1. Supporting D/HH Students in the Mainstream Setting Presented by Diane Beard Outreach Teacher of the Deaf and Hard of Hearing

2. Presentation Overview Team Approach Impact of Hearing Loss Accommodations & Modifications Self-Advocacy Skills & Understanding Communication Breakdown Resources

3. Team Approach Working together: parents, classroom teacher, teacher of the deaf and hard of hearing, interpreter, speech/language therapist, special education teacher, educational audiologist and the principal

4. Team Approach Set up a notebook system/email Frequent “5 minute meetings” A longer debriefing meeting occasionally Continually monitoring progress

5. Impact of Hearing Loss Varies from mild to profound hearing losses Speech Banana, Retrieved from http://listening andspokenlanguage.org/Document.aspx?id=1101

6. Impact of Hearing Loss Varies depending on which frequencies they do or don’t hear Is there consistency in wearing amplification? Training in using amplification

7. Room Acoustics Carpeting and curtains lessen the reverberation of noise Background noise affects understanding of speech Student avoid sitting near an overhead projector or heater Close classroom door to minimize hallway noise

8. Accommodations & Modifications

9. Communication Accommodations Preferential seating; limit pacing around the room Seating in a horseshoe or circle shape Free to determine where pupil and interpreter should sit/stand for ideal line of sight Be aware of lighting/glare issues

10. Communication Accommodations Get student’s attention prior to speaking/signing. Allow student to see your face when you are talking Speak clearly at a normal pace Make sure the student knows the subject/context has changed.

11. Communication Accommodations If the student asks what you said, try saying the same thing using different words. If the student does not understand you, don’t give up or say “it’s not important” or “I’ll tell you later.” Try saying it in a different way.

12. Communication Accommodations Respect the turn-taking process to allow equal communication access. If you have handouts: -allow time to read before discussion -Provide interpreter with a copy of materials Reading and watching the interpreter or teacher simultaneously is not possible.

13. Instructional Accommodations Visual clues and supplements are very important – gestures, facial expressions, pictures, charts, maps, vocabulary lists, overheads, lecture outlines, etc…

14. Instructional Accommodations Check for understanding of information – student can also use a signal Predictability in the environment & routines help a great deal Allow some down time/breaks from listening/watching

15. Instructional Accommodations Interactive whiteboards Captioning for videos & tv Buddy system for notes and to assist D/HH student Preteach vocabulary and concepts. Teach cognitive or language strategies that will help them understand the text.

16. Educational Resources www.cricksoft.comwww.cricksoft.com – reading and writing tool with picture support Multiple Auditory Skills Super Pack – activity book www.greatideasforteaching.com Fun card decks, games & stories related to a variety of auditory and language skills www.superduperinc.com

17. Educational Apps BitsboardBook Creator Phrasal Verbs Machine Signed Stories Auditory Processing Studio

18. Self-Advocacy Skills Promote self-advocacy and activities to foster inclusion. Direct instruction on how to interact socially with hearing peers Help the student understand his/her own hearing loss Plan opportunities to meet other D/HH peers and adults.

19. Self-Advocacy Skills Student practices communication repair strategies: Repetition Revision Addition Nonverbal

20. Self-Advocacy Skills Use games to: Describe strategies to address challenging listening situations Identify source of listening difficulty: Speaker Listener Environmental issues

21. Self-Advocacy Skills Supporting Success for Kids With Hearing Loss http://successforkidswithhearingloss.com Information and games to support students with hearing loss Hear It, Fix It Monkey Talk What’s the Problem?

22. FREE E-BOOK: Self-Advocacy for Students who are Deaf or Hard of Hearing The second edition of this popular book is a 2012 e- version written by Kristina English, PhD, of the University of Akron. She generously has made the e-version of this 105-page book freely available.She generously has made the e-version of this 105-page book freely available.

23. References  Colorado Department of Education and Colorado Hands & Voices. (2011) The Colorado Resource Guide for Families of Children Who are Deaf/Hard of Hearing. Retrieved March 6, 2014 from http://www.cde.state.co.us/cdesped/SD-Hearing_ Resources.asp.pdf.  Roy, C. (2009) Considerations for Teaching a Student Who is Deaf or Hard of Hearing in the Mainstream Setting. Retrieved from http://www.dhhslancaster.org/sub/education/edman.pdf.