Presentation on theme: "State of Illinois Pat Quinn, Governor Dept. of Human Services Michelle Saddler, Secretary Illinois School f/t Deaf Dr. Janice Smith-Warshaw, Supt. ISD."— Presentation transcript:
State of Illinois Pat Quinn, Governor Dept. of Human Services Michelle Saddler, Secretary Illinois School f/t Deaf Dr. Janice Smith-Warshaw, Supt. ISD website: www.illinoisdeaf.org 217-479-4200 ILLINOIS SCHOOL FOR THE DEAF 125 Webster, Jacksonville, IL The mission of the Illinois School for the Deaf is to educate students who are deaf or hard of hearing to be responsible, self supporting citizens.
State of Illinois Pat Quinn, Governor Dept. of Human Services Michelle Saddler, Secretary Illinois School f/t Deaf Dr. Janice Smith-Warshaw, Supt. ISD Outreach website: www.bit.ly/ISDOutreach Like us on Facebook! bit.ly/isdoutreach 217-479-4393 FREE training and consultation in support of Illinois children who are deaf or hard of hearing ILLINOIS SCHOOL FOR THE DEAF OUTREACH
The Impact of Hearing Loss …or “A Little Hearing Loss is a Big Thing”
Objectives The audience will: Understand “a little hearing loss is a big thing” Be aware of “red flag” behaviors Learn accommodation strategies Better understand how to work with an educational interpreter
From Oliver Sacks “Seeing Voices” “Unless special measures are taken, the average deaf child will have only fifty to sixty words at the age of six, whereas the average hearing child has three thousand.”
And... “If communication goes awry, it affects the intellectual growth, social intercourse, language development, and emotional attitudes, all at once, simultaneously and inseparable.”
A Word About Words Deaf vs. deaf Dumb vs. mute Hearing Impaired “People first” language Decibel (dB)
Degrees of Hearing Loss Normal Hearing Mild Hearing Loss Moderate Hearing Loss Severe Hearing Loss Profound http://www.firstyears.org/lib/howtoread.htm http://firstyears.org/lib/hearloss.htm
Red Flag Behaviors Inattentive Asks for repetition Speech, language problems Allergies, colds, ear infections
More Red Flag Behaviors Omits endings “sh”, “s”, “th”, “f” Very visual Inconsistent hearing Answers unrelated to questions
Even More Red Flag Behaviors Ear pain; tugs ear Poor balance Loud noises are painful Short attention span
Still More… Distractible Immaturity Fails to follow directions Loses place while reading
Not done yet…. Strains to listen, favors one ear Uses inappropriate speaking behavior Watches speaker’s face more than normal
What if you suspect a hearing loss? Refer to the school nurse for screening Parents can also ask for a referral to –the school nurse –an audiologist –an ENT (eye, ear, nose and throat doctor)
Educational Responsibilities IDEA requires: Special needs be considered Individual Education Plan (IEP) A Free Appropriate Public Education (FAPE)
Educational Responsibilities IDEA requires: Least Restrictive Environment (LRE) US Dept. of Education Public Act 093-0282
In the Classroom Tips: Attitude Educate class on hearing loss Encourage class participation Encourage interaction Adapted from Daniel Ononiwu, Deaf Education Consultant
In the Classroom Tips: Seating Environmental noise Stand still! Adapted from Daniel Ononiwu, Deaf Education Consultant
In the Classroom Tips: Talking Face student Stand away from windows/bright lights Speak at moderate pace Use normal mouth movements Indicate when others are talking Adapted from Daniel Ononiwu, Deaf Education Consultant
In the Classroom Tips: Talking Facial hair Intelligibility Rephrase Covering face Adapted from Daniel Ononiwu, Deaf Education Consultant
In the Classroom Tips: Announcements Vocabulary Give material in advance Captioned videos Written tests Adapted from Daniel Ononiwu, Deaf Education Consultant
In the Classroom Tips: Check for understanding Visual fatigue Emergencies Note taker Interpreter Adapted from Daniel Ononiwu, Deaf Education Consultant
Educational Interpreters Trained professionals ISBE Approval Standards Code of Ethics Convey ALL interactions Do not add/delete information Do not offer opinions
Educational Interpreters Questions for you! Is it easy to learn using an interpreter? Are the interpreter’s skills important? Quality of education Student success
Role of the Educational Interpreter Levels of Responsibility Student Interpreter Young child High School
Educational Interpreters CANNOT Assume teacher/aide responsibilities Be responsible for managing or disciplining the class Be responsible for disciplining the student who is deaf or hard of hearing
Working with an Interpreter Tips: Look at the student when speaking Use normal tone/speed Use the first/second person only Correct: “Did you understand the story?” Incorrect: “Ask her if she understood the story.”
Tips Lag time Clarification Positioning Working with an Interpreter
Tips Visual Information Attention Notes Worksheets Visual Fatigue Working with an Interpreter
Summary Even a little hearing loss can be a big thing. Hearing loss impacts language development, academic growth, communication, and social-emotional development. Early identification and intervention is key to keeping children with a hearing loss on track. Amplification can be specific to an individual or provided as a classroom intervention. Connecting the dots of red flag behaviors can aid with early identification.
Summary Every student has the right to a free and appropriate public education in the least restrictive environment. Classroom accommodations should be implemented as soon as a hearing loss is identified. Illinois School for the Deaf Outreach provides free resources and training to schools (with CPDUs), communities, and parents throughout the state of Illinois.
Questions? Thank you for your time and attention!
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