2 Acedhh2008


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  • 2 Acedhh2008

    1. 1. The Itinerant Deaf Educator Association of College Educators: Deaf and Hard of Hearing Monterey, California
    2. 2. The Itinerant Deaf Educator <ul><li>Elaine Gale </li></ul><ul><li>Anne Toth </li></ul><ul><li>Carmel Collum </li></ul><ul><li>Amy Otis-Wilson </li></ul><ul><li>With special thanks to </li></ul><ul><li>Mary Compton and Rachel Friedman Narr </li></ul>
    3. 3. Council for Exceptional Children Division of Communicative Disabilities and Deafness <ul><li>D/HH Constituency Committee </li></ul><ul><li>DCDD has four constituency committees </li></ul><ul><ul><li>Learning Disabilities </li></ul></ul><ul><ul><li>Severe Needs </li></ul></ul><ul><ul><li>Early Childhood </li></ul></ul><ul><ul><li>Deaf and Hard of Hearing </li></ul></ul><ul><li>Presidency of DCDD alternates every two years between SLP and DHH </li></ul>
    4. 4. Council for Exceptional Children Division of Communicative Disabilities and Deafness <ul><li>National and international representation </li></ul><ul><li>Charged to address pressing issues in the education of students who are deaf/hard of hearing </li></ul><ul><li>Present focus on itinerant teaching model of service provision </li></ul>
    5. 5. Itinerant Teaching <ul><li>38.8% of students receive support from an itinerant teacher </li></ul><ul><li>The trend to attend school in integrated settings continues </li></ul><ul><li>Only a handful of studies have been conducted relative to effective practices (Luckner & Howell, 2002; Reed, 2003; Yarger & Luckner, 1999) </li></ul>
    6. 6. <ul><li>Twenty Itinerant Teachers </li></ul><ul><ul><li>Master teachers </li></ul></ul><ul><ul><li>Experienced </li></ul></ul><ul><li>Seven different states or provinces </li></ul><ul><ul><li>Urban and rural </li></ul></ul><ul><ul><li>Diversity of culture and home language </li></ul></ul><ul><li>Characterized diverse perspectives </li></ul><ul><ul><li>Locale </li></ul></ul><ul><ul><li>Philosophy </li></ul></ul><ul><ul><li>Modality </li></ul></ul>The Present Study
    7. 7. The Present Study <ul><li>Technology </li></ul><ul><li>Time management </li></ul><ul><li>Direct instruction </li></ul><ul><li>Student independence </li></ul><ul><li>Consultation and Collaboration </li></ul>
    8. 8. <ul><li>Derived recommendations address: </li></ul><ul><li>scheduling issues </li></ul><ul><li>using technology to save time and increase accessibility </li></ul><ul><li>team teaching with general educators </li></ul><ul><li>direct instruction time </li></ul><ul><li>collaboration and consultation with general educators, families, and support staff </li></ul><ul><li>specific examples derived from participants </li></ul>
    9. 9. The Itinerant Deaf Educator <ul><li>Describe how you use technology in your teaching and your professional work as </li></ul><ul><li>an itinerant. What advantage does technology provide you as an </li></ul><ul><li>itinerant teacher? </li></ul>
    10. 10. Technology <ul><li>Instructional </li></ul><ul><li>Organizational </li></ul><ul><li>Trouble Shooting </li></ul>
    11. 11. Technology Hardware/Software <ul><li>Hardware </li></ul><ul><ul><li>Computer, cell phone, cd/dvd, fm system, hearing aids </li></ul></ul><ul><li>Software </li></ul><ul><ul><li>Powerpoint, Internet, learning applications, spreadsheets </li></ul></ul>
    12. 12. Comments <ul><li>I am constantly making spreadsheets to help keep things organized and efficient. Anything from charting a student’s language and vocabulary progress from year to year to keeping up with IEP dates and re-evals. </li></ul><ul><li>A cell phone and email is a necessity, since I am never in one place for a very long time. On the teaching side of things, I use computers to make individually tailored lessons and vocabulary cards. </li></ul>
    13. 13. Technology: Discussion <ul><li>Current Experience Pros and Cons </li></ul><ul><li>New Ideas/Future Direction </li></ul>
    14. 14. The Itinerant Deaf Educator <ul><li>Identify three effective strategies in increasing direct instruction time with your students. </li></ul>
    15. 15. Direct Instruction <ul><li>Planning ahead </li></ul><ul><li>Instructional content </li></ul><ul><li>Student Involvement </li></ul>
    16. 16. Direct Instruction: Planning Ahead <ul><li>Schedule with enough time to transition from one student to the next, so you do not lose time </li></ul><ul><li>Having the little ones use the washroom before you take them with you so that halfway through the session you don't have to walk them all the way back to the bathroom. </li></ul>
    17. 17. Direct Instruction: Instructional Content <ul><li>Develop engaging activities </li></ul><ul><li>Remain in contact with the classroom teacher so that you are sure you’re working on the same skills. </li></ul><ul><li>Pre-teach language/skills/vocabulary and so forth before the teacher. </li></ul>
    18. 18. Direct Instruction: Student Involvement <ul><li>Review the IEP with the student and discuss the goal(s) frequently so that they understand their role in meeting IEP goals. </li></ul><ul><li>Train the students to bring their class work with them to our sessions. Any class work can be adapted to the IEP goals. </li></ul><ul><li>Ask students for feedback. By gathering feedback, you will be able to determine if stud students need further practice to master a skill </li></ul>
    19. 19. Direct Instruction: Discussion <ul><li>Current Experience Pros and Cons </li></ul><ul><li>New Ideas/Future Direction </li></ul>
    20. 20. The Itinerant Deaf Educator <ul><li>Identify one or two strategies that help you students become more independent , thus reducing the amount of direct instruction time you provide. </li></ul>
    21. 21. Student Independence <ul><li>Self Esteem </li></ul><ul><li>Organization </li></ul><ul><li>Advocacy </li></ul>
    22. 22. Student Independence <ul><li>Self Esteem </li></ul><ul><li>Organization </li></ul><ul><li>Advocacy </li></ul>
    23. 23. Student Independence: Self Esteem <ul><li>Praise the students and the teachers for their efforts. </li></ul><ul><li>Believe that allowing the students to become decision-makers puts them more in charge of their needs </li></ul><ul><li>Provide positive reinforcements. </li></ul><ul><li>Use reward charts for all ages. The prizes are miniscule, but it allows the child to see something concrete that shows their progress. </li></ul>
    24. 24. Student Independence: Organization <ul><li>Have a reminder on the student's desk of when you are coming so that he/she is ready to go when you arrive. Help the student become more organized with use of school planner so that he/she know what work is required </li></ul><ul><li>Keep a notebook with work to follow up with at home is very helpful and having teachers keep our schedules available for the students so they are ready when we com to pick them up would be a nice thing. </li></ul>
    25. 25. Student Independence: Advocacy <ul><li>Teach the child to ask questions in class if they're confused or don't understand something. </li></ul><ul><li>Emphasize the importance of letting the teacher know if the class is noisy and they're having difficulty hearing. </li></ul><ul><li>Students who are in control of their hearing loss and take the initiative to advocate for themselves generally need less service time. </li></ul>
    26. 26. Student Independence: Discussion <ul><li>Current Experience Pros and Cons </li></ul><ul><li>New Ideas/Future Direction </li></ul>
    27. 27. The Itinerant Deaf Educator <ul><li>List several strategies/practices effective in supporting collaboration and consultation with general educators, families and others. </li></ul>
    28. 28. Collaboration/Consultation <ul><li>Communication </li></ul><ul><li>Respect </li></ul><ul><li>Support </li></ul>
    29. 29. Collaboration/Consultation: Communication <ul><li>Be accessible. Keep close contact with all teachers, administrators, and families. Meet with them, send notes (by email or NCR paper), make phone calls. </li></ul><ul><li>Ask for the teacher’s weekly lesson plan so that you are able to follow along with the work she's doing in the classroom </li></ul><ul><li>At the beginning of the year, send out a survey that asks each teacher and family how they want to be contacted…email, phone calls, or bi-weekly &quot;up date&quot; notes and/or questions to answer on progress. Collaboration is much easier when you find their preference in communicating with you. </li></ul>
    30. 30. Collaboration/Consultation: Respect <ul><li>Try to work around their schedules and communicating through journals, notes and so forth can be effective. E.g. leave a journal in the room for teacher and parent to communicate concerns, current levels, and so forth </li></ul><ul><li>The most important component in collaboration with other professionals and families is treating them with respect and valuing all of the assets that they bring to the process. </li></ul><ul><li>. </li></ul>
    31. 31. Collaboration/Consultation: Support <ul><li>During the middle school years, get students involved in the inservicing of their teachers so they have more control over the process in general </li></ul><ul><li>. </li></ul>
    32. 32. Collaboration/Consultation: Discussion <ul><li>Current Experience Pros and Cons </li></ul><ul><li>New Ideas/Future Direction </li></ul><ul><li>. </li></ul>
    33. 33. Muriel’s Story
    34. 34. Muriel’s Story <ul><li>Questions to consider: </li></ul><ul><ul><ul><li>1. What should Muriel’s role be in the educational program of this student, as an itinerant teacher of the deaf/hard of hearing? </li></ul></ul></ul>
    35. 35. Muriel’s Story <ul><li>Questions to consider: </li></ul><ul><ul><ul><li>2. How does Muriel clarify to others her expertise and what she has to contribute to the learning and development of this student? </li></ul></ul></ul>
    36. 36. Muriel’s Story <ul><li>Questions to consider: </li></ul><ul><ul><ul><li>3. What kind of structure might need to be in place to allow these educators to identify roles and responsibilities so that programming for this child is well-connected and consistent? </li></ul></ul></ul>
    37. 37. Muriel’s Story <ul><li>Questions to consider: </li></ul><ul><ul><ul><li>4. How does Muriel, who is in the school part-time, play a significant role in the education of this child and of the educational team? </li></ul></ul></ul>
    38. 38. Muriel’s Story <ul><li>Questions to consider: </li></ul><ul><ul><ul><li>5. How can Muriel ensure that her professional and personal boundaries are recognized, honored, and protected? </li></ul></ul></ul>
    39. 39. Thank You for Being Everything to Everyone: The Itinerant Deaf Educator Elaine Gale Anne Toth Carmel Collum Amy Otis-Wilson With special thanks to Mary Compton and Rachel Friedman Narr