powerpoint developed by sharon moore, denise nelson, and aubrey quinlan, 2010, rev. 2011...

PowerPoint developed by Sharon Moore, Denise Nelson, and Aubrey Quinlan, 2010, rev. 2011 Presentation by Denise Nelson and Krista Heavner Language and Literacy Workshops, NC DHH Consortium May 8-9, 2012

Introduction Moore, Nelson, and Quinlan, January 2011 Icebreaker Introduction of presenters and participants

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

Outline of Workshop Outline of Workshop Day 1 Moore, Nelson, and Quinlan, January 2011 I. Overview A. Introductions B. Outcomes C. Terminology D. Criteria II. Evaluations A. Why do we test? B. What do we test? C. What tests can we use? D. How and why should we assess informally? E. What do we do with the information from tests? III. Long Term Goals IV. Question and Answer Session

Outline of Workshop Outline of Workshop Day 2 Moore, Nelson, and Quinlan, January 2011 I. Welcome II. Classroom Modifications and Accommodations III. Roles of Educational Team Members IV. Direct Services from the Teacher of the Deaf/Hard of Hearing V. Questions and Answers VI. Scenarios with Sample Students VII. Tricks of the Trade

Expected Workshop Outcomes Moore, Nelson, and Quinlan, January 2011 Participants will be able to Explain 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 time Identify factors to consider when determining placements for students who are D/HH Select from appropriate classroom modifications and accommodations to maximize D/HH students ability to learn within the regular classroom environment Effectively collaborate with parents, other teachers, and support staff in meeting needs of students who are D/HH

Key Question Key Question of Workshop Moore, Nelson, and Quinlan, January 2011 inclusive practices Are 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?

Key Word Key Word of Workshop Moore, Nelson, and Quinlan, January 2011 PROACTIVE This means we Anticipate needs and potential concernsteachers, students, parents, support staff Address anticipated needs/concerns Realize that for students An ounce of prevention Realize that for staff/parentshelpful suggestions before becomes criticism after

Definitions of Relevant Terminology Moore, Nelson, and Quinlan, January 2011 Mainstreaming Mainstreaming Selective placement of special education students in one or more "regular" education classes Deaf/hard of hearing student must "earn" placement in regular classes Traditional form of special education service deliveryspecial classes are default position Inclusive Practices Inclusive Practices Educating each child, to maximum extent appropriate, in school / classroom s/he would otherwise attend Bringing support services to child, rather than moving child to services Requires 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 Research

Does Federal Law Require Inclusion? Moore, Nelson, and Quinlan, January 2011 IDEA 2004 IDEA 2004 (Individuals With Disabilities Education Act) Requires that children with disabilities be educated in the least restrictive environment (LRE) appropriate to meet their unique needs LRE 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_edu cation_inclusion.aspx

Does Federal Law Require Inclusion? Moore, Nelson, and Quinlan, January 2011 Section 504 Section 504 of the Rehabilitation Act of 1973 Requires 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 satisfactorily Because 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_edu cation_inclusion.aspx

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

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

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

What is Adverse Effect on Performance? Moore, Nelson, and Quinlan, January 2011 Limitations in classroom communication o amplification maintenance and use o interpreter use o skills to maximize access to auditory information, including self advocacy skills o other functional communication skills Speech and/or spoken or signed language delays Written language and/or reading delays Vocabulary delays Any other measurable academic delays Limitations in social functioning Limitations in conceptual understanding NOTE inclusion of academic AND functional adverse affects.

What is Specially Designed Instruction? Moore, Nelson, and Quinlan, January 2011 Instruction targeting o How to maintain and use amplification appropriately hearing aid/CI processor/FM system o Remediation of unique delays commonly associated with deafness or hearing loss in speech, language, literacy, and academic skills Instruction fostering o Social skills o Self advocacy skills o Study and organizational skills Continued

Specially Designed Instruction continued Moore, Nelson, and Quinlan, January 2011 Instruction involving o Use of American Sign Language or alternative or augmentative communication mode o Auditory-Verbal, aural/oral, or other specific therapies or approaches developed for D/HH children o Primarily visual methods of delivering information Instruction to address o transition issues o Interpreter/transliterator or spoken language facilitator use skills

Food for Thought Moore, Nelson, and Quinlan, January 2011 Any 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

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

Group Activity Moore, Nelson, and Quinlan, January 2011 Brainstorm Why do we assess? What are our long term goals for students? How are these two questions related?

What Are Our Long Term Goals for DHH Students? Moore, Nelson, and Quinlan, January 2011 We want our students to Be contributing members of society Achieve to their potential Attain age-appropriate levels of functioning and continuing age appropriate progress Achieve independence in communication Be weaned from services as appropriate

Evaluation What does it mean? -Set value on - View closely and critically Why is it critical? Moore, Nelson, and Quinlan, January 2011

Questions to ask yourself What 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 2011

Agree or Disagree In 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 2011

Why do we assess students? Moore, Nelson, and Quinlan, January 2011 Assessmentinformation- gathering processquestions Assessment 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.

Potential Areas to Evaluate Cognition Language Vocabulary Speech Auditory Comprehension Reading Academics Functional Skills Lets name a few examples Moore, Nelson, and Quinlan, January 2011

Cognitive Assessment Wechsler 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

Language Assessment Moore, Nelson, and Quinlan, January 2011 Preschool Language Scale, Fifth Edition Clinical Evaluation of Language Fundamentals, Preschool-2 Clinical Evaluation of Language Fundamentals, Fourth Edition Oral and Written Language Scales (OWLS-2) Rhode Island Test of Language Structure (RITLS) CASLLS checklists

Vocabulary Assessment Peabody Picture Vocabulary Test, Fourth Edition Expressive Vocabulary Test, Second Edition Moore, Nelson, and Quinlan, January 2011

Speech Assessment Moore, Nelson, and Quinlan, January 2011 Goldman-Fristoe Test of Articulation, Second Edition Arizona Test of Articulation CASLLS speech checklist

Auditory Comprehension Assessment Test for Auditory Comprehension of Language, Third Edition Auditory Learning Guide (Beth Walker, 1995) CASLLS checklist (Cottage Acquisition Scales for Listening, Language and Speech Moore, Nelson, and Quinlan, January 2011

Reading and Academic Assessment Moore, Nelson, and Quinlan, January 2011 Stanford Achievement Test K-12 Test of Early Reading Ability Test of Preschool Early Literacy Dynamic Indicators of Basic Early Literacy Skills Woodcock-Johnson Tests of Achievement, 3 rd edition Phonological Awareness Test, 2 nd Edition

Group Activity Moore, Nelson, and Quinlan, January 2011 What 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?

Quotes of the Day Moore, Nelson, and Quinlan, January 2011 It 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)

Informal AssessmentYeah, but Why? Moore, Nelson, and Quinlan, January 2011 Can give answers to assessment question(s) not answered through standardized assessment Gives more than a number score Helps target areas of specific need for instructional focus Helps avoid problem of format-influenced performance Allows assessment of functional areas where no formal assessments are available, such as Classroom communication skills Self advocacy skills Amplification maintenance and use skills Social interaction and social communication Study skills

Group Activity Moore, Nelson, and Quinlan, January 2011 Ways you do informal assessment

Informal AssessmentHow? Moore, Nelson, and Quinlan, January 2011 Ways to gather data Snapshot Ongoing Instruments to gather data Periodic measurement of current IEP goals/ objectives Item analysis of standardized test responses Observation across settingsteacher interviews, record reviews, classroom observationacoustics, classroom communication, amplification use, self advocacy, social interaction, etc. Skill checklists Informal inventories Language sample analysis Dynamic Assessment (diagnostic teaching)

Periodic IEP Goal Progress ChecksHow? Moore, Nelson, and Quinlan, January 2011 Assess whether student has met criteria established in IEP goal(s) and objectives or benchmarks Maintain log of data collected on ongoing assessment of criteriacompare to previous measures of progress

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

Observation across Settings How? Moore, Nelson, and Quinlan, January 2011 Teacher interviews and student interviews Record reviews Classroom observation Classroom acoustics, seating arrangement Amplification use Classroom communication Does student respond to class directives without individual guidance? Does student follow along and appropriately participate in discussion? Self advocacy Does student ask for clarification appropriately? Social interaction Study habits and skills Response to instruction Is 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

Informal Reading Inventories How? Moore, Nelson, and Quinlan, January 2011 Can use graded word lists to assess word reading ability Can use collection of short passages of narrative text and expository text prepared with increasing levels of reading difficulty to assess Decoding skills through miscue analysis Fluency skills through timed one minute reading Comprehension skills through 5-7 comprehension questions for each passageusually mix of vocabulary, factual/literal, and inferential questions

Language Sample Analysis A Quick How-To Moore, Nelson, and Quinlan, January 2011 To 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 Utterance Determining level of semantic and syntactic complexity, pragmatic skills, and vocabulary breadth/depth Determining progress within developmental framework(s) see handout on Language Sample Analysis

Food for Thought Moore, Nelson, and Quinlan, January 2011 The 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

What Do We Do With Information From Assessments? Moore, Nelson, and Quinlan, January 2011 Long-Range Plan Create a Long-Range Plan ! Determine current levels of the student, compared to typically- developing peers Determine 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 gap This 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 information Re-visit the long-range plan annually, to make sure all goals are being met

Example of Long-Range Plan DatesCALanguage Age Goal Vocab GoalServices/ Placement Other Info August 2010-2011 12-137.5-9.5 4000 new words 11 words/day 1:1- 4 hours/day ESY PPS Weekly Integrate SCS August 2011-2012 13-149.5-11.5 4000 new words 11 words/day 1:1- 4 hours/day ESY PPS Weekly Integrate SCS August 2012-2013 14-1511.5-13.5 4000 new words 11 words/day 1:1- 3 hours/day ESY PPS Weekly Integrate SCS August 2013-2014 15-1613.5-15.5 4000 new words 11 words/day 1:1- 2 hours/day ESY PPS Weekly Integrate SCS August 2014-2015 16-1715.5-17.5 4000 new words 11 words/day 1:1- 2 hours/day ESY PPS Weekly Integrate SCS Moore, Nelson, and Quinlan, January 2011

So How Do I Know When I Am Finished with Service for DHH Students? Moore, Nelson, and Quinlan, January 2011 Student completes individual long range plan Student has age-appropriate communication, language, and academic skills Student demonstrates mastery of skills in weaning checklist of some kind

What Skills Should I Be Monitoring? Moore, Nelson, and Quinlan, January 2011 Hearing loss awareness Knowledge about and use of amplification and other access equipment Auditory skill development Language and literacy development Academic achievement Study and test-taking skills Knowledge of disability laws and rights for transition Self advocacy and maximization of access Use of support staff services Problem solving and social/emotional development see handout Fostering Independence and Possible Exit

Key Question Back to Our Key Question Moore, Nelson, and Quinlan, January 2011 inclusive practices Are 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?

Thoughts? Comments? END OF DAY 1

PowerPoint by Sharon Moore, Denise Nelson, and Aubrey Quinlan, 2010, rev. 2011 Presented by Denise Nelson and Krista Heavner Language and Literacy Workshops, NC DHH Consortium May 8-9, 2012

Welcome Back! Burning Questions?? AHA! Moments? Moore, Nelson, and Quinlan, January 2011

Todays Agenda Modifications and Accommodations Roles of Educational Team Members Direct Services from Teacher of D/HH Sample Scenarios Tricks of the Trade Q&A Session Wrap-Up Moore, Nelson, and Quinlan, January 2011

Ensuring Access and Appropriate Participation Moore, Nelson, and Quinlan, January 2011

Modifications/Accommodation s: 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 expectations Examples: amplification systems, preferential seating, extended time, change in test format Modifications: changes to curricula or academic expectationschange in performance expectations Examples: shortened or simplified assignments or tests, graphic organizers Source: AccessSTEM. http://www.washington.edu/doit/Stem/articles?83 Moore, Nelson, and Quinlan, January 2011

What 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 delays To provide a level playing field for students with disabilities Moore, Nelson, and Quinlan, January 2011

Amplification Accommodations Personal 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 2011

DEC 4 (4 of 10) Annual Goal Academic Goal Functional Goal Does 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 2011

DEC 4 (5 of 10) General Education/Special Education Non-Academic Services & Activities Supplemental Aids/ Services/ Modifications/ Accomodations/Assistive Technology Implementation Specifications (Who? What? Where? When?) General Ed ClassroomAmplification Device The speaker (teacher or peers) will utilize an amplification device during instruction and class discussion. Enhancement ClassAmplification Device The 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 2011

Assistive Devices Open or Closed Captioning for videos or television TDD Captioned Telephone Video Relay Telephone Moore, Nelson, and Quinlan, January 2011

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 elementstexttelevisionvideoscreentranscriptionaudioprogramverbatim Moore, Nelson, and Quinlan, January 2011

Telephone Options Moore, Nelson, and Quinlan, January 2011

DEC 4 (5 of 10) General Education/Special Education Non-Academic Services & Activities Supplemental Aids/ Services/ Modifications/ Accomodations/Assistive Technology Implementation 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 2011

Classroom Communication Access Accommodations Educational Interpreter Cued Speech Transliterator Spoken Language Facilitator Preferential Seating Student Notetaker Outlines Moore, Nelson, and Quinlan, January 2011

DEC 4 (5 of 10) General Education/Special Education Non-Academic Services & Activities Supplemental Aids/ Services/ Modifications/ Accomodations/Assistive Technology Implementation Specifications (Who? What? Where? When?) General Ed ClassroomSign Language Interpreter Interpreter will use Signed Exact English to communicate instruction and communication among peers to the student. EC ClassroomCued Speech Transliterator Transliterator will communicate instruction and communication among peers to the student using Cued Speech. Enhancement ClassroomsSpoken Language Facilitator Facilitator will input language targets, and facilitate spoken language between the teacher, student, and peers. Moore, Nelson, and Quinlan, January 2011

DEC 4 (5 of 10) General Education/Special Education Non-Academic Services & Activities Supplemental Aids/ Services/ Modifications/ Accomodations/Assistive Technology Implementation 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 Notetaker Student will receive a copy of notes so that he/she may concentrate on auditory message General Ed ClassroomOutlines Teacher will provide notes on lectures, videos, and other presentations to student each week. Moore, Nelson, and Quinlan, January 2011

Other Communication Tips Obtain auditory/visual attention before presenting information Allow extra time for processing Repeat/Rephrase Check for comprehension Place student in a direct line of sight to the speaker/interpreter/ transliterator Moore, Nelson, and Quinlan, January 2011

Environmental Accommodations Acoustic covering on bottom of chairs Area rugs/carpeting Window Treatments Write morning announcements on the board/provide as handouts Write homework assignments on board Reduce auditory/visual distractions Moore, Nelson, and Quinlan, January 2011

Instructional Modifications and Accommodations Graphic Organizers Visual Supplements Additional time to complete assignments Pre-teach vocabulary Provide extra materials For use with Support Staff and/or Home Modified Assignments* Moore, Nelson, and Quinlan, January 2011

Food for Thought I will make accommodations, but I will NOT lower my expectations. Dr. Eric Tridas Moore, Nelson, and Quinlan, January 2011

Roles and Responsibilities Moore, Nelson, and Quinlan, January 2011

Parents Need to participate in the intervention plan! Moore, Nelson, and Quinlan, January 2011

What Research Says The 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 2011

Major Factors of Parent Involvement Three Major Factors Parents 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; and Parents perceptions that their children and school want them to be involved. Moore, Nelson, and Quinlan, January 2011

School and District Leadership The 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, 2005 Moore, Nelson, and Quinlan, January 2011

Tell me and I will forget Show me and I may remember Involve me and I will understand ---Unknown Moore, Nelson, and Quinlan, January 2011

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

Ways to Develop Close Collaboration Between SLPs and TDHHs Moore, Nelson, and Quinlan, January 2011 Develop collaborative IEPs with shared goals and objectives Collaborate in planningsynchronize focus on related targets Share content vocabulary lists to allow reinforcement in multiple settings Avoid turf warsdivide and share responsibilities

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

Ways to Develop Close Collaboration Between Audiologists and TDHHs Moore, Nelson, and Quinlan, January 2011 Ask questions and share insights Work together to maximize use of residual hearing Work together to develop plan for amplification monitoring and what to do in case of equipment failure

How are Regular Education Teachers Involved? Moore, Nelson, and Quinlan, January 2011 Review students IEP classroom/testing modifications and goals/objectives Implement accommodations, modifications, and suggested strategies appropriately Use Hearing Assistive Technology (HAT) as appropriate Participate in students current IEP team Work collaboratively with D/HH staff to foster student achievement Communicate 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

Ways to Develop Close Collaboration Between Regular Education Teachers and TDHHs Moore, Nelson, and Quinlan, January 2011 Coordinate instructionshare access to pacing guides if possible When 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

Food for Thought Moore, Nelson, and Quinlan, January 2011 Parents 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

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

What do Sign Language Interpreters do? Moore, Nelson, and Quinlan, January 2011 Use specialized training to facilitate communication involving American Sign Language or English sign systems Interpret 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 IEP Collaborate with teacher of D/HH in implementing IEP goals and objectives and monitoring student progress and needs Role evolves as student gains independence in communication skills, develops age appropriate language, and attains grade level skills and competencies

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

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

Who are Key Support Staff Working with DHH Students? Moore, Nelson, and Quinlan, January 2011 Spoken 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

What do Spoken Language Facilitators do? Moore, Nelson, and Quinlan, January 2011 Facilitate 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 environment Collaborate with teacher of D/HH in implementing IEP goals and objectives and monitoring student progress and needs Role 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

Some Key Reminders for Support Staff Working with DHH students in the Public School Setting Moore, Nelson, and Quinlan, January 2011 Communication 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.

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

What? Where? When? Moore, Nelson, and Quinlan, January 2011

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

What Should Be Covered in Inservice Training of Teachers? Moore, Nelson, and Quinlan, January 2011 Terminology Impact of Hearing Loss and Implications for Learning Common Educational Needs of DHH Students Common Placement Options Typical Services and Roles Teacher of the DHH Support StaffInterpreter, Transliterator, Facilitator Speech/Language Pathologist Educational Audiologist Other EC Services Typical Modifications and Accommodations Amplification Options and Monitoring Plan Individual Student Communication and Learning Strengths and Needs

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

Role and Service Options Moore, Nelson, and Quinlan, January 2011

Key Question Back to Our Key Question Moore, Nelson, and Quinlan, January 2011 inclusive practices Are 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!)

HI Service/Placement Options Moore, Nelson, and Quinlan, January 2011 STUDENTS 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 o Center-based program (students transported to one school) o Direct service o Resource (pull-out) o Separate setting (self-contained class)

Teachers of the Deaf/Hard of Hearing: Providing HI Service in Public School Setting Moore, Nelson, and Quinlan, January 2011 FACILITATE ACCESS to communication REMEDIATE DELAYS in speech, language, literacy, and academics resulting from previous or current limitations in access FOSTER INTERACTION in academic and social situations ADVOCATE for students in regular education and work with families

Teachers of the D/HH: Role with Support Staff Moore, Nelson, and Quinlan, January 2011 Often responsible for evaluation and supervision of support staff Set 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 modifications Communicate regarding targeted skills and progress data Monitor data logs as needed

Teachers of D/HH: Role with Students and other Staff Moore, Nelson, and Quinlan, January 2011 Role 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.

Teachers of the D/HH: Consultation Services Moore, Nelson, and Quinlan, January 2011 Consult/collaborate with regular education teachers and coordinate all services provided to D/HH students in regular classes Provide in-service information to school staff regarding Hearing loss Its impact on language, communication, and learning Classroom communication strategies DHH student(s) specific communication and learning needs Maintain assistive technologies, including amplification devices continued

Teachers of the D/HH: Consultation Services Moore, Nelson, and Quinlan, January 2011 continued Ensure implementation of appropriate accommodations and modifications Advocate for D/HH students as needed Work with families, and acts as a link between school and D/HH childs family Serve as resource regarding hearing loss related issues Attend regular education and IEP team meetings

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

Teachers of the D/HH: Pull-out Service Moore, Nelson, and Quinlan, January 2011 Pull out to teach special skills not presented in regular classroom context Provide direct instruction to students Foster development of IEP goals/objectives through instruction targeting Knowledge of hearing loss Amplification knowledge and maintenance Language, vocabulary, and communication Reading, writing, and academics Self advocacy, study and organizational skills Social skills Transitional skills Interpreter or spoken language facilitator use skills Pre-/post-teach concepts and vocabulary from regular education classes Conduct assessments

Establishing Targets for DHH Pull- out ServiceSome Guidance Moore, Nelson, and Quinlan, January 2011 Plan instructional targets to meet parameters of long term plans Coordinate instructional targets with regular education curricular instruction and SLP targets Know where you have been, where you are, and where you are going in pull-out instruction Dont allow academic resource or tutoring to distract from work on IEP goal targetsadapt resource instruction to also address IEP targets whenever possible Time for DHH children with language and academic delays is very valuabledont waste it!

Teachers of the D/HH: Pull out ServicePre- and Post- Teaching Moore, Nelson, and Quinlan, January 2011 Pre-teaching Activate, connect to, or supplement prior knowledge Introduce important, useful, or difficult vocabulary Teach important wordsones necessary to understand important concepts or events in specific texts Teach useful wordsones students will see frequently Teach difficult wordsones that may be difficult for DHH students such as multiple meaning words, idiomatic expressions, figurative language Reinforce understanding of complex syntax embedded in assigned text Ensure understanding of stated and implied concepts, ideas, and events in assigned texts before whole class discussions Post-teaching Reteach concepts or vocabulary identified as areas of difficulty by student, support staff, and/or regular education teacher Systematically undertake spiral review of important vocabulary and concepts

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

Key Question Insight from Experts on our Key Question Moore, Nelson, and Quinlan, January 2011 One 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.

Answers? Comments?

Scenarios with Sample Students Moore, Nelson, and Quinlan, January 2011 Studentwhat 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?

Tricks of the Trade Setting up for Success Moore, Nelson, and Quinlan, January 2011 Know the office staff(s) Introduce yourself to school(s) administrative staff(s) If at all possible, meet all teachers before first day of class BE PROACTIVE! Anything you say now is suggestion, anything you say next week may be viewed as criticism You are setting tonemake it positive! Your implied message because of me giving support, having DHH child in your class makes your life easier, not harder Remember to show you understand value of teachers timebe thorough, but concise! Set up email contact lists early on Prepare sets of address labels for students Prepare personal templates and goal banks Develop systems Color codesby student or school Folderscurrent IEP, current audiogram, checklists, data logs Bags Method for documenting data Method for organizing due dates

Tricks of the Trade Maintaining Sanity Moore, Nelson, and Quinlan, January 2011 Make and select materials carefully Make or find games and materials with multiple uses Reinforcer games (Jenga, Connect 4) Trail games with cards Make or find foldable, packable, durable materials Create lessons and activities adaptable to multiple instructional goals Plan by unit and keep long term goals in mind Keep several quick activities in the bag for those extra minutes Use pre-developed materials such as Knowledge is Power (KIP) to address awareness and advocacy Maintain ongoing data collection progress reports and annual reviews become less stressful

powerpoint developed by sharon moore, denise nelson, and aubrey quinlan, 2010, rev. 2011...

Documents

dhh slide

denise nelson

introduction moore

dhh students ability

sharon moore

individual students

sample students

aubrey quinlan