The Deaf and Hard of Hearing The Deaf and Hard of Hearing Program at S. H. S.Program at S. H. S.

TheThe Northwestern Illinois Association (NIA) Northwestern Illinois Association (NIA) program servicing students who are deaf or program servicing students who are deaf or hard of hearing has been a part of hard of hearing has been a part of Streamwood High School since 1988.Streamwood High School since 1988.

The feeder schools for S. H. S. are Parkwood The feeder schools for S. H. S. are Parkwood Elementary, Woodland Heights Elementary Elementary, Woodland Heights Elementary and Tefft Middle Schools.and Tefft Middle Schools.

NIA staff members are contracted through NIA staff members are contracted through Sycamore School District not U-46.Sycamore School District not U-46.

NIA Staff Members (X 4983)NIA Staff Members (X 4983) Teachers:Teachers: Linda Laighton, Jill McCue, Linda Laighton, Jill McCue,

Carrie Morfoot, Kerri Salins Carrie Morfoot, Kerri Salins Interpreters: Trinette Co, Laurie Eder, Debbie Interpreters: Trinette Co, Laurie Eder, Debbie

Johnston, Renie Norris, Michele SimmsJohnston, Renie Norris, Michele Simms Counselor: Veronica KrauseCounselor: Veronica Krause Speech teacher: Kathy ReuterSpeech teacher: Kathy Reuter Vocational specialist: Mary GlynnVocational specialist: Mary Glynn Program supervisor: Karen Bogdan Program supervisor: Karen Bogdan

(630)830-3730(630)830-3730

Case ManagersCase Managers Each NIA teacher is responsible for serving Each NIA teacher is responsible for serving

as case manager for a group of NIA students as case manager for a group of NIA students each year.each year.

Mainstream teachers or building staff can Mainstream teachers or building staff can contact the case managers at building contact the case managers at building extension 4983 or 213-7671 with any extension 4983 or 213-7671 with any questions, concerns or comments.questions, concerns or comments.

Audiological information for each student is Audiological information for each student is available from the case managers.available from the case managers.

Case managers will solicit teachers’ feedback Case managers will solicit teachers’ feedback during the year and before I. E. P. meetings.during the year and before I. E. P. meetings.

NIA Support ServicesNIA Support Services The following services are available based on The following services are available based on

students’ individual needs.students’ individual needs. Group and /or individual counseling provided by Group and /or individual counseling provided by

a counselor of deaf and hard of hearing a counselor of deaf and hard of hearing students.students.

Group and /or individual speech/language Group and /or individual speech/language provided by a speech pathologist or teacher of provided by a speech pathologist or teacher of the deaf.the deaf.

Interpreting and note taking in mainstream Interpreting and note taking in mainstream settings.settings.

Resource assistance during study hall.Resource assistance during study hall.

Additional Support ServicesAdditional Support Services

STEP Program and vocational STEP Program and vocational assistance/exploration provided by NIA assistance/exploration provided by NIA vocational specialist and job coaches.vocational specialist and job coaches.

Adapted P. E.Adapted P. E. Occupational TherapyOccupational Therapy Physical TherapyPhysical Therapy Vision SpecialistVision Specialist Orientation and Mobility SpecialistOrientation and Mobility Specialist Multi-needs SupervisionMulti-needs Supervision

Assistive Technology Used by Assistive Technology Used by Deaf PeopleDeaf People

Hearing aidsHearing aids Cochlear implantsCochlear implants FM systemsFM systems Free EarFree Ear Real-time captioningReal-time captioning CaptioningCaptioning Amplified phonesAmplified phones Teletypewriters (TTY)Teletypewriters (TTY)

Flashing alarmsFlashing alarms Vibrating alarmsVibrating alarms Doorbell flasherDoorbell flasher Knock lightKnock light Video phones and Video phones and

conferencingconferencing Numeric pagersNumeric pagers Other – hearing dogsOther – hearing dogs

NIA Student Participation in NIA Student Participation in Extra-curricular ActivitiesExtra-curricular Activities

NIA sponsors 3 clubs in which students participate.NIA sponsors 3 clubs in which students participate. Junior National Association of the Deaf (Jr. NAD)Junior National Association of the Deaf (Jr. NAD)

has monthly activities to encourage socialization with has monthly activities to encourage socialization with deaf peers.deaf peers.

Social Activities Club (SA Club)Social Activities Club (SA Club) has monthly activities has monthly activities to encourage participation in community activities for the to encourage participation in community activities for the multi-needs students.multi-needs students.

Sign Language ClubSign Language Club meets weekly to teach sign meets weekly to teach sign language to hearing students and encourage language to hearing students and encourage communication between all students.communication between all students.

NIA students may participate in all building sports and NIA students may participate in all building sports and organizations. Some students are involved in extra-organizations. Some students are involved in extra-curricular activities in their home schools. curricular activities in their home schools.

Self-contained & Self-contained & Mainstreamed ClassesMainstreamed Classes

The NIA teachers teach self-contained classes in The NIA teachers teach self-contained classes in each subject using sign language focusing on each subject using sign language focusing on language and vocabulary.language and vocabulary.

NIA students with appropriate ability levels will be NIA students with appropriate ability levels will be mainstreamed in order to take advantage of the mainstreamed in order to take advantage of the faculty’s expertise in each subject area. faculty’s expertise in each subject area.

A teacher/interpreter may be assigned if the A teacher/interpreter may be assigned if the students registered for a class will need students registered for a class will need additional assistance. The teacher/interpreter additional assistance. The teacher/interpreter may re-teach lessons, alter assignments, aid in may re-teach lessons, alter assignments, aid in evaluating students and perform classroom evaluating students and perform classroom duties during teaching.duties during teaching.

Case Manager’s Case Manager’s ResponsibilitiesResponsibilities

Arrange through mainstream teacher Arrange through mainstream teacher preferential seating, interpreter and note taker preferential seating, interpreter and note taker use.use.

Monitor progress of NIA students and arrange Monitor progress of NIA students and arrange for resource help if needed.for resource help if needed.

Modify materials or tests when deemed Modify materials or tests when deemed necessary by both teachers.necessary by both teachers.

Maintain contact with interpreter to ensure a Maintain contact with interpreter to ensure a continuum of services.continuum of services.

Act as liaison between program and parents.Act as liaison between program and parents.

Students’ ResponsibilitiesStudents’ Responsibilities

Students are responsible for preparing for Students are responsible for preparing for class, participating and behaving.class, participating and behaving.

Students should not be signing during quiet Students should not be signing during quiet times if other students are not allowed to talk.times if other students are not allowed to talk.

Students should request make up work if they Students should request make up work if they are absent. The interpreter does not re-teach are absent. The interpreter does not re-teach the missed material.the missed material.

Students should request resource help as Students should request resource help as needed.needed.

Mainstream Teacher’s Mainstream Teacher’s ResponsibilitiesResponsibilities

Expect the NIA student to participate, achieve, and Expect the NIA student to participate, achieve, and behave. behave.

Direct questions/answers directly to the student rather than Direct questions/answers directly to the student rather than the interpreter.the interpreter.

Communicate directly with the case manager concerning Communicate directly with the case manager concerning the NIA student’s academic progress.the NIA student’s academic progress.

Alert the interpreter to your teaching style, and use visuals Alert the interpreter to your teaching style, and use visuals if possible.if possible.

Try to position yourself so that lip-reading is possible.Try to position yourself so that lip-reading is possible. Remember that the interpreter is usually a few words Remember that the interpreter is usually a few words

behind in message transmission.behind in message transmission. Point out the speaker, and allow one person at a time to Point out the speaker, and allow one person at a time to

talk. talk.

Sign LanguageSign Language The NIA Program philosophy regarding method of The NIA Program philosophy regarding method of

communication in self contained classes is Total communication in self contained classes is Total Communication (T. C.). This means that teachers Communication (T. C.). This means that teachers speak and sign in English word order while allowing speak and sign in English word order while allowing for speech reading during instruction.for speech reading during instruction.

Students in mainstreamed classes and school Students in mainstreamed classes and school activities choose from signed exact English, activities choose from signed exact English, American Sign Language (ASL) or Pidgin. American Sign Language (ASL) or Pidgin.

ASL is the native language of deaf Americans.ASL is the native language of deaf Americans. Sites that show fingerspelling or sign language:Sites that show fingerspelling or sign language:http://members.iquest.net/~powers/speller/speller.html http://members.iquest.net/~powers/speller/speller.html http://www.handspeak.comhttp://www.handspeak.comhttp://www.deafness.about.comhttp://www.deafness.about.com

Speech Reading MythsSpeech Reading Myths

Although many of our students are excellent speech Although many of our students are excellent speech readers only 30% of the English language is detectable readers only 30% of the English language is detectable on the lips. This is less than 1 out of every 3 words. on the lips. This is less than 1 out of every 3 words. Words like mat, pat, and bat all look the same.Words like mat, pat, and bat all look the same.

Facial features such as beards and mustaches distract Facial features such as beards and mustaches distract from speech reading.from speech reading.

It is difficult for a student to speech read an instructor It is difficult for a student to speech read an instructor while trying to “fill in” with an interpreter due to the sign while trying to “fill in” with an interpreter due to the sign language delay. language delay.

Students who may have language and vocabulary Students who may have language and vocabulary delays have difficulty gathering clues from context to delays have difficulty gathering clues from context to complete ideas.complete ideas.

The Interpreter’s RoleThe Interpreter’s Role N. I. A. students who use sign language to N. I. A. students who use sign language to

communicate will be assigned an interpreter communicate will be assigned an interpreter for each class.for each class.

The interpreter transmits spoken messages The interpreter transmits spoken messages and environmental cues via the appropriate and environmental cues via the appropriate sign language method for the student.sign language method for the student.

The interpreter transmits signed messages The interpreter transmits signed messages and spoken messages into clear spoken and spoken messages into clear spoken English for the teacher and class.English for the teacher and class.

The interpreter does not teach, grade, The interpreter does not teach, grade, discipline or supervise students.discipline or supervise students.

Interpreter NeedsInterpreter Needs An interpreter will require a chair in front of the An interpreter will require a chair in front of the

student or students in your room.student or students in your room. If you move about the room for demonstrations the If you move about the room for demonstrations the

interpreter will need to move with you.interpreter will need to move with you. The interpreter will need a copy of the text and The interpreter will need a copy of the text and

handouts that are given to the students.handouts that are given to the students. The interpreter will need to preview videos or other The interpreter will need to preview videos or other

audiovisual materials especially if they are not audiovisual materials especially if they are not captioned.captioned.

The interpreter will discuss teaching styles and needs The interpreter will discuss teaching styles and needs with the classroom teacher to establish open with the classroom teacher to establish open communication.communication.

Interpreter UseInterpreter Use Talk directly to the student or students in your Talk directly to the student or students in your

class, and the interpreter will sign the class, and the interpreter will sign the message.message.

Expect a 2-3 second delay in message Expect a 2-3 second delay in message transmission and a delay in response time transmission and a delay in response time from students using sign language.from students using sign language.

Interpreters are certified staff hired by NIA to Interpreters are certified staff hired by NIA to serve the student and faculty needs of serve the student and faculty needs of communication.communication.

The interpreter must be accessible to the NIA The interpreter must be accessible to the NIA student at all times and cannot supervise student at all times and cannot supervise U-46 students.U-46 students.

Interpreter ResponsibilitiesInterpreter Responsibilities Arrive to class on time and remain with the student.Arrive to class on time and remain with the student. Sign and voice any messages or environmental Sign and voice any messages or environmental

sounds.sounds. Alert NIA student to any emergency alarm or situation Alert NIA student to any emergency alarm or situation

and direct them to safety.and direct them to safety. Accompany the student to the nurse’s office, deans’ Accompany the student to the nurse’s office, deans’

office, or other locations if necessary.office, or other locations if necessary. If an interpreter is absent, the student should remain If an interpreter is absent, the student should remain

in class. A substitute will be found if at all possible. in class. A substitute will be found if at all possible. Interpreters may internally sub based on the material Interpreters may internally sub based on the material and the student being served.and the student being served.

Interpreter Code of EthicsInterpreter Code of Ethics(Related to Mainstreaming)(Related to Mainstreaming)

All assignment-related information must All assignment-related information must be kept strictly confidential.be kept strictly confidential.

The message must be rendered The message must be rendered faithfully, using language most readily faithfully, using language most readily understood by the person being served.understood by the person being served.

Interpreters shall not counsel, advise or Interpreters shall not counsel, advise or interject personal opinions.interject personal opinions.

Use of Note TakersUse of Note Takers

It is difficult for a student with a hearing loss to watch It is difficult for a student with a hearing loss to watch an interpreter, lipread and take notes during lectures an interpreter, lipread and take notes during lectures because an interpreter does not “hold” information because an interpreter does not “hold” information when the student looks down to write.when the student looks down to write.

An NIA student should confer with the classroom An NIA student should confer with the classroom teacher at the beginning of the semester in order to teacher at the beginning of the semester in order to select a student or students who will take notes. If the select a student or students who will take notes. If the teacher has a master copy of notes, a copy of those teacher has a master copy of notes, a copy of those could be given to the student.could be given to the student.

NIA students are provided with carbon note taking NIA students are provided with carbon note taking paper which allows the note taker to make 2 sets of paper which allows the note taker to make 2 sets of

notes at one time.notes at one time.

Use of Audio-visualsUse of Audio-visuals If a video, film or program is not captioned, If a video, film or program is not captioned,

allow the interpreter time to preview the allow the interpreter time to preview the material. The student may need time with the material. The student may need time with the interpreter to view the piece outside of class.interpreter to view the piece outside of class.

It is very difficult for a student using It is very difficult for a student using captioning or an interpreter to view a program captioning or an interpreter to view a program and fill in a worksheet or take notes and fill in a worksheet or take notes simultaneously. An alternate assignment simultaneously. An alternate assignment could be to have the student write a summary could be to have the student write a summary following the program.following the program.

Use of Closed Captioning Use of Closed Captioning Videos are captioned if Videos are captioned if CCCC or is found on the box or is found on the box

or tape or if a captioned program was recorded. When or tape or if a captioned program was recorded. When recording the captioning signal will automatically be recording the captioning signal will automatically be recorded. recorded.

Turn on the T. V. And V. C. R. If using a video.Turn on the T. V. And V. C. R. If using a video. If the remote has a cc button, push cc, turn captions If the remote has a cc button, push cc, turn captions

on, push enter and wait for captioning to appear.on, push enter and wait for captioning to appear. If remote has no cc button, push the menu button until If remote has no cc button, push the menu button until

set up screen appears. Arrow down to captions and set up screen appears. Arrow down to captions and turn on with arrow buttons. Go down to captions/text turn on with arrow buttons. Go down to captions/text selection and choose caption 1. Push enter on the selection and choose caption 1. Push enter on the remote and allow up to 2 minutes for captioning to remote and allow up to 2 minutes for captioning to start.start.

Anatomy of the EarAnatomy of the Ear

Ear Description and Picture Ear Description and Picture

Hearing LossesHearing Losses

Conductive = a problem in the outer or middle ear. Conductive = a problem in the outer or middle ear. This prevents sound from reaching the nerves in the This prevents sound from reaching the nerves in the inner ear.inner ear.

Sensorineural = damage to some or all of the nerves Sensorineural = damage to some or all of the nerves in the inner ear.in the inner ear.

Mixed = a combination of conductive and Mixed = a combination of conductive and sensorineural causes.sensorineural causes.

For more information For more information http://clerccenter.gallaudet.edu/SupportServices/seriehttp://clerccenter.gallaudet.edu/SupportServices/series/5001.html.s/5001.html.

An AudiogramAn Audiogram Hearing levels are shown on Hearing levels are shown on

an audiogram using 0 for the an audiogram using 0 for the right ear and X for the left ear.right ear and X for the left ear.

The vertical numbers on the The vertical numbers on the left side of the graph represent left side of the graph represent decibels (dB) or volume. 0 dB decibels (dB) or volume. 0 dB is very quiet and 120 dB is is very quiet and 120 dB is very loud.very loud.

Hertz (Hz) or pitch is Hertz (Hz) or pitch is measured across the measured across the horizontal axis. 125 Hz is a horizontal axis. 125 Hz is a very low sound, and 8000 Hz very low sound, and 8000 Hz is a very high sound.is a very high sound.

Each student in our program Each student in our program must have an audiogram must have an audiogram documenting a hearing loss.documenting a hearing loss.

Frequency Spectrum of Frequency Spectrum of Familiar SoundsFamiliar Sounds

Human speech sounds are Human speech sounds are located between 250 and located between 250 and 4000 Hz and 20 and 50 db.4000 Hz and 20 and 50 db.

This is called the speech This is called the speech banana due to its shape.banana due to its shape.

Many environmental sounds Many environmental sounds are lower in frequency and are lower in frequency and higher in volume which higher in volume which explains why some students explains why some students may hear these noises while may hear these noises while they have difficulty they have difficulty understanding speech.understanding speech.

Hard of Hearing or Deaf ?Hard of Hearing or Deaf ?

Students with mild or moderate losses usually Students with mild or moderate losses usually consider themselves to be hard of hearing.consider themselves to be hard of hearing.

Students with severe or profound losses Students with severe or profound losses usually consider themselves to be deaf.usually consider themselves to be deaf.

Many students have losses that start as Many students have losses that start as moderate and slope to severe or profound. moderate and slope to severe or profound. Their functioning level may dictate the title.Their functioning level may dictate the title.

Effect of Hearing Loss on the Effect of Hearing Loss on the Understanding of LanguageUnderstanding of Language

Mild Hearing Loss (26 to 40 dB)Mild Hearing Loss (26 to 40 dB) Understands conversational speech at 3-5 Understands conversational speech at 3-5

feet when face to face.feet when face to face. May miss as much as 50% of class May miss as much as 50% of class

discussions if voices are faint or not in line of discussions if voices are faint or not in line of vision.vision.

May have slightly limited vocabulary.May have slightly limited vocabulary. Difficulty when tired or inattentive in noise of Difficulty when tired or inattentive in noise of

general conversation.general conversation.

Educational Needs for Educational Needs for Students With Mild LossesStudents With Mild Losses

Individual hearing aid use Individual hearing aid use recommended.recommended.

Favorable seating and possible self-Favorable seating and possible self-contained class placement.contained class placement.

Attention to vocabulary and reading.Attention to vocabulary and reading. Lipreading and speech instruction as Lipreading and speech instruction as

needed.needed.

Effect of Hearing Loss on Effect of Hearing Loss on Understanding of LanguageUnderstanding of Language

Moderate Hearing Loss (41-70 dB)Moderate Hearing Loss (41-70 dB) Conversation must be loud to be understood.Conversation must be loud to be understood. Will have increased difficulty in group Will have increased difficulty in group

discussions.discussions. Likely to be deficient in language usage and Likely to be deficient in language usage and

comprehension.comprehension. Will have limited vocabulary.Will have limited vocabulary.

Educational Needs of Students Educational Needs of Students With Moderate LossesWith Moderate Losses

Individual hearing aid use Individual hearing aid use recommended.recommended.

Special help in language skills, Special help in language skills, vocabulary development, usage, vocabulary development, usage, reading, writing, grammar, etc.reading, writing, grammar, etc.

Lipreading and speech instruction.Lipreading and speech instruction. Attention to auditory and visual Attention to auditory and visual

situations at all time.situations at all time.

Effect of Hearing Loss on Effect of Hearing Loss on Understanding of LanguageUnderstanding of Language

Severe Hearing Loss (71-90dB)Severe Hearing Loss (71-90dB) May hear loud voices about one foot from ear to May hear loud voices about one foot from ear to

moderate voice several inches from ear.moderate voice several inches from ear. May be able to identify environmental sounds May be able to identify environmental sounds

such as sirens and airplanes.such as sirens and airplanes. May be able to discriminate vowels but not all May be able to discriminate vowels but not all

consonants.consonants. Likely to be deficient in language usage and Likely to be deficient in language usage and

comprehension.comprehension. Will have limited vocabulary.Will have limited vocabulary.

Educational Needs of Educational Needs of Students With Severe LossesStudents With Severe Losses

Individual hearing aid use recommended.Individual hearing aid use recommended. Special help in language skills, vocabulary Special help in language skills, vocabulary

development, usage, reading, writing, development, usage, reading, writing, grammar, etc.grammar, etc.

Lipreading and speech instruction.Lipreading and speech instruction. Attention to auditory and visual situations at Attention to auditory and visual situations at

all time.all time. Program needs specialized supervision and Program needs specialized supervision and

comprehensive supporting services.comprehensive supporting services.

Effect of Hearing Loss on the Effect of Hearing Loss on the Understanding of LanguageUnderstanding of Language

Profound Hearing Loss (91+ dB)Profound Hearing Loss (91+ dB) May hear some loud sounds 1 inch from ear May hear some loud sounds 1 inch from ear

but is aware of vibrations more than tonal but is aware of vibrations more than tonal pattern.pattern.

Relies on vision rather than hearing as Relies on vision rather than hearing as primary avenue for communication.primary avenue for communication.

Likely to be deficient in language usage and Likely to be deficient in language usage and comprehension.comprehension.

Will have limited vocabulary.Will have limited vocabulary.

Educational Needs of Students Educational Needs of Students With Profound LossesWith Profound Losses

Individual hearing aid use recommended.Individual hearing aid use recommended. Special help in language skills, vocabulary Special help in language skills, vocabulary

development, usage, reading, writing, development, usage, reading, writing, grammar, etc.grammar, etc.

Program needs specialized supervision and Program needs specialized supervision and comprehensive supporting services.comprehensive supporting services.

Lipreading and speech instruction.Lipreading and speech instruction. Attention to auditory and visual situations at all Attention to auditory and visual situations at all

time.time. Continuous appraisal of communication needs.Continuous appraisal of communication needs.

A Simulated Severe High A Simulated Severe High Frequency LossFrequency Loss

Click to take a simple spelling test Click to take a simple spelling test containing 10 words. The words have containing 10 words. The words have been mechanically altered to simulate a been mechanically altered to simulate a severe high frequency loss.severe high frequency loss.

The answers can be found on the The answers can be found on the simulated mild high frequency loss simulated mild high frequency loss slide.slide.

A Simulated Moderate High A Simulated Moderate High Frequency LossFrequency Loss

Click to take the spelling test a Click to take the spelling test a second time listening as if you had a second time listening as if you had a moderate high frequency loss.moderate high frequency loss.

A Simulated Mild High A Simulated Mild High Frequency LossFrequency Loss

Click to take the spelling test hearing as if you Click to take the spelling test hearing as if you had a mild high frequency loss. Note that many had a mild high frequency loss. Note that many elementary children with this amount of loss are still elementary children with this amount of loss are still not identified as having a hearing loss.not identified as having a hearing loss.

Answers: 1. Bath 2. Pearl 3. Sour 4. Mouse Answers: 1. Bath 2. Pearl 3. Sour 4. Mouse 5. Learn 6. Wheat 7. Vine 8. Tape 9. Hedge 5. Learn 6. Wheat 7. Vine 8. Tape 9. Hedge 10. Mood 10. Mood

Note what a difference pre-teaching of vocabulary Note what a difference pre-teaching of vocabulary makes. When you are aware of what words to be makes. When you are aware of what words to be listening for the task is much easier.listening for the task is much easier.

Common Language Errors of Common Language Errors of Hard of Hearing StudentsHard of Hearing Students

Incorrect part of speech – This book is bored.Incorrect part of speech – This book is bored. Incorrect or omitted verb – Where did he went?Incorrect or omitted verb – Where did he went? Omitted endings – We are suppose to work.Omitted endings – We are suppose to work. Hearing errors – What are we oppose to do?Hearing errors – What are we oppose to do? Omitted prepositions – I look up the stars.Omitted prepositions – I look up the stars. General errors – incorrect word choice, awkward General errors – incorrect word choice, awkward

sentence structure, simplistic structures, question sentence structure, simplistic structures, question forms, passive voice, helping verbs, shades of forms, passive voice, helping verbs, shades of meaning, run-ons and fragments, indirect discourse meaning, run-ons and fragments, indirect discourse and pronoun use.and pronoun use.

Distinctive Structures in the Distinctive Structures in the Language of Deaf StudentsLanguage of Deaf Students

Misuse of negatives – No Daddy see baby.Misuse of negatives – No Daddy see baby. Object deletion – John chased the girl and he scared (her).Object deletion – John chased the girl and he scared (her). No inversion in questions – The kitten is black?No inversion in questions – The kitten is black? Inversion of object and verb – Who TV watched?Inversion of object and verb – Who TV watched? Noun/pronoun copying – The boy saw the girl who she ran Noun/pronoun copying – The boy saw the girl who she ran

home.home. Omission of verb – The cat under the table.Omission of verb – The cat under the table. Subject-Verb agreement – The boy like the cat.Subject-Verb agreement – The boy like the cat. Adjective following noun – The barn red burned.Adjective following noun – The barn red burned. Other verb errors – The boy have sick. The boy is kiss the Other verb errors – The boy have sick. The boy is kiss the

girl. John sick. Chad wanted go. girl. John sick. Chad wanted go.

Social MaturitySocial Maturity

Many students with hearing losses are delayed in Many students with hearing losses are delayed in their social development.their social development.

Incidental learning is missed so many of the “natural Incidental learning is missed so many of the “natural consequence” situations are misunderstood or consequence” situations are misunderstood or ignored.ignored.

Students with delayed language may not understand Students with delayed language may not understand comments made by other students which would comments made by other students which would inhibit their behaviors.inhibit their behaviors.

Many families do not use sign language at home so Many families do not use sign language at home so students do not have previous learning and transfer students do not have previous learning and transfer of knowledge from home.of knowledge from home.

Links for Information on Links for Information on DeafnessDeafness

http://www.nad.org/ maintained by http://www.nad.org/ maintained by National Association of the DeafNational Association of the Deaf

http://clerccenter.gallaudet.edu/http://clerccenter.gallaudet.edu/index.htmla web site from Gallaudet’s index.htmla web site from Gallaudet’s Clerc CenterClerc Center

http://www.deafness.about.com/a site http://www.deafness.about.com/a site with information on all aspects of with information on all aspects of deafnessdeafness