Deaf Education Amie Fredericks M Ed Melanie Gates

Deaf Education Amie Fredericks, M. Ed. Melanie Gates, M. Ed.

Why aren’t Deaf/Hard of Hearing children of average cognitive abilities performing at the same level as their peers?

Language Development!

Language vs. Communication Language “A language is a set of elements and a system for combining them into patterned sentences that can be used to accomplish specific tasks in specific contexts. ” - Finegan English, ASL, Spanish, French, etc. Communication The exchange of sharing ideas or information. -PECs Communication Board -Traffic Signs -Signing Exact English

Typical Language Development The first year of life is critical for language development. Many Deaf/HH children aren’t exposed to language until they are closer to 2 years of age.

Once a child with a hearing loss gets -Hearing Aids - a Cochlear Implant - or an FM System don’t they hear the same as everyone else? …and isn’t the language gap closed?

No! - These are tools, not cures!! For Example -Language BEGINS to develops at the time of access. It does not develop at an accelerated.

It’s important to keep in mind… … 80% of language development and learning is incidental. http: //successforkidswithhearingloss. com/pragmatics/

Choices Parents make: Bilingual (ASL and English) * If a child is exposed to fluent ASL at birth they have more developed language and higher cognitive skills. They are also more successful with cochlear implants and spoken language. (Hassanzadeh, S. (2012). Outcomes of cochlear implantation in deaf children of deaf parents: comparative study. The Journal of Laryngology & Otology, 126, 989 -994. doi: 10. 1017/S 0022215112001909. Oral * It’s important to know the age the child was exposed to spoken English. Total Communication • This is the least effective in terms of language development. * Parents go through a grieving period and don’t always make a decision right away. This can result in a delay in language development.

Parent Choices: How the TOD proceeds based on those early decisions: • Type of Language used • Adjusting language at school to foster development • Making sure the child has optimal auditory access • Providing an Interpreter • Increasing visual support • Making sure students are actively engaged in print (Deaf/HH children in K-Grade 2 are actively engaged with print for less than 12 minutes a day. )

These are skills that need to be explicitly taught. Implications for a child with hearing loss Language Development Executive Functioning BICS/CALPS http: //www. educ. ualberta. ca/staff/olenka. bilash/ best%20 of%20 bilash/bics%20 calp. html

Educational Setting -Teacher Student is trying to lip-read - Clarity of voice which is only 60% effective. How animated? --Student is ASL trying to make -Provide Interpreters -Howoffar? sense what he hears and - Pre-teach - Where is the teacher sees. -facing? Student has many misunderstandings. -Provide note-taking - Student is overwhelmed -Develop executive Notetaking by the task. functioning skills: help -Processing Speed Unable to process all of student develop skills to - Attending to visual the information because break down and process cues while processing they are not getting the information. language -full Help themteacher’s feel a sense of picture. - Rephrases success! words -Student is overwhelmed -Pre-teach/Post-teach Work by. Student the task and unable Modify and adapt Text is too difficult to comprehend. material - Overwhelming -With limited -Provide visuals to help vocabulary background knowledge student make Lack of background student is unable to connections knowledge make many connections. - Environment Student misses out on incidental learning -Background Noise -Try to build on which leads to limiting - Peers: visual & backgroundknowledge background auditory distraction up social situations --Set isolation -Feelings Lighting: ofstraining the eyes

Working towards a “least restrictive environment” Classroom Modifications Use personal FM system with hearing aids at all times during the school day, except during lunch. Use captioned media when available Copy of class notes Re-teaching of materials as needed to ensure comprehension Visual Cues (e. g. images, demonstrations, examples, gestures, body language, facial expression, signs, video, print, closed captions) Testing Accommodations Location free of auditory and visual distractions Use hearing aids and personal FM system Preferential seating (close to test administrator) Flexible setting (Condition: quiet location with minimal distractions and to support other test modifications) Test read (all tests and quizzes) Direction read and explained (Condition: simplified wording if necessary) Repeat listening comprehension passages one more time than specified in standard administration Provide natural pauses on listening test to allow time for taking notes Allow for extended time (2 x) to allow for processing of information Sometimes the public school is not the least restrictive environment.

Support Staff Teacher of the Deaf Understands how to modify & adapt Special the material in a Education way that is effective for a. Teacher Deaf/HH learner Student An Interpreter translates the Interpreter language. The TOD educates. An SLP works Speech & on articulation and language. Language In addition, TOD works on Pathologist background knowledge, academic skills, social skills, advocating, etc. Has a deep understanding Regular Edu. of the information Teacher the student is missing. Understands that the child is a. TESOL late first language learner Understands the impact of Audiologist hearing loss on education & peer relations

[Figured we can pick one tmw. ]

Visually seeing hearing loss

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