Education alternatives<br />Objectives: <br />Describe different educational settings and factors that influence whether o...
Educational services<br />Residential/Day school<br />Self-contained classroom<br />Mainstream<br />Resource room<br />Inc...
Residential/Day School<br />Many schools for the Deaf offer residential programs<br />Classes taught in ASL<br />English t...
Self-contained Classroom<br />Separate classroom designed to address needs of children with hearing loss<br />Housed in re...
Mainstream Classroom<br />Inclusion<br />Child placed in regular education classroom<br />May spend some time in resource ...
Auditory/Oral Day School<br />
Least Restrictive Environment<br />IDEA definition of LRE unclear<br />Sacramento City USD v. Holland (1994) provides four...
Least Restrictive Environment<br />LRE doesn’t require BEST academic setting, just APPROPRIATE setting<br />Springdale Sch...
Performance of included D/HOH<br />Antia 2009<br />
Areas of academic risk<br />Reading and Language<br />As an AR specialist, how could you support students with hearing los...
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Education alternatives

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  • Is pace different in different classrooms?
  • Education alternatives

    1. 1. Education alternatives<br />Objectives: <br />Describe different educational settings and factors that influence whether one setting will be appropriate for a given child.<br />Define Least Restrictive Environment and discuss what that means in terms of children with severe to profound loss.<br />
    2. 2. Educational services<br />Residential/Day school<br />Self-contained classroom<br />Mainstream<br />Resource room<br />Inclusion<br />Coenrollment<br />
    3. 3. Residential/Day School<br />Many schools for the Deaf offer residential programs<br />Classes taught in ASL<br />English taught as second language<br />Bilingual-Bicultural<br />Teachers may also have hearing loss<br />Day schools<br />No residential program<br />Not restricted to Bi-Bi programs<br />
    4. 4. Self-contained Classroom<br />Separate classroom designed to address needs of children with hearing loss<br />Housed in regular education school, so opportunities exist for interaction with typical children<br />
    5. 5. Mainstream Classroom<br />Inclusion<br />Child placed in regular education classroom<br />May spend some time in resource room<br />May have support of itinerant teacher<br />Coenrollment<br />Two teachers work simultaneously<br />One for children using audition<br />One for children using manual communication<br />
    6. 6. Auditory/Oral Day School<br />
    7. 7. Least Restrictive Environment<br />IDEA definition of LRE unclear<br />Sacramento City USD v. Holland (1994) provides four points:<br />Educational benefits of integrated versus segregated setting<br />Nonacademic benefits (interactions with typically-developing peers)<br />Effect of student on teacher and peers<br />Cost of supplementary services to support student in integrated setting<br />
    8. 8. Least Restrictive Environment<br />LRE doesn’t require BEST academic setting, just APPROPRIATE setting<br />Springdale School District v. Grace (1982)<br />“The district court, although convinced that the best place for Sherry is the School for the Deaf, correctly followed the Act’s requirements when it determined that it was not the State’s duty to provide the best education, but instead states are required to provide an appropriate education. Our holding today is further supported by the mainstreaming requirements of the Act which require that “to the maximum extent” possible, without sacrificing the child’s right to an appropriate education, the handicapped must be educated with the non-handicapped.”<br />
    9. 9. Performance of included D/HOH<br />Antia 2009<br />
    10. 10. Areas of academic risk<br />Reading and Language<br />As an AR specialist, how could you support students with hearing loss in developing these skills?<br />

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