PowerPoint developed by Sharon Moore, Denise Nelson, and Aubrey Quinlan, 2010, rev. 2011...
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Inclusive Practices: The New Mainstreaming PowerPoint developed by Sharon Moore, Denise Nelson, and Aubrey Quinlan, 2010, rev. 2011 Presentation by Denise Nelson and Krista Heavner Language and Literacy Workshops, NC DHH Consortium May 8-9, 2012
PowerPoint developed by Sharon Moore, Denise Nelson, and Aubrey Quinlan, 2010, rev. 2011 Presentation by Denise Nelson and Krista Heavner Language and
PowerPoint developed by Sharon Moore, Denise Nelson, and Aubrey
Quinlan, 2010, rev. 2011 Presentation by Denise Nelson and Krista
Heavner Language and Literacy Workshops, NC DHH Consortium May 8-9,
2012
Slide 2
Introduction Moore, Nelson, and Quinlan, January 2011
Icebreaker Introduction of presenters and participants
Slide 3
What do we hope to accomplish today? Moore, Nelson, and
Quinlan, January 2011
Slide 4
Outline of Workshop Outline of Workshop Day 1 Moore, Nelson,
and Quinlan, January 2011 I. Overview A. Introductions B. Outcomes
C. Terminology D. Criteria II. Evaluations A. Why do we test? B.
What do we test? C. What tests can we use? D. How and why should we
assess informally? E. What do we do with the information from
tests? III. Long Term Goals IV. Question and Answer Session
Slide 5
Outline of Workshop Outline of Workshop Day 2 Moore, Nelson,
and Quinlan, January 2011 I. Welcome II. Classroom Modifications
and Accommodations III. Roles of Educational Team Members IV.
Direct Services from the Teacher of the Deaf/Hard of Hearing V.
Questions and Answers VI. Scenarios with Sample Students VII.
Tricks of the Trade
Slide 6
Expected Workshop Outcomes Moore, Nelson, and Quinlan, January
2011 Participants will be able to Explain concept of inclusive
practices in relation to students who are deaf or hard of hearing
(D/HH) and how terminology and practices have evolved over time
Identify factors to consider when determining placements for
students who are D/HH Select from appropriate classroom
modifications and accommodations to maximize D/HH students ability
to learn within the regular classroom environment Effectively
collaborate with parents, other teachers, and support staff in
meeting needs of students who are D/HH
Slide 7
Key Question Key Question of Workshop Moore, Nelson, and
Quinlan, January 2011 inclusive practices Are inclusive practices
appropriate for individual students on my caseload who are D/HH?
What do I need to know to answer this question? How do I get that
information? Once I have information, how do I use it to determine
if inclusion is appropriate and to what degree?
Slide 8
Key Word Key Word of Workshop Moore, Nelson, and Quinlan,
January 2011 PROACTIVE This means we Anticipate needs and potential
concernsteachers, students, parents, support staff Address
anticipated needs/concerns Realize that for students An ounce of
prevention Realize that for staff/parentshelpful suggestions before
becomes criticism after
Slide 9
Definitions of Relevant Terminology Moore, Nelson, and Quinlan,
January 2011 Mainstreaming Mainstreaming Selective placement of
special education students in one or more "regular" education
classes Deaf/hard of hearing student must "earn" placement in
regular classes Traditional form of special education service
deliveryspecial classes are default position Inclusive Practices
Inclusive Practices Educating each child, to maximum extent
appropriate, in school / classroom s/he would otherwise attend
Bringing support services to child, rather than moving child to
services Requires only that child will benefit from being in
regular class Newer form of education service deliveryregular class
is default position Definitions edited from: Research Bulletin
Number 11, 1993, Phi Delta Kappa Center for Evaluation,
Development, and Research
Slide 10
Does Federal Law Require Inclusion? Moore, Nelson, and Quinlan,
January 2011 IDEA 2004 IDEA 2004 (Individuals With Disabilities
Education Act) Requires that children with disabilities be educated
in the least restrictive environment (LRE) appropriate to meet
their unique needs LRE analysis begins with regular education
classroom placement consideration, but regular classroom placement
is not appropriate for all School districts are required to have a
continuum of placements available, extending from regular education
classrooms to residential settings, in order to accommodate various
needs Degree of inclusion will be driven by students needs as
determined by IEP teams, not by districts convenience or parents
wishes Source:
http://www.weac.org/Issues_Advocacy/Resource_Pages_On_Issues_One/Special_Education/special_edu
cation_inclusion.aspx
Slide 11
Does Federal Law Require Inclusion? Moore, Nelson, and Quinlan,
January 2011 Section 504 Section 504 of the Rehabilitation Act of
1973 Requires that recipients of federal funds provide for
education of handicapped persons with persons who are not
handicapped to maximum extent appropriate to handicapped persons
needs Requires placement of handicapped children in regular
educational environments unless education in regular environments
with supplementary aides and services cannot be achieved
satisfactorily Because IDEA has expanded during reauthorizations in
1997 and 2004, Section 504 is less frequently used to obtain access
to public education for students with disabilities Source:
http://www.weac.org/Issues_Advocacy/Resource_Pages_On_Issues_One/Special_Education/special_edu
cation_inclusion.aspx
Slide 12
What are the IDEA/NC EC Policy requirements for EC eligibility
in the areas of Hearing Impairment or Deafness? Moore, Nelson, and
Quinlan, January 2011
Slide 13
Deafness/Hearing Impairment: NC 3-Prong Criteria for
Eligibility Moore, Nelson, and Quinlan, January 2011 Student has
documented hearing loss Hearing loss has adverse effect on
educational performance Hearing loss requires specially designed
instruction
Slide 14
What is Documented Hearing Loss? Moore, Nelson, and Quinlan,
January 2011 Any degree of reduction in ability to detect sound in
form of pure tones or speech (determined by physician or
audiologist) May be permanent or fluctuating May be unilateral or
bilateral
Slide 15
What is Adverse Effect on Performance? Moore, Nelson, and
Quinlan, January 2011 Limitations in classroom communication o
amplification maintenance and use o interpreter use o skills to
maximize access to auditory information, including self advocacy
skills o other functional communication skills Speech and/or spoken
or signed language delays Written language and/or reading delays
Vocabulary delays Any other measurable academic delays Limitations
in social functioning Limitations in conceptual understanding NOTE
inclusion of academic AND functional adverse affects.
Slide 16
What is Specially Designed Instruction? Moore, Nelson, and
Quinlan, January 2011 Instruction targeting o How to maintain and
use amplification appropriately hearing aid/CI processor/FM system
o Remediation of unique delays commonly associated with deafness or
hearing loss in speech, language, literacy, and academic skills
Instruction fostering o Social skills o Self advocacy skills o
Study and organizational skills Continued
Slide 17
Specially Designed Instruction continued Moore, Nelson, and
Quinlan, January 2011 Instruction involving o Use of American Sign
Language or alternative or augmentative communication mode o
Auditory-Verbal, aural/oral, or other specific therapies or
approaches developed for D/HH children o Primarily visual methods
of delivering information Instruction to address o transition
issues o Interpreter/transliterator or spoken language facilitator
use skills
Slide 18
Food for Thought Moore, Nelson, and Quinlan, January 2011 Any
degree of hearing loss can be educationally handicapping for
children. Even children with mild to moderate hearing losses can
miss up to 50% of classroom discussions. Unmanaged hearing loss in
children can affect their speech and language development, academic
capabilities and educational development, and self-image and
social/emotional development. A. Gordon-Langbein
Slide 19
Why, what, and how do we assess deaf and hard of hearing
students when determining placement? Moore, Nelson, and Quinlan,
January 2011
Slide 20
Group Activity Moore, Nelson, and Quinlan, January 2011
Brainstorm Why do we assess? What are our long term goals for
students? How are these two questions related?
Slide 21
What Are Our Long Term Goals for DHH Students? Moore, Nelson,
and Quinlan, January 2011 We want our students to Be contributing
members of society Achieve to their potential Attain
age-appropriate levels of functioning and continuing age
appropriate progress Achieve independence in communication Be
weaned from services as appropriate
Slide 22
Evaluation What does it mean? -Set value on - View closely and
critically Why is it critical? Moore, Nelson, and Quinlan, January
2011
Slide 23
Questions to ask yourself What needs to be evaluated? Why? What
information is critical for the development of IEP goals and
objectives, which are required by federal law to be based on the
students present level of academic performance? How often? Should
the same test instruments be consistently used each year? Should
standardized achievement tests normed solely against a HI
population be utilized? Why? Why not? Moore, Nelson, and Quinlan,
January 2011
Slide 24
Agree or Disagree In the real world, deaf persons achievement
and performance should be evaluated against the same standards as
everyone else in the general population. Looking at HI norms alone
not only conceals the true nature of the students achievement, but
attempts to assert that poor achievement for any individual deaf
student must be acceptable, because, in fact, it is the norm, and
is expected. Given the widespread nature of low academic
achievement by deaf students, while understanding the I.Q. range
within the population of deaf individuals is the same as that range
of I.Q.s within the general population, one cannot continue to
blame an individual deaf child for a poor showing, but one must
indict the system which created and perpetuates it. Educational
Evaluation of Deaf Children, Celeste Johnson, M.A., QA III (MI))
Moore, Nelson, and Quinlan, January 2011
Slide 25
Why do we assess students? Moore, Nelson, and Quinlan, January
2011 Assessmentinformation- gathering processquestions Assessment
is an information- gathering process guided by questions that
culminates in instructional decisions. Marzola, E. and Shepherd, M.
Assessment of Reading Difficulties. in Multisensory Teaching of
Basic Language Skills. Baltimore: Paul H. Brooks Publishing,
2005.
Slide 26
Potential Areas to Evaluate Cognition Language Vocabulary
Speech Auditory Comprehension Reading Academics Functional Skills
Lets name a few examples Moore, Nelson, and Quinlan, January
2011
Slide 27
Cognitive Assessment Wechsler Preschool & Primary Scale of
Intelligence (WPPSI-III) Wechsler Intelligence Scale for Children
(WISC-IV) Comprehensive Test of Nonverbal Intelligence (CTONI)
Central Institute for the Deaf Pres. Performance Scale Moore,
Nelson, and Quinlan, January 2011
Slide 28
Language Assessment Moore, Nelson, and Quinlan, January 2011
Preschool Language Scale, Fifth Edition Clinical Evaluation of
Language Fundamentals, Preschool-2 Clinical Evaluation of Language
Fundamentals, Fourth Edition Oral and Written Language Scales
(OWLS-2) Rhode Island Test of Language Structure (RITLS) CASLLS
checklists
Slide 29
Vocabulary Assessment Peabody Picture Vocabulary Test, Fourth
Edition Expressive Vocabulary Test, Second Edition Moore, Nelson,
and Quinlan, January 2011
Slide 30
Speech Assessment Moore, Nelson, and Quinlan, January 2011
Goldman-Fristoe Test of Articulation, Second Edition Arizona Test
of Articulation CASLLS speech checklist
Slide 31
Auditory Comprehension Assessment Test for Auditory
Comprehension of Language, Third Edition Auditory Learning Guide
(Beth Walker, 1995) CASLLS checklist (Cottage Acquisition Scales
for Listening, Language and Speech Moore, Nelson, and Quinlan,
January 2011
Slide 32
Reading and Academic Assessment Moore, Nelson, and Quinlan,
January 2011 Stanford Achievement Test K-12 Test of Early Reading
Ability Test of Preschool Early Literacy Dynamic Indicators of
Basic Early Literacy Skills Woodcock-Johnson Tests of Achievement,
3 rd edition Phonological Awareness Test, 2 nd Edition
Slide 33
Group Activity Moore, Nelson, and Quinlan, January 2011 What is
this test assessing? Who is it appropriate for? What potential
limitations might this test have with a deaf or hard of hearing
student? Even if it has a potential limitation, why might it still
be appropriate to use? What information could you get from this
test? What information might you still need to fill in the gaps in
your understanding of the childs needs?
Slide 34
Quotes of the Day Moore, Nelson, and Quinlan, January 2011 It
is still the case that fifty percent of D/HH students graduate from
secondary school with a fourth grade reading level or less
(Traxler, 2000) and 30% leave school functionally illiterate
(Marschark, Lang & Albertini, 2002)
Slide 35
Informal AssessmentYeah, but Why? Moore, Nelson, and Quinlan,
January 2011 Can give answers to assessment question(s) not
answered through standardized assessment Gives more than a number
score Helps target areas of specific need for instructional focus
Helps avoid problem of format-influenced performance Allows
assessment of functional areas where no formal assessments are
available, such as Classroom communication skills Self advocacy
skills Amplification maintenance and use skills Social interaction
and social communication Study skills
Slide 36
Group Activity Moore, Nelson, and Quinlan, January 2011 Ways
you do informal assessment
Slide 37
Informal AssessmentHow? Moore, Nelson, and Quinlan, January
2011 Ways to gather data Snapshot Ongoing Instruments to gather
data Periodic measurement of current IEP goals/ objectives Item
analysis of standardized test responses Observation across
settingsteacher interviews, record reviews, classroom
observationacoustics, classroom communication, amplification use,
self advocacy, social interaction, etc. Skill checklists Informal
inventories Language sample analysis Dynamic Assessment (diagnostic
teaching)
Slide 38
Periodic IEP Goal Progress ChecksHow? Moore, Nelson, and
Quinlan, January 2011 Assess whether student has met criteria
established in IEP goal(s) and objectives or benchmarks Maintain
log of data collected on ongoing assessment of criteriacompare to
previous measures of progress
Slide 39
Item Analysis of Standardized TestsHow? Moore, Nelson, and
Quinlan, January 2011 Look for patternscorrect and incorrect
responses, test-taking strategies Assess impact of test format on
score Focus on wrong answers Are incorrect responses patterned or
random? Are incorrect responses grouped around specific reading
skills? Does pattern match previous test administrations?
Slide 40
Observation across Settings How? Moore, Nelson, and Quinlan,
January 2011 Teacher interviews and student interviews Record
reviews Classroom observation Classroom acoustics, seating
arrangement Amplification use Classroom communication Does student
respond to class directives without individual guidance? Does
student follow along and appropriately participate in discussion?
Self advocacy Does student ask for clarification appropriately?
Social interaction Study habits and skills Response to instruction
Is instruction large group, small group, one-on-one, or a
combination? Where is students attention during instruction? Does
student responsiveness vary, depending on type of instruction? Can
student follow in his/her text and take his/her turn without
guidance or losing place? See Handout on Observations
Slide 41
Informal Reading Inventories How? Moore, Nelson, and Quinlan,
January 2011 Can use graded word lists to assess word reading
ability Can use collection of short passages of narrative text and
expository text prepared with increasing levels of reading
difficulty to assess Decoding skills through miscue analysis
Fluency skills through timed one minute reading Comprehension
skills through 5-7 comprehension questions for each passageusually
mix of vocabulary, factual/literal, and inferential questions
Slide 42
Language Sample Analysis A Quick How-To Moore, Nelson, and
Quinlan, January 2011 To gain conversational language snapshots,
evaluators must Gather language samples, which Are segments of
childrens expressive language representing linguistic ability
Should consist of around 100 utterances Analyze language samples,
which involves Calculating Mean Length of Utterance Determining
level of semantic and syntactic complexity, pragmatic skills, and
vocabulary breadth/depth Determining progress within developmental
framework(s) see handout on Language Sample Analysis
Slide 43
Food for Thought Moore, Nelson, and Quinlan, January 2011 The
fact that you can explain it does not justify it. Eric Tridas Deaf
people can do anything, except hear. I. King Jordan Low
expectations serve no purpose other than to limit the chance for
success. No one who has ever accomplished anything significant has
had low expectations. Goals will be reached only with high
expectations. Bryan Golden
Slide 44
What Do We Do With Information From Assessments? Moore, Nelson,
and Quinlan, January 2011 Long-Range Plan Create a Long-Range Plan
! Determine current levels of the student, compared to typically-
developing peers Determine how much time of DIRECT, EXPLICIT
instruction the student will need Remember: For every year of
language delay, a student needs 1 hour per day to catch up. (So, if
a child is 4 years behind, he/she will need 4 hours, DAILY, of
DIRECT, EXPLICIT language instruction) Develop a plan that closes
the language gap This may be longer than one year! In some
situations we may not be able to close the gapwhat then? Develop
the IEP Annual Goals from that information Re-visit the long-range
plan annually, to make sure all goals are being met
Slide 45
Example of Long-Range Plan DatesCALanguage Age Goal Vocab
GoalServices/ Placement Other Info August 2010-2011 12-137.5-9.5
4000 new words 11 words/day 1:1- 4 hours/day ESY PPS Weekly
Integrate SCS August 2011-2012 13-149.5-11.5 4000 new words 11
words/day 1:1- 4 hours/day ESY PPS Weekly Integrate SCS August
2012-2013 14-1511.5-13.5 4000 new words 11 words/day 1:1- 3
hours/day ESY PPS Weekly Integrate SCS August 2013-2014
15-1613.5-15.5 4000 new words 11 words/day 1:1- 2 hours/day ESY PPS
Weekly Integrate SCS August 2014-2015 16-1715.5-17.5 4000 new words
11 words/day 1:1- 2 hours/day ESY PPS Weekly Integrate SCS Moore,
Nelson, and Quinlan, January 2011
Slide 46
So How Do I Know When I Am Finished with Service for DHH
Students? Moore, Nelson, and Quinlan, January 2011 Student
completes individual long range plan Student has age-appropriate
communication, language, and academic skills Student demonstrates
mastery of skills in weaning checklist of some kind
Slide 47
What Skills Should I Be Monitoring? Moore, Nelson, and Quinlan,
January 2011 Hearing loss awareness Knowledge about and use of
amplification and other access equipment Auditory skill development
Language and literacy development Academic achievement Study and
test-taking skills Knowledge of disability laws and rights for
transition Self advocacy and maximization of access Use of support
staff services Problem solving and social/emotional development see
handout Fostering Independence and Possible Exit
Slide 48
Key Question Back to Our Key Question Moore, Nelson, and
Quinlan, January 2011 inclusive practices Are inclusive practices
appropriate for individual students on my caseload who are D/HH?
What do I need to know to answer this question? How do I get that
information? Once I have information, how do I use it to determine
if inclusion is appropriate and to what degree? WHAT ANSWERS DO YOU
HAVE SO FAR?
Slide 49
Thoughts? Comments? END OF DAY 1
Slide 50
PowerPoint by Sharon Moore, Denise Nelson, and Aubrey Quinlan,
2010, rev. 2011 Presented by Denise Nelson and Krista Heavner
Language and Literacy Workshops, NC DHH Consortium May 8-9,
2012
Slide 51
Welcome Back! Burning Questions?? AHA! Moments? Moore, Nelson,
and Quinlan, January 2011
Slide 52
Todays Agenda Modifications and Accommodations Roles of
Educational Team Members Direct Services from Teacher of D/HH
Sample Scenarios Tricks of the Trade Q&A Session Wrap-Up Moore,
Nelson, and Quinlan, January 2011
Slide 53
Ensuring Access and Appropriate Participation Moore, Nelson,
and Quinlan, January 2011
Slide 54
Modifications/Accommodation s: Whats the Difference?
Accommodations: alterations of environment, curriculum format, or
equipment that allow individuals with disabilities to gain access
to content and/or complete assigned tasksno change in performance
expectations Examples: amplification systems, preferential seating,
extended time, change in test format Modifications: changes to
curricula or academic expectationschange in performance
expectations Examples: shortened or simplified assignments or
tests, graphic organizers Source: AccessSTEM.
http://www.washington.edu/doit/Stem/articles?83 Moore, Nelson, and
Quinlan, January 2011
Slide 55
What is the Purpose of Modifications and Accommodations on
IEPs? To enable children with disabilities to be educated with
nondisabled children to the maximum extent appropriate To improve
access and address delays To provide a level playing field for
students with disabilities Moore, Nelson, and Quinlan, January
2011
Slide 56
Amplification Accommodations Personal Hearing Device (hearing
aid, cochlear implant, tactile device) Personal FM System (hearing
aid + FM) FM System/Auditory Trainer (without hearing aids)
Sound-Field FM System (portable or installed in classroom) Listed
on the IEP as Assistive Devices Moore, Nelson, and Quinlan, January
2011
Slide 57
DEC 4 (4 of 10) Annual Goal Academic Goal Functional Goal Does
the student require assistive technology devices and/or services? X
Yes No If yes, describe needs: Johnny will use a school-provided
assistive listening device in order to access the auditory
information presented in the classroom. Moore, Nelson, and Quinlan,
January 2011
Slide 58
DEC 4 (5 of 10) General Education/Special Education
Non-Academic Services & Activities Supplemental Aids/ Services/
Modifications/ Accomodations/Assistive Technology Implementation
Specifications (Who? What? Where? When?) General Ed
ClassroomAmplification Device The speaker (teacher or peers) will
utilize an amplification device during instruction and class
discussion. Enhancement ClassAmplification Device The teacher will
utilize an amplification device during instruction. Specify the
technical assistance, if any, that will be provided to the general
education teacher(s) and/or other school personnel for
implementation of the IEP. General inservice from the HI Teacher
will be provided to the classroom teacher and enhancement teachers.
Classroom teacher will also be trained to monitor amplification
device. Moore, Nelson, and Quinlan, January 2011
Slide 59
Assistive Devices Open or Closed Captioning for videos or
television TDD Captioned Telephone Video Relay Telephone Moore,
Nelson, and Quinlan, January 2011
Slide 60
Captioning: a term describing several systems developed to
display text on a television or video screen to provide additional
or interpretive information to viewers who wish to access it.
Closed captions typically display a transcription of the audio
portion of a program as it occurs (either verbatim or in edited
form), sometimes including non-speech
elementstexttelevisionvideoscreentranscriptionaudioprogramverbatim
Moore, Nelson, and Quinlan, January 2011
Slide 61
Telephone Options Moore, Nelson, and Quinlan, January 2011
Slide 62
DEC 4 (5 of 10) General Education/Special Education
Non-Academic Services & Activities Supplemental Aids/ Services/
Modifications/ Accomodations/Assistive Technology Implementation
Specifications (Who? What? Where? When?) Regular Ed
ClassroomAssistive TechnologyCaptioned videos will be provided for
all educational videos shown in class. If captioned videos are not
available, notes must be provided to the student, and student will
not be responsible for such information on a test. Specify the
technical assistance, if any, that will be provided to the general
education teacher(s) and/or other school personnel for
implementation of the IEP. Classroom teacher will be provided with
CMPD registration information. Moore, Nelson, and Quinlan, January
2011
Slide 63
Classroom Communication Access Accommodations Educational
Interpreter Cued Speech Transliterator Spoken Language Facilitator
Preferential Seating Student Notetaker Outlines Moore, Nelson, and
Quinlan, January 2011
Slide 64
DEC 4 (5 of 10) General Education/Special Education
Non-Academic Services & Activities Supplemental Aids/ Services/
Modifications/ Accomodations/Assistive Technology Implementation
Specifications (Who? What? Where? When?) General Ed ClassroomSign
Language Interpreter Interpreter will use Signed Exact English to
communicate instruction and communication among peers to the
student. EC ClassroomCued Speech Transliterator Transliterator will
communicate instruction and communication among peers to the
student using Cued Speech. Enhancement ClassroomsSpoken Language
Facilitator Facilitator will input language targets, and facilitate
spoken language between the teacher, student, and peers. Moore,
Nelson, and Quinlan, January 2011
Slide 65
DEC 4 (5 of 10) General Education/Special Education
Non-Academic Services & Activities Supplemental Aids/ Services/
Modifications/ Accomodations/Assistive Technology Implementation
Specifications (Who? What? Where? When?) General Ed
ClassroomPreferential SeatingStudent will sit close to a speaker,
but away from additional noise sources. Student will sit with light
source to his/her back. General Ed ClassroomStudent Notetaker
Student will receive a copy of notes so that he/she may concentrate
on auditory message General Ed ClassroomOutlines Teacher will
provide notes on lectures, videos, and other presentations to
student each week. Moore, Nelson, and Quinlan, January 2011
Slide 66
Other Communication Tips Obtain auditory/visual attention
before presenting information Allow extra time for processing
Repeat/Rephrase Check for comprehension Place student in a direct
line of sight to the speaker/interpreter/ transliterator Moore,
Nelson, and Quinlan, January 2011
Slide 67
Environmental Accommodations Acoustic covering on bottom of
chairs Area rugs/carpeting Window Treatments Write morning
announcements on the board/provide as handouts Write homework
assignments on board Reduce auditory/visual distractions Moore,
Nelson, and Quinlan, January 2011
Slide 68
Instructional Modifications and Accommodations Graphic
Organizers Visual Supplements Additional time to complete
assignments Pre-teach vocabulary Provide extra materials For use
with Support Staff and/or Home Modified Assignments* Moore, Nelson,
and Quinlan, January 2011
Slide 69
Food for Thought I will make accommodations, but I will NOT
lower my expectations. Dr. Eric Tridas Moore, Nelson, and Quinlan,
January 2011
Slide 70
Roles and Responsibilities Moore, Nelson, and Quinlan, January
2011
Slide 71
Parents Need to participate in the intervention plan! Moore,
Nelson, and Quinlan, January 2011
Slide 72
What Research Says The most consistent predictors of childrens
academic achievement and social adjustment are parent expectations
of the childs academic attainment and satisfaction with their
childs education at school. Reynolds, et, al Parents of
high-achieving students set higher standards for their childrens
educational activities than parents of low-achieving students.
Clark Moore, Nelson, and Quinlan, January 2011
Slide 73
Major Factors of Parent Involvement Three Major Factors Parents
beliefs about what is important, necessary and permissible for them
to do with and on behalf of their children; The extent to which
parents believe that they can have a positive influence on their
childrens education; and Parents perceptions that their children
and school want them to be involved. Moore, Nelson, and Quinlan,
January 2011
Slide 74
School and District Leadership The strongest and most
consistent predictors of parent involvement at school and at home
are the specific school programs and teacher practices that
encourage parent involvement at school and guide parents in how to
help their children at home. Williams, D.L. & Chavkin, N.F.
(1989) Parents need specific information on how to help and what to
do. Morton-Williams, R. The Survey of Parental Attitude and
Circumstances, 1964. The ultimate potential for the child to become
a successful language user is directly related to parent
involvement. Parents are the magic and parental buy- in (what it
takes) is what makes the magic work! K. Anderson, 2005 Moore,
Nelson, and Quinlan, January 2011
Slide 75
Tell me and I will forget Show me and I may remember Involve me
and I will understand ---Unknown Moore, Nelson, and Quinlan,
January 2011
Slide 76
What do Speech/Language Pathologists do? Moore, Nelson, and
Quinlan, January 2011 Improve or correct communication disorders
through specialized techniques, strategies, and interventions
Provide therapy to address communication disorders, primarily
focusing on spoken language and alternative and augmentative
communication systems With D/HH students, primarily address
articulation, language development, and auditory learning NOTE:
Role may overlap with TDHHespecially in fostering language and
auditory skill development
Slide 77
Ways to Develop Close Collaboration Between SLPs and TDHHs
Moore, Nelson, and Quinlan, January 2011 Develop collaborative IEPs
with shared goals and objectives Collaborate in planningsynchronize
focus on related targets Share content vocabulary lists to allow
reinforcement in multiple settings Avoid turf warsdivide and share
responsibilities
Slide 78
What do Educational Audiologists do? Moore, Nelson, and
Quinlan, January 2011 Identify students with hearing loss through
development and oversight of hearing screening programs Provide
audiological evaluations of students that have not passed
screenings or are difficult to test identified D/HH students
auditory processing concerns Refer for medical/clinical attention
for habilitation of hearing, and serve as communication link
between clinical professionals, parents, and school staff Provide
counseling and guidance regarding hearing loss and hearing
assistance technology Provide consultation regarding classroom
acoustics and hearing loss prevention Select, fit, and evaluate
individual and classroom amplification equipment (Hearing Assistive
Technology)
Slide 79
Ways to Develop Close Collaboration Between Audiologists and
TDHHs Moore, Nelson, and Quinlan, January 2011 Ask questions and
share insights Work together to maximize use of residual hearing
Work together to develop plan for amplification monitoring and what
to do in case of equipment failure
Slide 80
How are Regular Education Teachers Involved? Moore, Nelson, and
Quinlan, January 2011 Review students IEP classroom/testing
modifications and goals/objectives Implement accommodations,
modifications, and suggested strategies appropriately Use Hearing
Assistive Technology (HAT) as appropriate Participate in students
current IEP team Work collaboratively with D/HH staff to foster
student achievement Communicate frequently with teacher of D/HH
regarding progress and concerns Provide interpreter or language
facilitator with lessons plans prior to teaching to prepare them
for lesson content and method of presentation
Slide 81
Ways to Develop Close Collaboration Between Regular Education
Teachers and TDHHs Moore, Nelson, and Quinlan, January 2011
Coordinate instructionshare access to pacing guides if possible
When working in inclusive settings, find ways for TDHH to benefit
more than DHH students Ensure regular education teacher knows and
understands IEP present language/literacy level, goals, and
modifications
Slide 82
Food for Thought Moore, Nelson, and Quinlan, January 2011
Parents and teachers of deaf children are most likely to fail in
the area of control or more specifically, in the area of assumption
of responsibility. There is a strong tendency to overprotect the
child. One of the worst things an adult can do is to not hold him
or her to the same standard of behavior and responsibility that you
would a hearing child. David Luterman
Slide 83
Who are Key Support Staff Working with DHH Students? Moore,
Nelson, and Quinlan, January 2011 Sign Language Interpreter:
classified staff member with specialized training and state
certification in facilitating regular classroom communication
involving American Sign Language or English sign systems
Slide 84
What do Sign Language Interpreters do? Moore, Nelson, and
Quinlan, January 2011 Use specialized training to facilitate
communication involving American Sign Language or English sign
systems Interpret or transliterate auditory information in total
school environment into visual language, using childs mode of
communication at his/her language level, as selected by IEP team
and specified in IEP Collaborate with teacher of D/HH in
implementing IEP goals and objectives and monitoring student
progress and needs Role evolves as student gains independence in
communication skills, develops age appropriate language, and
attains grade level skills and competencies
Slide 85
Who are Key Support Staff Working with DHH Students? Moore,
Nelson, and Quinlan, January 2011 Cued Speech Transliterator:
classified staff member with specialized training and state
certification in facilitating regular classroom communication
involving or cued speech/cued language
Slide 86
What do Cued Speech Transliterators do? Moore, Nelson, and
Quinlan, January 2011 Use specialized training to facilitate
communication involving cued speech/cued language Transliterate
spoken English and other auditory information in total school
environment into cued speech, as specified in IEP Collaborate with
teacher of D/HH in implementing IEP goals and objectives and
monitoring student progress and needs Role evolves as student gains
independence in communication skills, develops age appropriate
language, and attains grade level skills and competencies
Slide 87
Who are Key Support Staff Working with DHH Students? Moore,
Nelson, and Quinlan, January 2011 Spoken Language Facilitator:
classified staff member who facilitates understanding of spoken
English, using various methods to facilitate understanding of
verbal messages and foster spoken communication skills
Slide 88
What do Spoken Language Facilitators do? Moore, Nelson, and
Quinlan, January 2011 Facilitate understanding of spoken English
and implements IEP goals, using a variety of communication methods
to convey verbal message Work directly with child in facilitating
learning and developing communication skills inside and outside of
regular classroom environment Collaborate with teacher of D/HH in
implementing IEP goals and objectives and monitoring student
progress and needs Role evolves as student gains independence in
communication skills, develops age appropriate language, and
attains grade level skills and competencies, with eventual
elimination of the service
Slide 89
Some Key Reminders for Support Staff Working with DHH students
in the Public School Setting Moore, Nelson, and Quinlan, January
2011 Communication modes and specific sign systems used with
individual students are IEP team decisions driven by family
preferences documented in IEPs and Communication Plansand are not
based on interpreter, transliterator, or facilitator preferences.
Interpreters, transliterators, and facilitators are not teachers
and should not be functioning as such. Interpreters,
transliterators, and facilitators are valuable members of IEP teams
and should be working closely with TDHHs to facilitate student
progress.
Slide 90
Ways to Develop Close Collaboration Between Support Staff and
TDHHs Moore, Nelson, and Quinlan, January 2011 Make sure
expectations are clear before concerns arise (Be PROACTIVE!)
Schedule routine consultation sessions between support staff and
TDHH Maintain daily support staff logs for sharing information
between support staff and TDHHs Share current language and other
skill targets with support staff so that they can foster,
reinforce, and monitor progress in these target areas
Slide 91
What? Where? When? Moore, Nelson, and Quinlan, January
2011
Slide 92
When should initial inservice training be done? Moore, Nelson,
and Quinlan, January 2011 Before school year begins, if at all
possible (Be PROACTIVE!) When students are not present, if at all
possible With all team members present, if at all possible On
ongoing basis, to reinforce important points
Slide 93
What Should Be Covered in Inservice Training of Teachers?
Moore, Nelson, and Quinlan, January 2011 Terminology Impact of
Hearing Loss and Implications for Learning Common Educational Needs
of DHH Students Common Placement Options Typical Services and Roles
Teacher of the DHH Support StaffInterpreter, Transliterator,
Facilitator Speech/Language Pathologist Educational Audiologist
Other EC Services Typical Modifications and Accommodations
Amplification Options and Monitoring Plan Individual Student
Communication and Learning Strengths and Needs
Slide 94
How Should Inservice Training be Accomplished? Moore, Nelson,
and Quinlan, January 2011 Initial contact should be face-to-face in
individual or group sessionby appointment if possible General
information can be presented as handouts, PowerPoints, and other
visual formats Shorter and more frequent is better for handouts 9
monthly one-page handouts better than one 9-page handout Follow-ups
can occur through email, phone calls, touching base in cafeteria,
scheduled meetings, etc.
Slide 95
Role and Service Options Moore, Nelson, and Quinlan, January
2011
Slide 96
Key Question Back to Our Key Question Moore, Nelson, and
Quinlan, January 2011 inclusive practices Are inclusive practices
appropriate for individual students on my caseload who are D/HH?
What do I need to know to answer this question? How do I get that
information? Once I have information, how do I use it to determine
if inclusion is appropriate and to what degree? WHAT ANSWERS DO YOU
HAVE? (ANSWERS DETERMINE TDHH ROLE!)
Slide 97
HI Service/Placement Options Moore, Nelson, and Quinlan,
January 2011 STUDENTS WITH LESS SIGNIFICANT LEARNING NEEDS
Itinerant service (teacher travels to students) Indirect service
Inclusive (push-in) Regular setting (regular ed. class) STUDENTS
WITH MORE SIGNIFICANT LEARNING NEEDS o Center-based program
(students transported to one school) o Direct service o Resource
(pull-out) o Separate setting (self-contained class)
Slide 98
Teachers of the Deaf/Hard of Hearing: Providing HI Service in
Public School Setting Moore, Nelson, and Quinlan, January 2011
FACILITATE ACCESS to communication REMEDIATE DELAYS in speech,
language, literacy, and academics resulting from previous or
current limitations in access FOSTER INTERACTION in academic and
social situations ADVOCATE for students in regular education and
work with families
Slide 99
Teachers of the D/HH: Role with Support Staff Moore, Nelson,
and Quinlan, January 2011 Often responsible for evaluation and
supervision of support staff Set up clear parameters for each staff
members role (being PROACTIVE!) Set up systematic method(s) of
communication among staff and between staff and parents (logs,
etc.) Work together with support staff to address IEP goals and
implement IEP services and modifications Communicate regarding
targeted skills and progress data Monitor data logs as needed
Slide 100
Teachers of D/HH: Role with Students and other Staff Moore,
Nelson, and Quinlan, January 2011 Role of TDHH with D/HH children
varies on an additive continuum, including: Consultant Inclusive
teacher (push-in) Resource teacher (pull-out) Separate Setting
teacher (self contained) In mainstream settings, focus is on first
three.
Slide 101
Teachers of the D/HH: Consultation Services Moore, Nelson, and
Quinlan, January 2011 Consult/collaborate with regular education
teachers and coordinate all services provided to D/HH students in
regular classes Provide in-service information to school staff
regarding Hearing loss Its impact on language, communication, and
learning Classroom communication strategies DHH student(s) specific
communication and learning needs Maintain assistive technologies,
including amplification devices continued
Slide 102
Teachers of the D/HH: Consultation Services Moore, Nelson, and
Quinlan, January 2011 continued Ensure implementation of
appropriate accommodations and modifications Advocate for D/HH
students as needed Work with families, and acts as a link between
school and D/HH childs family Serve as resource regarding hearing
loss related issues Attend regular education and IEP team
meetings
Slide 103
Teachers of the D/HH: Inclusive/Co-Teaching Services Moore,
Nelson, and Quinlan, January 2011 Address individual IEP goals and
objectives through direct service within regular class environment
Facilitate modification of curriculum, instruction, and
instructional materials as needed Implement testing modifications
Collaborate with lesson planning and classroom instruction Work
with whole class, small groups, or individuals needing extra
explanation
Slide 104
Teachers of the D/HH: Pull-out Service Moore, Nelson, and
Quinlan, January 2011 Pull out to teach special skills not
presented in regular classroom context Provide direct instruction
to students Foster development of IEP goals/objectives through
instruction targeting Knowledge of hearing loss Amplification
knowledge and maintenance Language, vocabulary, and communication
Reading, writing, and academics Self advocacy, study and
organizational skills Social skills Transitional skills Interpreter
or spoken language facilitator use skills Pre-/post-teach concepts
and vocabulary from regular education classes Conduct
assessments
Slide 105
Establishing Targets for DHH Pull- out ServiceSome Guidance
Moore, Nelson, and Quinlan, January 2011 Plan instructional targets
to meet parameters of long term plans Coordinate instructional
targets with regular education curricular instruction and SLP
targets Know where you have been, where you are, and where you are
going in pull-out instruction Dont allow academic resource or
tutoring to distract from work on IEP goal targetsadapt resource
instruction to also address IEP targets whenever possible Time for
DHH children with language and academic delays is very valuabledont
waste it!
Slide 106
Teachers of the D/HH: Pull out ServicePre- and Post- Teaching
Moore, Nelson, and Quinlan, January 2011 Pre-teaching Activate,
connect to, or supplement prior knowledge Introduce important,
useful, or difficult vocabulary Teach important wordsones necessary
to understand important concepts or events in specific texts Teach
useful wordsones students will see frequently Teach difficult
wordsones that may be difficult for DHH students such as multiple
meaning words, idiomatic expressions, figurative language Reinforce
understanding of complex syntax embedded in assigned text Ensure
understanding of stated and implied concepts, ideas, and events in
assigned texts before whole class discussions Post-teaching Reteach
concepts or vocabulary identified as areas of difficulty by
student, support staff, and/or regular education teacher
Systematically undertake spiral review of important vocabulary and
concepts
Slide 107
Food for Thought Moore, Nelson, and Quinlan, January 2011 If we
fail to plan, we plan to fail. Carl W. Buechner
Slide 108
Key Question Insight from Experts on our Key Question Moore,
Nelson, and Quinlan, January 2011 One reason that academic
weaknesses among hearing impaired children tend to persist
throughout and beyond their school life is that their communication
deficits that have never been overcome, and therefore continue to
undermine efforts to promote learning. Priority given to
communication in the early years of school would not, of course,
remove all of the problems posed by deafness. It would, however,
prevent many of them from becoming as severe. (Daniel Ling) The
goal is not to place cochlear implant children in regular
classrooms at all costs but to choose that environment because the
child has the skills to succeed there while expanding their
cognitive and linguistic repertoire.Unless the language levels of
deaf children are within 1 or 2 years of the levels of those in the
regular class in which they are placed, they are virtually cut off
from the entire verbal input process that is basic to educational
experiences. (A. McConkey Robbins, 2000) Language skills need to be
within the range exhibited by other members of the class into which
the child is mainstreamed. (Mason) Because of the developmental
nature of reading, the later one waits to strengthen weaknesses,
the more difficult it is for the children to cope with the
increasing demands in the later grades. Moreover, those who have
reading difficultieswill likely have serious trouble with the study
of science, social studies, literature, mathematics, and other
content study that depend, in great part, on printed text. (The
Reading Crisis, Why Poor Children Fall Behind, J. Chall & V.
Jacobs) Noel Matkin (1988) cautioned against a failure-based model
of education placement for hearing- impaired students in which they
were placed in regular classrooms until they failed, reassigned to
more restricted placements, and then given the support services
they should have received all along.
Slide 109
Answers? Comments?
Slide 110
Scenarios with Sample Students Moore, Nelson, and Quinlan,
January 2011 Studentwhat are important identifying features? Areas
of need? Next step/additional information needed? Potential goals?
Is inclusion setting appropriate? To what extent? What
modifications/services recommended? Specific unitwhat might you
preteach/postteach?
Slide 111
Tricks of the Trade Setting up for Success Moore, Nelson, and
Quinlan, January 2011 Know the office staff(s) Introduce yourself
to school(s) administrative staff(s) If at all possible, meet all
teachers before first day of class BE PROACTIVE! Anything you say
now is suggestion, anything you say next week may be viewed as
criticism You are setting tonemake it positive! Your implied
message because of me giving support, having DHH child in your
class makes your life easier, not harder Remember to show you
understand value of teachers timebe thorough, but concise! Set up
email contact lists early on Prepare sets of address labels for
students Prepare personal templates and goal banks Develop systems
Color codesby student or school Folderscurrent IEP, current
audiogram, checklists, data logs Bags Method for documenting data
Method for organizing due dates
Slide 112
Tricks of the Trade Maintaining Sanity Moore, Nelson, and
Quinlan, January 2011 Make and select materials carefully Make or
find games and materials with multiple uses Reinforcer games
(Jenga, Connect 4) Trail games with cards Make or find foldable,
packable, durable materials Create lessons and activities adaptable
to multiple instructional goals Plan by unit and keep long term
goals in mind Keep several quick activities in the bag for those
extra minutes Use pre-developed materials such as Knowledge is
Power (KIP) to address awareness and advocacy Maintain ongoing data
collection progress reports and annual reviews become less
stressful