Hearing Loss and                Your Classroom                    Baltimore County Public Schools                   Learni...
BCPS Service Model                      Inclusion    Sign Language    Interpreting    Services                       Audio...
The Role of the Itinerant Certified Teacher of Students who are  Deaf/Hard of Hearing Resource for students, parents, sc...
The Role of the Itinerant   Direct service with student to monitor    comprehension and skills related to hearing loss   ...
The Role of the Cluster Teacher Certified teacher of students who are  Deaf/Hard of Hearing Provide daily instruction fo...
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 fac...
The Role of the Interpreter Facilitates Communication between  signed languages and spoken languages Ensures communicati...
The Role of the Interpreter   Interpreters do not:     Maintain or moderate students’ behavior     Evaluate teachers’ c...
Using interpreters, transliterators,and transcriptionists   Provide a seat for the communication    professional that wor...
Questions?             ?
Hearing
The Ear
Hearing Loss
Hearing Loss   Sensorineural hearing loss (or nerve-related deafness) involves    damage to the inner ear caused by aging...
Audiogram
Hearing Loss Simulations   University of Wisconsin-Whitewater Hearing Loss Simula                       Used with permissi...
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
Questions?             ?
Equipment
Hearing Aids
Hearing Aids   CAN     Amplifysounds     Be programmed to the student’s hearing loss      to maximize speech sounds    ...
Cochlear Implant
Cochlear Implants Surgically implanted for students with  profound hearing loss Function best in a quieter environment ...
FM Systems FM Listening Systems let teachers talk  into a microphone, which transmits the  sound of the teachers voice di...
FM Systems
Wearing the Microphone
Equipment Checks Informal: Turn on equipment, turn away  from student, and say his/her name. Formal: Use paper to block ...
Troubleshooting Equipment Make sure transmitter and receiver are  “on” and charged. Check all connections. Check batter...
Questions?             ?
GeneralAccommodations
Seating AccommodationsThe student should be seated:   with a clear view of the teacher   with a clear view of board/over...
Communication TipsThe teacher/speaker should:   Face the student as much as possible.   Use frequent eye contact.   Spe...
Communication Tips, cont.   Allow extra wait time for answering a question.   Call classmates by name so the student wit...
Classroom InstructionEach general educator will:   Provide copies of overhead/notes with abundant writing.   Show ONLY c...
Questions?             ?
The End! Thank you for your time and attention.Please feel free to contact me at any time      with questions and concerns.
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Hearing loss and your classroom march08 (mary ann brosso's conflicted copy 2012 11-11)

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Hearing loss and your classroom march08 (mary ann brosso's conflicted copy 2012 11-11)

  1. 1. 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
  2. 2. 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
  3. 3. 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
  4. 4. 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
  5. 5. 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
  6. 6. Other Support Personnel Audiologist Speech Language Pathologist Special Educator School Nurse OT/PT BCPS Social Worker
  7. 7. 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
  8. 8. 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
  9. 9. The Role of the Interpreter Interpreters do not:  Maintain or moderate students’ behavior  Evaluate teachers’ competency  Provide answers  Assume duties of personal assistants
  10. 10. 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.
  11. 11. Questions? ?
  12. 12. Hearing
  13. 13. The Ear
  14. 14. Hearing Loss
  15. 15. 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.
  16. 16. Audiogram
  17. 17. 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
  18. 18. Unfair Hearing Test From “SAY WHAT…? An Introduction to Hearing Loss American Academy of Audiology
  19. 19. Test Words1. Fill 6. Bath2. Catch 7. Fish3. Thumb 8. Shows4. Knee 9. Bed5. Wise 10.Juice
  20. 20. Questions? ?
  21. 21. Equipment
  22. 22. Hearing Aids
  23. 23. 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
  24. 24. Cochlear Implant
  25. 25. 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
  26. 26. 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.
  27. 27. FM Systems
  28. 28. Wearing the Microphone
  29. 29. Equipment Checks Informal: Turn on equipment, turn away from student, and say his/her name. Formal: Use paper to block speechreading and ask student to repeat words or sounds (Ling sounds).
  30. 30. Troubleshooting Equipment Make sure transmitter and receiver are “on” and charged. Check all connections. Check batteries. Call itinerant/audiologist.
  31. 31. Questions? ?
  32. 32. GeneralAccommodations
  33. 33. 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
  34. 34. 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.
  35. 35. 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.
  36. 36. 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.
  37. 37. Questions? ?
  38. 38. The End! Thank you for your time and attention.Please feel free to contact me at any time with questions and concerns.

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