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12/19/2014 1 Social Emotional Deaf and Hard of Hearing Students: Navigating Complex Social Environments Maine Educational Center for Deaf and Hard of Hearing.

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Presentation on theme: "12/19/2014 1 Social Emotional Deaf and Hard of Hearing Students: Navigating Complex Social Environments Maine Educational Center for Deaf and Hard of Hearing."— Presentation transcript:

1 12/19/ Social Emotional Deaf and Hard of Hearing Students: Navigating Complex Social Environments Maine Educational Center for Deaf and Hard of Hearing Conrad Strack M.S. Ed. Public School Outreach Consultant

2 Goals Develop an understanding of the relationship that incidental learning and communication access has on social/emotional growth Gather suggestions and ideas to help mitigate the extra challenges that Deaf and Hard of Hearing face in accessing incidental learning 12/19/2014 2

3 3 Topics Importance of social/emotional growth Social/emotional growth takes place where, how How Deaf / Hard of Hearing needs differ from hearing classmates

4 12/19/ Topics Deaf needs, Hard of Hearing needs Encouraging social/emotional development Opportunities available through MECDHH

5 12/19/ How important is social growth? School success College success Work success Relationship success

6 12/19/ How does social development happen? Books? Classroom? School hall, cafeteria, recess? Friends? Family? Social Media? Communication?

7 12/19/ Communication Formal classroom communication (teaching) Informal/Incidental communication (between peers / classmates and at home)

8 12/19/ Deaf or Hard of Hearing needs differ from those of their hearing classmates? Brief interactions with other students Smaller vocabulary base especially pragmatic language due to missing incidental learning Limited number of communication contacts Communication often superficial in nature Less access to social groups

9 12/19/ Differences continued Use of a different language (ASL) Not hearing or mishearing what was said Using assistive technology that no one else in their class or family has – helps in class Less exposure to TV, radio, music, etc. Fewer friends

10 12/19/ Differences can lead to: Frustration in dealing with hearing loss 24/7 Anger at being different, struggling to understand what is said, missing information Feeling embarrassed Becoming extremely tired from working twice as hard to make sense of fragmented language

11 Differences can lead to continued: Not asking questions due to embarrassment, struggle or fatigue Withdrawing because communication is a struggle Isolation Low self esteem Emotional health 12/19/

12 Two types of learning Effortful (Intentional) Learning –Learning that is consciously undertaken, with intention of retaining information for later use Incidental (Unintentional) Learning –Acquisition of information without directed effort 12/19/

13 Incidental learning Foundation for inferential learning and executive functioning Incidental learning forms the neural and cognitive basis on which formal academic learning is built The brain is designed to learn incidentally 12/19/

14 12/19/ How does the social needs/opportunities of students who are deaf differ from those who are hard of hearing?

15 12/19/ Deaf social development Has its own subculture in US and world Has its own language – Pride Has its own sports programs, community, events, social gatherings (all wonderful opportunities for informal social learning) Students are visibly “different”

16 12/19/ Hard of Hearing social development Same language as family Hearing assume hard of hearing are the same as hearing Limited positive role models Language, socialization and incidental learning can be a struggle Inconsistent access to pragmatic/social rules

17 12/19/ Encouraging communication with deaf and hard of hearing students Small group work Allow student to go to peers/classmates for help Lunch buddies Involvement in organized clubs, sports teams *** Teach ASL as a class Encourage all informal communication Permit use of social media **

18 12/19/ Encouraging communication with deaf and hard of hearing students Formally teach incidental learning Explain to class how to include hard of hearing student Encourage friends Formally teach social skills/emotional skills Push student out of comfort zone

19 12/19/ Encouraging Self-Esteem and Confidence Belonging to a group, club, team Having a unique skill Develop advocacy skills Encourage sense of worth Feeling competent develop hobbies Encourage taking risks and challenges

20 12/19/ MECDHH Programs W.I.S.E. Kids Like Me (1 st -5 th grade) Kids Like Me (6 th -12 th grade) Participation in GBSD school sports activities Special Events at GBSD Student Awareness Programs Social/Pragmatic language skills class

21 12/19/ How important is social/emotional development? More important than academic ? EQ > IQ

22 Summary Need for Social/Emotional growth Importance of incidental learning Providing access to incidental learning Every student is different 12/19/

23 “Intellectual growth should commence at birth and cease only at death” Albert Einstein 12/19/

24 Social/Emotional growth should commence at birth and cease only at death Conrad Strack 12/19/

25 Self-Science:The Emotional Intelligence Curriculum, Karen McCown Emotional Intelligence, Daniel Goleman Social Intelligence, Daniel Goleman Executive Functioning in Education: From Theory to Practice, Linda Meltzer Building Emotional Intelligence: Techniques to Cultivate Inner Strength in Children, Linda Lantieri, Daniel Goldman Family Learning Day, Amy Szarkowski, BCH, June 21 Successforkidswithhearingloss.com 12/19/ Resources

26 Those that know………….. Do Those that understand …….Teach Aristotle 12/19/


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