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It‘s a Hard, Hard, Hard of Hearing
World! A workshop to experience
the challenges of the hard of hearing student
Jane Beamish & Susan Carmen-Duffy
Page 2
Homeroom
Sign inGet a packet & name tagInsert your (un)hearing
aidsFind a seat
Ask for help if needed!
Page 3
ELA Each person needs a set of shapes. Set up the folder so that it is a barrier
between you and your partner. You should not be able to see the table or desk in front of your partner.
Take turns with your partner being the direction Giver and Follower. The first Giver creates a shape with 6 or more of his/her pieces, without the Follower seeing the finished product. When complete, the Giver provides specific directions for the Follower. The Follower is responsible for listening to the Giver’s directions and recreating the shape with his/her pieces. The Follower may not ask questions of the Giver. When the Giver is finished with his/her directions, remove the barrier to reveal your shapes. Are they identical? Now switch roles.
Page 4
Science
Bill Nye The Science Guy
Page 5
Special Announcement Please follow all directions as they are given.
Page 6
Spelling
Page 7
Math
Page 8
Math
Basic Computation Review
Use any mathematical operation (one step) to reach the given number.We will do the first two together.
SAMPLE #1: 24
Page 9
Math
SAMPLE #2:
Use a two-step mathematical equation to reach the given
number.
Number = 10
Page 10
Math
Use any one-step equation to reach the number 36.
Page 11
Math
Use any one-step equation to reach the
number 50.
Page 12
Math
Use a two-step mathematical equation to
reach the number 25.
Page 13
Math
Use a two-step mathematical equation to
reach the number 0.
Page 14
Math
Use a two-step mathematical equation to
reach the number 6.
Page 15
Special Announcement Please follow all directions as they are given.
Page 16
Humanities
Page 17
Assembly
Page 18
Tutoring
Page 19
Tutoring
Hard, Hard, Hard of Hearing SchoolTop Ten Lessons
10. All hearing losses are not created equal. Hearing loss is often the invisible disability.
Page 20
Tutoring
10. All hearing losses are not created equal. Hearing loss is often the invisible disability.
Page 21
Tutoring
9. Students miss things other than academic information. Not hearing social cues can impact social development
and reduce connectivity to peers.
Page 22
Tutoring
8. Students with a hearing loss don’t know what they’re missing.
They can’t hear it.
Page 23
Tutoring
7. Involve the support staff.
Page 24
Tutoring
6. Provide classroom materials (books, handouts, etc.) to support staff..
Page 25
Tutoring
5. Hearing aids/FM systems do not fix everything. They make sounds louder, not clearer.
Page 26
Tutoring
4. Repeat students’ questions and answers.
Page 27
Tutoring
3. Turn on the captioning!
Page 28
Tutoring
2. Use the FM correctly.
Page 29
Tutoring
And the students’ number one request is . . .
Stop saying, “Can you hear me?”
Page 30
Tutoring
Thank you for listening.
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