1. Good Morning !

2. Introduction Interpreter Alison Jardine Gracia McGrath Stéphanie McIntyre

3. What does hard of hearing or deaf mean? According to the Technological Education Center for Deaf and Hard-of-Hearing Students: «The term “deaf” is often mistakenly used to refer to all individuals with hearing difficulties, the Centers for Disease Control and Prevention (CDC) actually describes “deaf” as those individuals who do not hear well enough to rely on their hearing to process speech and language. Individuals with mild to moderate hearing loss may be “hard of hearing,” but are not “deaf.” These individuals differ from deaf individuals in that they can use their hearing to assist in communication with others» https://www.deaftec.org/content/deaf-definitions

4. What is an interpreter? According to Sokanu.com: «A sign language interpreter is someone who helps hard of hearing or deaf individuals understand a spoken language by converting it into sign language. Interpreters can be needed in both one-on-one situations as well as group settings.» https://www.sokanu.com/careers/sign-language-interpreter/

5. A timeline of interesting facts In 384-322 B.C. Ancient Greeks deny education to the deaf. The philosopher Aristotle claims that «deaf people could not be educated, since without hearing, people could not learn.» Here is a timeline with more interesting facts: http://www.deafjam.org/timeline.html In 2014, A Toronto restaurant called "Signs" is staffed entirely with deaf waiters, a first for Canada. http://youtu.be/VPgh5Yk2HaY We’ve come a long way!

6. What it Feels Like to be Deaf https://www.youtube.com/watch?v=60lzVhXW_0U

7. A social experiment John Barrowman, an English actor, had his hearing reduced by 50 to 60 per cent. (Sillicone was used in his ears to hinder his hearing abilities.) Here is how he felt: «I hadn’t realised the huge impact it has on everyday things we take for granted, such as buying a coffee, and how it makes other people treat you differently.» «The day was exhausting and frustrating and I quickly started to feel withdrawn from people around me. It was easier to be on my own than to attempt to communicate. It was very isolating.» «People couldn’t be bothered to repeat themselves, so they kept trying to do things for me that I was perfectly capable of doing myself. I felt I’d lost control.» Read more: http://www.dailymail.co.uk/health/article-2720640/Deaf-day-Ignored-colleagues-afraid- cross-road-feeling-Im-waring-motorcycle-helmet-packed-foam-JOHN-BARROWMAN.html#ixzz3ZJGr0tLHhttp://www.dailymail.co.uk/health/article-2720640/Deaf-day-Ignored-colleagues-afraid- cross-road-feeling-Im-waring-motorcycle-helmet-packed-foam-JOHN-BARROWMAN.html#ixzz3ZJGr0tLH

8. Every child is an individual with his or her own strengths and limitations. This means it is important not to have preconceived notions of a deaf/hard of hearing child’s ability to function, based on the degree of his/her hearing loss. Here are a few educational options, best practices and tips on how to modify your classroom and use proper teaching strategies for children who are hard of hearing or deaf.

9. Teaching for Deaf and Hard of Hearing Students

10. Educational Options for Children 1.Auditory-Verbal 2.Unisensory Oral/ Auditory Oral 3.Cued Speech 4.Total Communication 5.American Sign Language (ASL) Bilingual/Bicultural

11. Auditory-Verbal Hard of Hearing Begin using speech at birth Attend regular classes from beginning Use amplification (such as fm Systems)

12. Unisensory Oral/Auditory Oral Use of residual hearing Focus on reading lips Regular class when ready Use of amplification system

13. Cued Speech Uses 8 hand shapes near the face in 4 positions They are used to signal for phonemic awareness to help with speech and reading Used to assist in language learning (any language) Often used by a speech therapist School is based on individual student

14. Total Communication An approach that involves a wide range of communication techniques. Early intervention and preschool programs Home school environment Can combine amplification, speech reading and sign language Regular school with an interpreter or a congregated school

15. American Sign Language (ASL) Bilingual/Bicultural (BiBi ) A visual spatial language Language set up in space Its own language English a second language Can attend regular school with interpreter Deaf culture

16. Tips and tools for teachers of students who are deaf or hard of hearing

17. How to modify the physical environment of your classroom: The classroom itself can help or hinder the student’s success. Most students who are deaf or hard of hearing depend on their vision to either speech read the teacher or to watch an interpreter, so the physical aspects of the classroom become very important. No matter of the type or severity of the hearing loss, a teacher can greatly improve a D/HH child’s ability to function in the classroom by making minor changes in their teaching style. Here are a few examples:

18. Providing proper physical environments Preferential Seating -Seat the student with his/her back towards light source (typically a window or open door), since it’s difficult to speech read or see other visual clues when looking into the light -If a child has a “better” ear, seat him/her with the better ear towards the teacher. -During group activities encourage the student to watch the faces of the other children when they speak. Semi-circle seating is especially helpful to a D/HH student. -Try not to seat them near air conditioners, heaters, open doors or windows, computers, overhead projectors, or other high noise areas of the room.

19. -Seat the student near the front of the classroom with good visual site of the teacher. Sitting off to one side like a horseshoe allows greater access to the majority of students in the room, during class discussions. -For smaller classrooms, arrange desks in a semicircle. -Seat the child near a peer, “buddy”.

20. Tools that may help with teaching Proper Classroom Considerations: Students with hearing loss require a modified classroom, which should incorporate well-designed acoustics (for maximum sound production), little distractive noise, and proper lighting for visuals. Each student should have a clear view of all visuals as well as the instructor. -Use of an Interpreter: Many classrooms with deaf students who sign incorporate an interpreter for easier translation of material. Deaf students, who have grown up with sign language, should have sign language included in their daily educational life. -FM Systems, which can project sound from an instructor’s microphone -C-Print, which is a speech-to-text computer system -A speech synthesizer, which converts a typed word into speech format -Personal amplification systems

21. Tools (continued) Mirror Ipivo ( so your back is never turned towards your students) visual aids whenever possible. Captioned audio-visuals

22. Useful tips for teaching students who are hard of hearing or deaf Students with hearing loss need to see your face all the time to speech-read and get meaningful clues. Non-verbal communication is also important. Encourage students with hearing loss by making eye contact and smiling. Natural lighting is best, if it is available, but avoid standing in front of lights or windows, because they cause your face to be in a shadow. Speaking naturally helps the student with hearing loss. Talking very loudly or over enunciating does not help your student; in fact it makes it harder. Do not speak too fast. Be aware that accents are very difficult for them to understand.

23. Discuss the best seating arrangements in the room with the student. Choose the best place for the student to receive maximum information within the normal flow of classroom activities. Provide vocabulary lists with definitions of new terms and concepts to be used during the day to help the student to develop a personal dictionary of words learned. Post an outline of the class agenda-just three or four points jotted on the board; this really helps the student to see the purpose and timing for short term tasks and how they fit into the longer range planning.

24. Tips (continued) Provide an outline of the topics and the kind of work to be done in each unit and over the term. Provide an outline of a typical school day with the student’s own time table. Include room numbers and a list of people who can assist (e.g. counsellor, school secretary) During class discussion or group work, ensure that only one person speaks at a time. Then summarize on the board or have the groups report their work on large paper that can be read by everyone.

25. Tips (continued) Use visuals, handouts and outlines Ask other students in the class to volunteer as a buddy to take notes and help you watch for the need for more clarification.

26. Things to keep in mind - When referring to items on the board, try to be specific about the word or phrase you’re making reference to by pointing directly to it. -Be aware of noise level. Hard of hearing students, whether or not they are using an assistive listening device, may be very sensitive to environmental (background) sounds. - Students who use interpreters are receiving the information several seconds after the rest of the class. Allow enough time for the student to get the information from the interpreter before calling on someone. -When asking the class to respond, have them raise their hands, rather than just shout out the answer. This will allow the deaf or hard of hearing student to participate.

27. -Repeat questions from the class before responding. Remember, a student using an FM system hears only what comes from the microphone, thus misses anything else spoken. -Try not to talk to the class at the same time as you are having them read something. -When reading aloud, don’t read so quickly that the deaf or hard of hearing student and interpreter can’t keep up with you and the rest of the class. -Remember deaf and hard of hearing students rely on visual cues such as body language and expressions to gather information.

29. Basic signs for babies and young children

34. 8 basic things you should learn to sing, according to Buzzfeed https://www.youtube.com/watch?v=jaeUq_mep2Mhttps://www.youtube.com/watch?v=jaeUq_mep2M(1:17) Animated Alphabet Song https://www.youtube.com/watch?v=w8utExHjGNIhttps://www.youtube.com/watch?v=w8utExHjGNI (1:54) Fun ways to teach sign language http://www.sheknows.com/parenting/articles/829453/fun -ways-to-teach-your-child-sign-language

35. Websites and References http://www.babysignlanguage.com/dictionary/e/eat 8 basic things you should learn to sing, according to Buzzfeed https://www.youtube.com/watch?v=jaeUq_mep2M(1:17) https://www.youtube.com/watch?v=jaeUq_mep2M Animated Alphabet Song https://www.youtube.com/watch?v=w8utExHjGNI (1:54) https://www.youtube.com/watch?v=w8utExHjGNI Fun ways to teach sign language http://www.sheknows.com/parenting/articles/829453/fun-ways-to-teach- your-child-sign-language http://www.sheknows.com/parenting/articles/829453/fun-ways-to-teach- your-child-sign-language Cued speech https://www.youtube.com/watch?t=264&v=B9emmTMswkE

36. http://www.dailymail.co.uk/health/article-2720640/Deaf-day-Ignored- colleagues-afraid-cross-road-feeling-Im-waring-motorcycle-helmet-packed-foam- JOHN-BARROWMAN.html http://www.dailymail.co.uk/health/article-2720640/Deaf-day-Ignored- colleagues-afraid-cross-road-feeling-Im-waring-motorcycle-helmet-packed-foam- JOHN-BARROWMAN.html A day in the life of a deaf person. http://mdrltoolkit.ualberta.ca/resources Resources and teaching tool kits http://online.sju.edu/resource/special-education/modern-teaching-techniques-for- deaf-students Modern Teaching Techniques for Deaf and Hard of Hearing Students Hutchinson, N. (2014) Inclusion of Exceptional Learners in Canadian Schools: A Practical Handbook for Teachers, Loose Leaf Version (4th Edition), Pearson Education Canada Course textbook