staff and/or Home Modified Assignments*Moore, Nelson, and Quinlan, January 2011*Modification of Assignments: Make sure to CLEARLY define. Do not modify SO much that it changes purpose of activity.Food for ThoughtI will make accommodations, but I will NOT lower my expectations.Dr. Eric Tridas

Moore, Nelson, and Quinlan, January 201169The Educational TeamRoles and ResponsibilitiesMoore, Nelson, and Quinlan, January 2011

70ParentsNeed to participate in the intervention plan!

Moore, Nelson, and Quinlan, January 201171What Research SaysThe most consistent predictors of childrens academic achievement and social adjustment are parent expectations of the childs academic attainment and satisfaction with their childs education at school. Reynolds, et, al Parents of high-achieving students set higher standards for their childrens educational activities than parents of low-achieving students. Clark

Moore, Nelson, and Quinlan, January 201172Major Factors of Parent InvolvementThree Major FactorsParents beliefs about what is important, necessary and permissible for them to do with and on behalf of their children;The extent to which parents believe that they can have a positive influence on their childrens education; andParents perceptions that their children and school want them to be involved.Moore, Nelson, and Quinlan, January 2011Do we automatically assume that parents are not involved in the IEP process? Does it depend on the age of the child?Do you conduct parent sessions? Why is this critical to offer this?73School and District LeadershipThe strongest and most consistent predictors of parent involvement at school and at home are the specific school programs and teacher practices that encourage parent involvement at school and guide parents in how to help their children at home. Williams, D.L. & Chavkin, N.F. (1989)Parents need specific information on how to help and what to do. Morton-Williams, R. The Survey of Parental Attitude and Circumstances, 1964.The ultimate potential for the child to become a successful language user is directly related to parent involvement. Parents are the magic and parental buy-in (what it takes) is what makes the magic work! K. Anderson, 2005Moore, Nelson, and Quinlan, January 2011Name a few roadblocks that you encounter. Have you or your school or district implemented any strategies? Discuss briefly.74Tell me and I will forgetShow me and I may rememberInvolve me and I will understand---Unknown

Moore, Nelson, and Quinlan, January 201175What do Speech/Language Pathologists do?Moore, Nelson, and Quinlan, January 2011Improve or correct communication disorders through specialized techniques, strategies, and interventionsProvide therapy to address communication disorders, primarily focusing on spoken language and alternative and augmentative communication systemsWith D/HH students, primarily address articulation, language development, and auditory learningNOTE: Role may overlap with TDHHespecially in fostering language and auditory skill development

76Ways to Develop Close Collaboration Between SLPs and TDHHsMoore, Nelson, and Quinlan, January 2011Develop collaborative IEPs with shared goals and objectivesCollaborate in planningsynchronize focus on related targetsShare content vocabulary lists to allow reinforcement in multiple settingsAvoid turf warsdivide and share responsibilities

77What do Educational Audiologists do?Moore, Nelson, and Quinlan, January 2011Identify students with hearing loss through development and oversight of hearing screening programsProvide audiological evaluations ofstudents that have not passed screenings or are difficult to test identified D/HH studentsauditory processing concernsRefer for medical/clinical attention for habilitation of hearing, and serve as communication link between clinical professionals, parents, and school staffProvide counseling and guidance regarding hearing loss and hearing assistance technology Provide consultation regarding classroom acoustics and hearing loss preventionSelect, fit, and evaluate individual and classroom amplification equipment (Hearing Assistive Technology)

78Ways to Develop Close Collaboration Between Audiologists and TDHHsMoore, Nelson, and Quinlan, January 2011Ask questions and share insightsWork together to maximize use of residual hearingWork together to develop plan for amplification monitoring and what to do in case of equipment failure

79How are Regular Education Teachers Involved?Moore, Nelson, and Quinlan, January 2011Review students IEP classroom/testing modifications and goals/objectivesImplement accommodations, modifications, and suggested strategies appropriatelyUse Hearing Assistive Technology (HAT) as appropriateParticipate in students current IEP teamWork collaboratively with D/HH staff to foster student achievementCommunicate frequently with teacher of D/HH regarding progress and concerns Provide interpreter or language facilitator with lessons plans prior to teaching to prepare them for lesson content and method of presentation

80Ways to Develop Close Collaboration Between Regular Education Teachers and TDHHsMoore, Nelson, and Quinlan, January 2011Coordinate instructionshare access to pacing guides if possibleWhen working in inclusive settings, find ways for TDHH to benefit more than DHH students Ensure regular education teacher knows and understands IEP present language/literacy level, goals, and modifications

81Food for ThoughtMoore, Nelson, and Quinlan, January 2011Parents and teachers of deaf children are most likely to fail in the area of control or more specifically, in the area of assumption of responsibility. There is a strong tendency to overprotect the child. One of the worst things an adult can do is to not hold him or her to the same standard of behavior and responsibility that you would a hearing child. David Luterman

82Who are Key Support Staff Working with DHH Students?Moore, Nelson, and Quinlan, January 2011Sign Language Interpreter: classified staff member with specialized training and state certification in facilitating regular classroom communication involving American Sign Language or English sign systems

83What do Sign Language Interpreters do?Moore, Nelson, and Quinlan, January 2011Use specialized training to facilitate communication involving American Sign Language or English sign systemsInterpret or transliterate auditory information in total school environment into visual language, using childs mode of communication at his/her language level, as selected by IEP team and specified in IEPCollaborate with teacher of D/HH in implementing IEP goals and objectives and monitoring student progress and needsRole evolves as student gains independence in communication skills, develops age appropriate language, and attains grade level skills and competencies

84Who are Key Support Staff Working with DHH Students?Moore, Nelson, and Quinlan, January 2011Cued Speech Transliterator: classified staff member with specialized training and state certification in facilitating regular classroom communication involving or cued speech/cued language

85What do Cued Speech Transliterators do?Moore, Nelson, and Quinlan, January 2011Use specialized training to facilitate communication involving cued speech/cued languageTransliterate spoken English and other auditory information in total school environment into cued speech, as specified in IEPCollaborate with teacher of D/HH in implementing IEP goals and objectives and monitoring student progress and needsRole evolves as student gains independence in communication skills, develops age appropriate language, and attains grade level skills and competencies

86Who are Key Support Staff Working with DHH Students?Moore, Nelson, and Quinlan, January 2011Spoken Language Facilitator: classified staff member who facilitates understanding of spoken English, using various methods to facilitate understanding of verbal messages and foster spoken communication skills

87What do Spoken Language Facilitators do?Moore, Nelson, and Quinlan, January 2011Facilitate understanding of spoken English and implements IEP goals, using a variety of communication methods to convey verbal message Work directly with child in facilitating learning and developing communication skills inside and outside of regular classroom environmentCollaborate with teacher of D/HH in implementing IEP goals and objectives and monitoring student progress and needsRole evolves as student gains independence in communication skills, develops age appropriate language, and attains grade level skills and competencies, with eventual elimination of the service

88Some Key Reminders for Support Staff Working with DHH students in the Public School SettingMoore, Nelson, and Quinlan, January 2011Communication modes and specific sign systems used with individual students are IEP team decisions driven by family preferences documented in IEPs and Communication Plansand are not based on interpreter, transliterator, or facilitator preferences.Interpreters, transliterators, and facilitators are not teachers and should not be functioning as such.Interpreters, transliterators, and facilitators are valuable members of IEP teams and should be working closely with TDHHs to facilitate student progress.

89Ways to Develop Close Collaboration Between Support Staff and TDHHsMoore, Nelson, and Quinlan, January 2011Make sure expectations are clear before concerns arise (Be PROACTIVE!)Schedule routine consultation sessions between support staff and TDHHMaintain daily support staff logs for sharing information between support staff and TDHHsShare current language and other skill targets with support staff so that they can foster, reinforce, and monitor progress in these target areas

90Teacher InserviceWhat? Where? When?Moore, Nelson, and Quinlan, January 2011

91When should initial inservice training be done?Moore, Nelson, and Quinlan, January 2011Before school year begins, if at all possible (Be PROACTIVE!)When students are not present, if at all possibleWith all team members present, if at all possibleOn ongoing basis, to reinforce important points

92What Should Be Covered in Inservice Training of Teachers?Moore, Nelson, and Quinlan, January 2011TerminologyImpact of Hearing Loss and Implications for LearningCommon Educational Needs of DHH StudentsCommon Placement OptionsTypical Services and RolesTeacher of the DHHSupport StaffInterpreter, Transliterator, FacilitatorSpeech/Language PathologistEducational AudiologistOther EC Services Typical Modifications and AccommodationsAmplification Options and Monitoring PlanIndividual Student Communication and Learning Strengths and Needs

93How Should Inservice Training be Accomplished?Moore, Nelson, and Quinlan, January 2011Initial contact should be face-to-face in individual or group sessionby appointment if possibleGeneral information can be presented as handouts, PowerPoints, and other visual formatsShorter and more frequent is better for handouts9 monthly one-page handouts better than one 9-page handoutFollow-ups can occur through email, phone calls, touching base in cafeteria, scheduled meetings, etc.

94Teachers of the Deaf/Hard of HearingRole and Service OptionsMoore, Nelson, and Quinlan, January 2011

Weve covered all members of the educational team but onethe teacher of the deaf/hard of hearingwho plays a pivotal role in the education of any student identified as Hearing Impaired or Deaf.95Back to Our Key QuestionMoore, Nelson, and Quinlan, January 2011Are inclusive practices appropriate for individual students on my caseload who are D/HH?What do I need to know to answer this question?How do I get that information?Once I have information, how do I use it to determine if inclusion is appropriate and to what degree?

WHAT ANSWERS DO YOU HAVE?(ANSWERS DETERMINE TDHH ROLE!)

96HI Service/Placement OptionsMoore, Nelson, and Quinlan, January 2011STUDENTS WITH LESS SIGNIFICANT LEARNING NEEDS

Itinerant service (teacher travels to students) Indirect service Inclusive (push-in) Regular setting (regular ed. class)

STUDENTS WITH MORE SIGNIFICANT LEARNING NEEDS

Center-based program (students transported to one school)Direct serviceResource (pull-out)Separate setting (self-contained class)

Thinking of our answers to the preceding questions, we now need to explore our options to meet the individual students needs. ANSWERS WILL VARY!97Teachers of the Deaf/Hard of Hearing: Providing HI Service in Public School SettingMoore, Nelson, and Quinlan, January 2011FACILITATE ACCESS to communicationREMEDIATE DELAYS in speech, language, literacy, and academics resulting from previous or current limitations in accessFOSTER INTERACTION in academic and social situationsADVOCATE for students in regular education and work with families

98Teachers of the D/HH: Role with Support StaffMoore, Nelson, and Quinlan, January 2011Often responsible for evaluation and supervision of support staffSet up clear parameters for each staff members role (being PROACTIVE!)Set up systematic method(s) of communication among staff and between staff and parents (logs, etc.)Work together with support staff to address IEP goals and implement IEP services and modificationsCommunicate regarding targeted skills and progress dataMonitor data logs as needed

99Teachers of D/HH: Role with Students and other StaffMoore, Nelson, and Quinlan, January 2011Role of TDHH with D/HH children varies on an additive continuum, including: Consultant Inclusive teacher (push-in)Resource teacher (pull-out)Separate Setting teacher (self contained)

In mainstream settings, focus is on first three.

100Teachers of the D/HH: Consultation ServicesMoore, Nelson, and Quinlan, January 2011Consult/collaborate with regular education teachers and coordinate all services provided to D/HH students in regular classesProvide in-service information to school staff regarding Hearing lossIts impact on language, communication, and learningClassroom communication strategiesDHH student(s) specific communication and learning needs Maintain assistive technologies, including amplification devicescontinued101Teachers of the D/HH: Consultation ServicesMoore, Nelson, and Quinlan, January 2011continuedEnsure implementation of appropriate accommodations and modificationsAdvocate for D/HH students as neededWork with families, and acts as a link between school and D/HH childs familyServe as resource regarding hearing loss related issuesAttend regular education and IEP team meetings

102Teachers of the D/HH: Inclusive/Co-Teaching ServicesMoore, Nelson, and Quinlan, January 2011Address individual IEP goals and objectives through direct service within regular class environmentFacilitate modification of curriculum, instruction, and instructional materials as needed Implement testing modificationsCollaborate with lesson planning and classroom instructionWork with whole class, small groups, or individuals needing extra explanation

103Teachers of the D/HH: Pull-out ServiceMoore, Nelson, and Quinlan, January 2011Pull out to teach special skills not presented in regular classroom contextProvide direct instruction to students Foster development of IEP goals/objectives through instruction targetingKnowledge of hearing lossAmplification knowledge and maintenanceLanguage, vocabulary, and communicationReading, writing, and academicsSelf advocacy, study and organizational skillsSocial skillsTransitional skillsInterpreter or spoken language facilitator use skillsPre-/post-teach concepts and vocabulary from regular education classesConduct assessments These obviously can overlapthe pre- and post-teaching can relate to IEP goalsand should! 104Establishing Targets for DHH Pull-out ServiceSome GuidanceMoore, Nelson, and Quinlan, January 2011Plan instructional targets to meet parameters of long term plansCoordinate instructional targets with regular education curricular instruction and SLP targetsKnow where you have been, where you are, and where you are going in pull-out instructionDont allow academic resource or tutoring to distract from work on IEP goal targetsadapt resource instruction to also address IEP targets whenever possibleTime for DHH children with language and academic delays is very valuabledont waste it!

105Teachers of the D/HH: Pull out ServicePre- and Post-TeachingMoore, Nelson, and Quinlan, January 2011Pre-teachingActivate, connect to, or supplement prior knowledgeIntroduce important, useful, or difficult vocabularyTeach important wordsones necessary to understand important concepts or events in specific textsTeach useful wordsones students will see frequentlyTeach difficult wordsones that may be difficult for DHH students such as multiple meaning words, idiomatic expressions, figurative languageReinforce understanding of complex syntax embedded in assigned textEnsure understanding of stated and implied concepts, ideas, and events in assigned texts before whole class discussionsPost-teachingReteach concepts or vocabulary identified as areas of difficulty by student, support staff, and/or regular education teacherSystematically undertake spiral review of important vocabulary and concepts

106Food for ThoughtMoore, Nelson, and Quinlan, January 2011If we fail to plan, we plan to fail.Carl W. Buechner

107Insight from Experts on our Key QuestionMoore, Nelson, and Quinlan, January 2011One reason that academic weaknesses among hearing impaired children tend to persist throughout and beyond their school life is that their communication deficits that have never been overcome, and therefore continue to undermine efforts to promote learning. Priority given to communication in the early years of school would not, of course, remove all of the problems posed by deafness. It would, however, prevent many of them from becoming as severe. (Daniel Ling)The goal is not to place cochlear implant children in regular classrooms at all costs but to choose that environment because the child has the skills to succeed there while expanding their cognitive and linguistic repertoire.Unless the language levels of deaf children are within 1 or 2 years of the levels of those in the regular class in which they are placed, they are virtually cut off from the entire verbal input process that is basic to educational experiences. (A. McConkey Robbins, 2000)Language skills need to be within the range exhibited by other members of the class into which the child is mainstreamed. (Mason)Because of the developmental nature of reading, the later one waits to strengthen weaknesses, the more difficult it is for the children to cope with the increasing demands in the later grades. Moreover, those who have reading difficultieswill likely have serious trouble with the study of science, social studies, literature, mathematics, and other content study that depend, in great part, on printed text. (The Reading Crisis, Why Poor Children Fall Behind, J. Chall & V. Jacobs)Noel Matkin (1988) cautioned against a failure-based model of education placement for hearing-impaired students in which they were placed in regular classrooms until they failed, reassigned to more restricted placements, and then given the support services they should have received all along.108Questions?Answers?Comments?

109Scenarios with Sample StudentsMoore, Nelson, and Quinlan, January 2011Studentwhat are important identifying features?Areas of need?Next step/additional information needed?Potential goals?Is inclusion setting appropriate? To what extent?What modifications/services recommended?Specific unitwhat might you preteach/postteach?

110Tricks of the TradeSetting up for SuccessMoore, Nelson, and Quinlan, January 2011Know the office staff(s)Introduce yourself to school(s) administrative staff(s)If at all possible, meet all teachers before first day of classBE PROACTIVE! Anything you say now is suggestion, anything you say next week may be viewed as criticismYou are setting tonemake it positive!Your implied message because of me giving support, having DHH child in your class makes your life easier, not harderRemember to show you understand value of teachers timebe thorough, but concise!Set up email contact lists early onPrepare sets of address labels for studentsPrepare personal templates and goal banks Develop systemsColor codesby student or schoolFolderscurrent IEP, current audiogram, checklists, data logsBagsMethod for documenting dataMethod for organizing due dates

111Tricks of the TradeMaintaining SanityMoore, Nelson, and Quinlan, January 2011Make and select materials carefullyMake or find games and materials with multiple usesReinforcer games (Jenga, Connect 4)Trail games with cardsMake or find foldable, packable, durable materialsCreate lessons and activities adaptable to multiple instructional goalsPlan by unit and keep long term goals in mindKeep several quick activities in the bag for those extra minutesUse pre-developed materials such as Knowledge is Power (KIP) to address awareness and advocacyMaintain ongoing data collection progress reports and annual reviews become less stressful

112Thats all!Thank you for your attention!113