Hearing Loss and Your Classroom Baltimore County Public Schools Learning Support for Students who are Deaf/ Hard of HearingDeveloped by Shannan Eisenklam, Teacher of Students who are Deaf/Hard of Hearing
BCPS Service Model Inclusion Sign Language Interpreting Services Audiology Cued Speech Services Transliterating Services Speech and Language Speech to Print Therapy Transcription Services Itinerant Services Technology Total OralCommunication Communication Classes Classes
The Role of the Itinerant Certified Teacher of Students who are Deaf/Hard of Hearing Resource for students, parents, school personnel Travel to schools where students with hearing loss are included in the general education setting
The Role of the Itinerant Direct service with student to monitor comprehension and skills related to hearing loss and IEP goals Indirect service to support school personnel and monitor service delivery Assist school-based case manager with IEP development and compliance IEP team member
The Role of the Cluster Teacher Certified teacher of students who are Deaf/Hard of Hearing Provide daily instruction for D/HH students Self-contained with opportunities for inclusion Resource room
Other Support Personnel Audiologist Speech Language Pathologist Special Educator School Nurse OT/PT BCPS Social Worker
The Role of the Audiologist Identify and evaluate hearing loss Attend IEP/504 meetings Provide information to faculty/staff regarding hearing loss and: FM equipment Hearing aids Classroom accommodations and modifications Training for daily HA and FM checks
The Role of the Interpreter Facilitates Communication between signed languages and spoken languages Ensures communication is understood by others Accurately conveys all information communicated Relays the affect of the speaker
The Role of the Interpreter Interpreters do not: Maintain or moderate students’ behavior Evaluate teachers’ competency Provide answers Assume duties of personal assistants
Using interpreters, transliterators,and transcriptionists Provide a seat for the communication professional that works best for the student. When speaking to the student, maintain eye contact with and talk directly to him/her. Speak naturally. Allow only one speaker at a time. Provide new vocabulary in advance, if possible.
Hearing Loss Sensorineural hearing loss (or nerve-related deafness) involves damage to the inner ear caused by aging, pre-natal and birth-related problems, viral and bacterial infections, heredity, trauma, exposure to loud noise, fluid backup, or a benign tumor in the inner ear. Conductive hearing loss involves the outer and middle ear that may be caused by blockage of wax, punctured eardrum, birth defects, ear infection, or heredity. Mixed hearing loss refers to a combination of conductive and sensorineural loss and means that a problem occurs in both the outer or middle and the inner ear.
Hearing Loss Simulations University of Wisconsin-Whitewater Hearing Loss Simula Used with permission from Scott Bradley, Ph.D., CCC-A Associate Professor and Audiologist, Department of Communication Sciences and Disorders University of Wisconsin-Whitewater
Unfair Hearing Test From “SAY WHAT…? An Introduction to Hearing Loss American Academy of Audiology
Test Words1. Fill 6. Bath2. Catch 7. Fish3. Thumb 8. Shows4. Knee 9. Bed5. Wise 10.Juice
Hearing Aids CAN Amplifysounds Be programmed to the student’s hearing loss to maximize speech sounds Improve hearing in quiet environments CAN’T: Restore hearing capabilities to normal Filter noise
Cochlear Implants Surgically implanted for students with profound hearing loss Function best in a quieter environment Do not “correct” hearing When off/not working, student hears nothing
FM Systems FM Listening Systems let teachers talk into a microphone, which transmits the sound of the teachers voice directly to a deaf or hard of hearing childs hearing aid. Direct amplification of the teacher’s voice reduces the distraction of environmental noise.
Seating AccommodationsThe student should be seated: with a clear view of the teacher with a clear view of board/overhead/visual with his/her “best ear” toward the teacher away from background noise (fans, heating units) with the light source behind him/her (glare from windows) near a buddy who can help redirect
Communication TipsThe teacher/speaker should: Face the student as much as possible. Use frequent eye contact. Speak clearly in a natural tone. Keep objects and hands away from his/her face. Utilize visual materials whenever possible.
Communication Tips, cont. Allow extra wait time for answering a question. Call classmates by name so the student with the hearing loss can readily identify who is speaking. Rephrase other students’ answers to provide repetition and clarification. Ask specific comprehension questions to monitor understanding. Call particular attention to directions/transitions. Write, then talk.
Classroom InstructionEach general educator will: Provide copies of overhead/notes with abundant writing. Show ONLY closed captioned movies. Provide instruction of new vocabulary in advance of new teaching. Allow breaks from visually attending or listening. Check for understanding if the student is not meeting expectations. Have the same behavioral expectations as of other students.