1. Sherman ISD Deaf Education PowerPoint
For Teachers that Provide Support to Students with a Hearing Loss

2. The Role of a Teacher for the Deaf/Hard of Hearing
We are Certified Teachers of the Deaf serving students from birth-21 years of age
We provide direct instruction
We support teachers of students with hearing loss through consultation and make recommendations concerning classroom arrangement, accommodations and modifications
We are a resource for students, parents, & school personnel

3. The Role of an Itinerant Teacher Continued…
*We provide students with assistance in Vocabulary Learning, Reading and Writing Skills, Study Skills, and Auditory Training
*We help provide parents with the resources to make language decisions
*We help parents, teachers, and students learn Sign Systems and/or Sign Language when applicable
*We provide Assistive Technology support

4. Hearing and Hearing Loss
the student could Have
Both types of Hearing
Loss!!
Conductive Hearing Loss
Sensorineural Hearing Loss
*Loss occurs in Outer to Middle Ear Area
*Inner Ear works fine
*Can usually be fixed or helped by surgery or other methods
*Loss occurs in the Inner Ear or Auditory Nerve
*Can be caused by damage to the nerve cells in the Cochlea
*Is not usually repairable

5. Causes of Hearing Loss Some Drugs are Toxic Age-Related Trauma Genetic
Congenital
Occupational

6. Audiograms Sound is measured by intensity and frequency
A deep voice has a low frequency
A child’s voice has a high frequency
Quiet to Loud
**Be sure to look at your student’s Audiogram provided by the AI Teacher. This will help you to understand what your student is hearing and at what pitches.

7. What Students with a Hearing Loss May Hear
Below is a breakdown of what a hearing impaired student might typically hear.
Obviously, the greater the loss, the less the student hears.
Listening for Speech with a Sensorineural Hearing Impairment
Normal Hearing:
FREDDIE THOUGHT HE SHOULD FIND A THISTLE BEHIND THE FISH HOUSE.
Mild to Moderate Hearing Loss:
REDDIE OU_ E SHOULD _ IN_ _ I _ BE_ IND THE _ ISH _ OU_.
Moderate to Moderate-Severe Hearing Loss:
RED OU_ OUL IN _ _ I _ BE_ I _ I _ OU_.
Severe Hearing Loss:
E OU_ _ I _ _ I_ _ I _ I _ OU_.
Profound Hearing Loss:
_ _

8. Cochlear Implants
It is a surgically implanted device used in severe to profoundly deaf individuals who receive minimal benefit from traditional hearing aids. It differs from a hearing aid by providing electrical stimulation rather than acoustic amplification to the inner ear
What Do Cochlear Implants sound like?
What Do Cochlear Implants look like?
**Please note that when a student doesn’t have their Cochlear Implant on- they do not receive ANY audio input!

9. Hearing Aids
*Hearing aids make all sounds louder, not just speech sounds
*Be aware that environmental sounds can make a classroom a very confusing

10. The Details of Cochlear Implants and Hearing Aids
*It is usually ok for the student to take them off for PE and recess. (Ask your AI person for confirmation)
*You need previous notice of fire drills and tornado drills.
-The student needs to be able to take aids/implants off BEFORE the alarm sounds.
-It can be physically painful for the student, not to mention traumatizing for our younger students.
*This technology is not a “fix-all”- The students will still need lots of support from everyone involved

11. FM Systems
*Hearing aids alone cannot cope with all listening conditions.
*FM Systems speak directly to the hearing aid or into a speaker box on the desk
*Enhances listening and teaching opportunities
*Helps dampen the ambient/environment noises
*There are several different types
*Needs to be monitored daily

12. Notes about FM Systems
*Both the Transmitter (the part you wear) and the Receiver (what the student wears) must be on the same channel
*If using a speaker box system, keep in mind that your student can’t hear it as well as you can…You may want to ask their opinion on how loud they prefer. When in doubt, go a little bit louder. Your voice should be at a volume that the student finds comfortable and clear.

13. What FM Systems Do (Quiet Room Situation)
Environmental Microphone only, in quiet, person speaking is 3 feet from listener. I am a dynamic figure, often seen scaling walls and crushing ice. -
Environmental Microphone only, in quiet, person speaking is 12 feet from listener. I am a dynamic figure, often seen scaling walls and crushing ice. -
FM Microphone only, in quiet, person speaking is 12 feet from listener. I am a dynamic figure, often seen scaling walls and crushing ice.
**Click on each Package or Hyperlink to Listen**

14. What FM Systems Do (Loud Room Situation)
Environmental Microphone only, in noise, person speaking is 12 feet from listener. I can hurl tennis rackets at small moving objects with deadly accuracy
FM Microphone only, in noise, person speaking is 12 feet from listener. I can hurl tennis rackets at small moving objects with deadly accuracy.
Environmental and FM Microphones, in quiet, person speaking is 12 feet from listener. I can hurl tennis rackets at small moving objects with deadly accuracy.
**Click on each Package or Hyperlink to Listen**

15. FM System Tips Do *Have a positive attitude
*Wear microphone 6” or closer
*Make it fun
Don’t
*Forget to turn it off
*Forget to charge in “off” position
**Please Contact your Auditory Impairment Teacher if you have any problems, concerns, or questions! If we don’t know the answer, we’ll find out who does!!

16. Acceptance of Technology
*Your acceptance & expectation of amplification will go a long way to help the student adjust & utilize it daily in the classroom.
*Consistency with the amplification is important!
*Try to think of ways to make the amplification (FM Systems) fun in the classroom.

17. In the Classroom
*Provide a copy of the teacher’s notes when oral notes are given if needed
*Develop the habit of summarizing
*Repeat & review many times
*Put assignments and other important information on the board
*Check for understanding by asking “open-ended” questions. Yes/No questions are not enough!

18. In the Classroom *Preferential seating-
-Keep in mind the better ear, your lecture styles.
-Projectors, windows, doorways, A/C units, and other loud equipment.
*For Videos – closed caption is usually required, look at your student’s accommodations (Keep in mind that CC typically helps everyone!)

19. In the Classroom
*Note taker- Pick someone that you know will be reliable and will provide accurate notes.
*Repeat, repeat, repeat! Remember that your student most likely has an FM System that only picks up your voice- they may not hear the questions and responses that other students make (repeat them into the microphone so that the student can hear it- You can make this discrete by making it an everyday way of classroom interaction!
*Be aware of the direction you are facing as you talk…Students typically lip-read more than they realize.

20. Educational Interpreters
An educational interpreter facilitates communication between those who are deaf or hard of hearing and others, including teachers, peers, etc. in the educational environment.

21. What is the role of an Educational Interpreter?
To bridge communication gaps with the use of a signed language.
To be the voice of the deaf student.
To work with teachers so the deaf or hard of hearing student will have complete access to information in the classroom
Help teachers analyze their classroom activities or lesson plans to visual accessibility.

22. Visual Accessibility
Interpreting, alone, cannot provide visual accessibility to all educational activities. The interpreter needs to be in a place where the student has visual accessibility to both the teacher and the interpreter!

23. Using an Interpreter Address the student- not the interpreter
Eye contact with the student
Does not do modifications
Should not “watch your class” or leave the student for any reason
Needs early notification of new vocabulary and videos

24. Sherman RDSPD Faculty Teachers: Interpreters: Analynn Serrano
Brenda Tonelli
Symantha Roberts
Claudia Merritt
Leanne Duigan
Kristi Brashier