Supporting students who are deaf or have hearing impaired
|
|
- Herbert McBride
- 6 years ago
- Views:
Transcription
1 Supporting students who are deaf or have hearing impaired In addition to general issues, listed in earlier sections, supporting students who are deaf or have a hearing impairment requires an awareness of communication issues associated with: deafness, disability and Deaf culture degrees of hearing loss pre- or post-lingual nature of deafness. The following section provides an introduction to the implication of some of these issues in relation to support and includes some ideas for providing appropriate adjustment that is both reasonable and sensitive to the culture of students who are Deaf or hearingimpaired. The areas covered include: communicating with students who are Deaf or hearingimpaired technological support for students who are Deaf or hearing-impaired support personnel for students who are Deaf or hearingimpaired curriculum modifications flexible delivery modified assessments. Page 1 of 1
2 Deafness and Disability There are specific uses of terms relating to deafness that have relevance to education, for example: The capitalised term 'D' for Deaf denotes those people who have any degree of hearing loss from mild to profound and who: identify with the Australian Deaf community share the same visual language (Auslan) have common cultural beliefs, values and life experiences. Deaf with an uncapitalised 'd' denotes those people who are severely and profoundly deaf but who prefer to communicate using speech and lip-reading. In general, they do not identify with Deaf people as defined above. The term is also used when speaking about an audiological degree of hearing loss. According to Knuckey, Lawford, & Kay, (2001), hard of hearing is defined as those people who have enough residual hearing to communicate with speech and lipreading. Their hearing losses are generally mild to moderate. They identify with the hearing community and not with the Deaf community. 1 Most people who are hard of hearing have incurred hearing loss post-lingually, that is, after the person has acquired spoken and written language skills. Although a student may have problems hearing the teacher or peers speaking, they may be able to talk quite clearly themselves and write English with little difficulty. In contrast, a person who is pre-lingually deaf may not have had the same opportunities to hear English speech in use. As a consequence, their writing may not demonstrate a wide vocabulary or clear understanding of English grammar. Contents 1. Australian Deaf community 2. Audiological definitions of deafness 3. Students who are hearing-impaired 4. Communication methods used by students who are deaf or have hearing impairment a. Auslan b. Signed English c. Pidgin Sign English d. Finger Spelling 5. Students who are pre-lingual Deaf or hearing-impaired a. Supporting a student who has poor language skills b. Supporting a student who has difficulty comprehending written English 1 - Australian Deaf community Deafness, for people who are part of the Deaf Community, incorporates sign language, cultural beliefs, cultural behaviours and specific customs and traditions that form the basis of their identity. In Deaf culture, being "deaf" is NOT equated with being "disabled". 2 Page 2 of 2
3 2 - Audiological definitions of deafness In medical terms, hearing impairment has been classified at 5 levels. These definitions are sufficient to indicate that not all Deaf or hearing-impaired people require the same sort of support. It should also be remembered that support, when it is requested, may be required in any one or more of several communication modes. MILD: Difficulty hearing in a noisy environment/faint speech. MODERATE: Understands conversational speech close to him/her. MODERATE TO SEVERE: Conversation must be loud to be understood. Comprehension is very difficult in a classroom or other situation with distance between the speaker and the listener - even with a hearing aid. SEVERE: May hear a close loud noise but not necessarily identify what is said. May identify environmental sounds. PROFOUND: May hear some loud sounds. Usually does not rely on a hearing aid Students who are hearing-impaired The term hearing-impaired is used frequently in association with people who have lost hearing as a consequence of aging or as a result of damage due to a number of causes, including: excessive noise accident ear infection illness. Commonly, the loss of hearing through these causes occurs post-lingually. Therefore, many students who are hard of hearing have a reasonable vocabulary and understanding of English grammar. Consequently, they may be able to follow the speech of others by lip-reading, with or without the use a hearing aid, and may be able to speak clearly themselves. 4 - Communication methods used by students who are Deaf or hearing-impaired The choice of communication mode depends on which school the student went to, which decisions the parents have made, how early the deafness was detected, and who the deaf student mixes with. The communication mode does not reflect levels of deafness or intelligence. It is a matter of choice. For example: Page 3 of 3
4 Auslan - the visual language of the Australian Deaf community Signed English - manual code representing the English language Pidgin Sign English - a combination of Auslan and Signed English Finger Spelling - a manual code representing letters of the alphabet and is a component of Auslan, Signed English, and Pidgin Sign English. In addition, students who are Deaf and blind may use DeafBlind Sign, also known as tactile signing. 4 Auslan (Australian Sign language) The visual language of the Australian Deaf community. Auslan consists of hand signs and letters spelt on the hands that combine, along with distinct grammatical patterns and specific linguistic features, to produce a complete language. Auslan is recognised world wide as a distinct language in its own right. There is no written form of this language. 5 However, many signs have become standard in their meaning and graphic representations have been reproduced in illustrated dictionaries. Signed English Signed English is a manual code representing the English language word for word and using the same grammatical structure as spoken/written English. Signed English was developed for use in schools for deaf children and classes in mainstream schools for children who are Deaf or hearing-impaired. 6 These signs are standard in their meaning and graphic representations have been reproduced in illustrated dictionaries. Pidgin Sign English A combination of Auslan and Signed English used by teachers and others who may know some Auslan but who are not sufficiently proficient in its use. Therefore, some signed English signs are provided when the appropriate Auslan sign for a particular situation or expression's unknown. Finger Spelling A manual code representing letters of the alphabet in Auslan, Signed English and Pidgin Signed English to communicate proper names and words or parts of words for which there is no sign. 5 - Supporting a student who is pre-lingual Deaf or hearing-impaired A student who has been hearing-impaired from early in life may have heard distorted English only, or little or no English at all. This may cause him or her difficulty in acquiring spoken and written English. There may be: poor spelling Page 4 of 4
5 restricted vocabulary omissions of words or word endings non-english word order in sentences difficulty with idioms and jargon difficulty with different word forms (eg tenses) misunderstanding of passive voice and/or complex sentences. 7 Therefore, a student who is pre-lingually Deaf or hearing-impaired may require adjustments to your teaching strategy and methods of assessment because of: limited English language skills difficulty with comprehending English. Supporting a student who has poor language skills If a student advises that she or he has limited English language skills then several adjustments can be made to minimise loss of learning opportunities for that student. These may include: delivering information in plain English using short sentences using headings and sub-headings to organise materials presenting information or instructions in a visual manner, eg diagrams, other graphics linking language with an action, eg practical demonstrations using open-ended questions to make sure information has been received and understood rephrasing misunderstood questions or comments, rather than repeating them. 8 The student may also benefit from being provided with copies of class or lecture notes to study in his or her own time. NB Any decision about the provision of notes for the student should be made in full consultation with the student. Supporting a student who has difficulty comprehending written English If a student advises that she or he has difficulty comprehending written English then several adjustments can be made to minimise loss of learning opportunities for that student. These may include: presenting material and instructions in plain English making notes visually clear and easy to follow, eg use plenty of white space use a large font than normal (12-14 point) double space lines clearly separate diagrams ensuring photocopies are of good quality with high contrast and free of unnecessary marks Page 5 of 5
6 reading aloud the text accompanying presentation, eg o computer screens o TV/video captions o overhead projector transparencies o PowerPoint presentations Asking the person specific questions to check that they have understood the information or instructions rather than asking, "Do you understand?" NB Any decision about adjustments for the student should be made in full consultation with the student. 1. Knuckey, J., Lawford, L. & Kay, J. (2001). Information should be visual: New and emerging technologies and their application in the VET sector for students who are deaf and hard of hearing, p. 9. South Australia: National Centre for Vocational Educational Research. 2. ResponseAbility Module RES024 p.11 Australian National Training Authority ResponseAbility Module RES024 p.38 Australian National Training Authority Lynda Parry. (2003). Acting teacher-consultant for students who are Deaf or hearing-impaired, personal correspondence. 5 Knuckey, J., Lawford, L. & Kay, J. (2001). Information should be visual: New and emerging technologies and their application in the VET sector for students who are deaf and hard of hearing, p. 9. South Australia: National Centre for Vocational Educational Research. 6. ResponseAbility Module RES024 Australian National Training Authority ResponseAbility Module RES027 Australian National Training Authority Hunter Institute of Technology (1998). Communicating with People with a Disability and from non- English Speaking Background, Newcastle: Hunter Institute of Technology. Page 6 of 6
7 Deaf or hearing-impaired Students who are Deaf or hearing-impaired may use different methods of communication. Most are experienced in communicating with hearing people - they are the experts, so consult with your student who is Deaf or hearing-impaired regarding his or her chosen method of communication. It is likely that a student who is Deaf or hearing-impaired will either: lip-read, augmented by residual hearing with or without hearing aids, and may use some speech to communicate with you use Auslan (Australian Sign Language), and may require an interpreter. Contents 1. Supporting a student who lip reads Using plain English and avoiding the use of unfamiliar words and complex grammar Positioning yourself where the student can see you Supporting a student who lip-reads during class discussions Providing classroom support for a students who is Deaf or hearing-impaired Providing copies of class and/or lecture notes 2. Supporting a student who uses Auslan Supporting a student who uses Auslan through a sign language interpreter 1 - Supporting a student who lip-reads At its best, lip-reading is said to be 30%-40% accurate only, because it is easy to be confused when trying to decipher words such as sheep and cheap. Therefore, the student who relies on lip-reading needs to be given every opportunity to gain the most benefit from what you or other students are saying. Most of that opportunity will be created by you adjusting your teaching strategies and minimising environmental noise that may interfere with the student's ability to utilise residual hearing. Adjustments may include: using plain English and avoiding the use of unfamiliar words and complex grammar positioning the speaker where the student can see him or her establishing appropriate rules for discussions providing class notes and the text of lectures. 1 Using plain English and avoiding the use of unfamiliar words and complex grammar Some dos and don't of communication with hearing-impaired students: Page 7 of 7
8 DO speak clearly and simply without being simplistic or patronising. DON'T ask questions in the negative, eg "Don't you think you should see a doctor?" DON'T ask questions with question tags, eg "You live in Hamilton, don't you?" DON'T use the passive, eg "Your form will be sent to you." DON'T use 'before' and 'after' to indicate time sequence, eg "Go to Centrelink, after you get the medical certificate." DON'T use long embedded sentences, eg "Come to my office which is on the second floor at 1Oam Wednesday and ask for Beverley." 2 Positioning yourself where the student can see you Make sure that a student who is relying on lip-reading can see your lips, or those of another speaker, by: facing the student and making sure you have his or her attention before you speak ensuring that your face is well lit, not in shadow and not silhouetted against a bright window or lamp keeping food, drinks, your hands, pencils and other objects away from your mouth while you are speaking not turning away or looking down while you are speaking. At the same time: speak clearly and not too fast do not use exaggerated mouth movements maintain an even pace in delivery introduce topics with headings or titles indicate clearly when changing subject matter or the topic under discussion use shorter sentences use words that are familiar to the student check regularly for understanding - repeat or rephrase points if necessary use aids to clarify meaning, including o facial expression o gestures o body language o demonstrate described actions whenever possible. NB Any decision about other adjustment option for the student should be made in full consultation with the student. Supporting a student who lip-reads during class discussions A student who relies on lip-reading can only use his or her skill if he or she can see the speaker and keep them in view while they talk. It is not possible for anyone who lip-reads to watch a demonstration or take notes at the same time as lip-reading. If a student advises that she or he relies on lip-reading to understand speech then several adjustments can be made to minimise loss of learning opportunities for that student. These adjustments may be particularly important in relation to class discussions and may include: Page 8 of 8
9 establishing eye contact with the student before calling on him or her to contribute to the discussion establishing rules to ensure that group members raise hands to contribute to a discussion (to provide a visual cue about who is about to speak) and, if possible, wait for a student who lip-reads to look in the speaker's direction so that they have an opportunity to decode the comments from the start writing the main points coming out of the discussion, as they arise, on the board repeating questions or relevant comments from other students for a student who relies on lip-reading periodically checking that the student is following the discussion. NB Any decision about the most suitable adjustment option for the student should be made in full consultation with the student. Providing classroom support for a students who is Deaf or hearingimpaired To increase learning opportunities for a student who is Deaf or hearing-impaired you can reinforce understanding with a number of teaching strategies, for example: write topics, headings and all subheadings on the board write new words and concepts on the board write homework, assignment and exam dates, room changes on the board point to the words, headings and information on the board when referring to them face your student who is Deaf or hearing-impaired when speaking to him or her use overhead transparencies (helps you face the audience when speaking - but give the student time to look at the presentation before you start speaking) give handouts where possible provide transcripts or summaries when showing videos or slides. 3 Providing copies of class and/or lecture notes A student who relies on lip-reading can only use his or her skill if he or she can see the speaker and keep them in view while they talk. It is not possible for anyone who lip-reads to watch a demonstration or take notes at the same time as lip-reading. Therefore, if a student advises that she or he relies on lip-reading to understand speech then it may minimise loss of learning opportunities for that student. It would be helpful if you could provide him or her with copies of class or lecture notes. These may be prepared: on paper as hard copies (photocopies) on a computer disc as an attachment available to the student on request on-line. NB Any decision about the most suitable adjustment option for the student should be made in full consultation with the student. Page 9 of 9
10 2 - Supporting a student who uses Auslan If you do not have access to an interpreter: conduct the conversation through writing. If your student is prelingually Deaf or hearing-impaired then be aware that written language may be difficult for him or her provide your student with written or printed notes relating to your teaching or in response to the information he or she is seeking use signing or finger spelling if you know any but be aware of the limits of your skills. Supporting a student who uses Auslan through a sign language interpreter If your student has access to an interpreter then: understand that the role of the interpreter is to translate your voice into sign for your student, and to translate your student's sign language into voice for you - a qualified and experienced interpreter will not answer questions or provide information on the student's behalf talk directly to your deaf student, not to the interpreter check if your student requires seating arrangements that will allow him or her to see both you and the interpreter easily allow time for the interpreter to encode your message and for the student to receive it. If you are required to organize an interpreter then be aware of the need for a properly qualified person who is suitably accredited by the National Accredited Authority for Translators and Interpreters (NAATI). NB All Sign Language Interpreters, working in TAFE NSW, are bound by the TAFE NSW Code of Conduct, the National Accreditation Authority for Translators and Interpreters interpreting code of ethics and should be aware of the Occupational Health and Safety Act (2000) and they are also bound by legislation and policies that relate to student and staff welfare, serious incidents and child protection. Interpreters should change their posture or rest from the interpreting task for a period of 10 minutes every half hour. Rest breaks will need to be negotiated. NB Any decision about the most suitable adjustment option for the student should be made in full consultation with the student. 1. Leong, L. (1995). Deaf Student: Easy Going, AAD Outlook, 5(1) pp Hunter Institute of Technology (1998). Communicating with People with a Disability and from non- English Speaking Background, Newcastle: Hunter Institute of Technology. 3. ResponseAbility Module RES027 p.41: Learning Materials (Self-Paced) Australian National Training Authority 1997 Page 10 of 10
11 Technological support for a student who is Deaf or hearing-impaired A number of technological aids are available either to amplify sound, particularly voice, for individual students who are Deaf or hearing-impaired, or to convert voice into text. These include: hearing aids FM hearing systems phonic loops captioned TV, videos and film telephone typewriters (TTYs). Contents 1. Hearing aids 2. FM systems 3. Induction loops 4. Captioning 1 - Hearing aids Do not assume that a student who wears hearing aids will be able to hear you clearly. Hearing aids amplify all sounds, including environmental noises. Therefore, to support the user of hearing aids you need to eliminate as much background noise as possible, including: chatter from other students scraping of chairs and desks on hard floors machinery (including fans and airconditioners) external noise. If a student advises that she or he relies on hearing aids to help understand speech then several adjustments can be made to minimise loss of learning opportunities for that student in the teaching/learning environment. These may include: adopting strategies that reinforce the spoken word with visual prompts and key words written on the board, eg headings, unfamiliar words, important terms etc implementing and enforcing classroom rules relating to chatter and speaking out of turn using a teaching/learning environment that is carpeted (to reduce internal noise) and is as free as possible from machinery and external noise using an FM system. NB Any decision about the most suitable adjustment option for the student should be made in full consultation with the student. Page 11 of 11
12 2 - FM systems FM systems comprise an FM radio transmitter with a microphone, worn by the speaker, and an FM receiver attached to the student's hearing aids. The system allows the student to hear the speaker regardless of the speaker's position in the room and, to a certain extent, regardless of the level of environmental noise. The small electronic microphone can be worn around the speaker's neck or clipped to clothes near the mouth. Be aware, however, that the microphone will pick up all comments - do not forget to switch it off after the class has finished. There are stories of teachers inadvertently broadcasting office or staff room conversations. 3 - Induction loops Induction loops work on a similar principle to FM transmitters but allow the hearing aid wearer to receive amplified signals via a wire loop, generally fixed to the walls of the teaching/learning environment. Loops are more usually installed in large areas like halls or auditoriums where individual transmitters are less effective. 3 - Captioned TV, videos and film Captioning is the process by which text versions of voice are inserted onto video and film, in much the same way as subtitles are provided for foreign languages. While relatively small scale captioning can be done on a personal computer, with the help of appropriate video capture software, the work is normally carried out by specialist organisations. The main organisation doing captioning to support people who are Deaf or hearing impaired in Australia is the national not-for-profit Australian Captioning Centre. Phone TTY contact: Page 12 of 12
13 Support personnel for students who are Deaf or hearing-impaired Support personnel who should be made available to assist in the implementation of reasonable adjustment for students who are Deaf or hearing-impaired include: sign Language Interpreters notetakers readers writers tutors. Page 13 of 13
14 Curriculum modifications for a student who is Deaf or hearing-impaired Curriculum modification for a student who is Deaf or hearing-impaired may be required in any area where teaching and learning strategies have been constructed around: 1. Voice or sound where the ability to use voice, or discriminate voice or other sounds is not an aspect of competence that needs to be demonstrated in the course or training package 2. English language proficiency where English language proficiency is not an aspect of competence that needs to be demonstrated in the course or training package. Page 14 of 14
15 Flexible lesson delivery for a student who is Deaf or hearing-impaired General issues relating to health, attendance patterns, and format of teaching and learning of a student who is Deaf or hearing-impaired are similar to those of other students. However, consideration must also be given to matters associated with deafness and the student's level of English language skills. Page 15 of 15
16 Modified assessment for a student who is Deaf or hearing-impaired Reasonable adjustment of assessment events does not imply modification of standards or competencies that must be demonstrated by the student. Adjustment of assessments may require modifications to the methods or strategies to allow for a student who is Deaf or hearing-impaired to complete, for example: written assignment and examinations with the aid of a reader or writer to assist with limited English language skills oral presentations, with or without the aid of an interpreter. Contents 1. Modifications to written assignments 2. Modifications to test or examination conditions 3. Modifications to oral presentations 1 - Modifications to written assignments for a student who is Deaf or hearing-impaired If a student who is Deaf or hearing-impaired advises, or his or her advocate/carer advises, that the student requires modification to the way an assignment has been set, then several adjustments can be considered without diminishing the credibility of the assessment event, eg: writing assignment questions and instructions in plain English (in recognition of language issues) allowing the student to use a writer or amanuensis (in recognition of language issues) allowing variations to the assignment format (eg interpreted sign responses instead of oral or written). NB Any decision about the most suitable adjustment option for the student should be made in full consultation with the student. 2 - Modifications to test or examination conditions for a student who is Deaf or hearing-impaired If a student who is Deaf or hearing-impaired advises, or his or her advocate/carer advises, that the student requires modification to test or examination conditions, then several adjustments can be considered without diminishing the credibility of the assessment event. The extent of modifications to examination conditions depends on the type of exam Page 16 of 16
17 and the needs of the individual. The following examples illustrate the type of modifications that are generally available to a student who is Deaf or hearingimpaired: a paper rewritten in plain English (in recognition of language issues) an oral or sign interpreter (in recognition of language issues) a writer or amanuensis (in recognition of language issues) up to 10 minutes per half hour extra time (to compensate for interpreter use) rest breaks of up to 10 minutes per hour (for the sign interpreter or writer) a separate room and supervisor (to avoid disturbing other students) variations to the exam format (eg interpreted sign responses instead of oral or written). 1 2 NB Any decision about the most suitable adjustment option for the student should be made in full consultation with the student. 3 - Modifications to oral presentations for a student who is Deaf or hearing-impaired If a student who is Deaf or hearing-impaired advises, or his or her advocate/carer advises, that the student requires modification to the specifications for an oral presentation, then several adjustments can be considered without diminishing the credibility of the assessment event. These could include: a sign language interpreter translating sign into voice as a student who is Deaf or hearing-impaired makes a presentation using Auslan accepting a written presentation by a student who is Deaf or hearing-impaired, which could be read by: o you or an assistant o the student's associate, advocate or carer o another student o a screen reader (if the text is supplied on disc). NB Any decision about the most suitable adjustment option for the student should be made in full consultation with the student. Page 17 of 17
TIPS FOR TEACHING A STUDENT WHO IS DEAF/HARD OF HEARING
http://mdrl.educ.ualberta.ca TIPS FOR TEACHING A STUDENT WHO IS DEAF/HARD OF HEARING 1. Equipment Use: Support proper and consistent equipment use: Hearing aids and cochlear implants should be worn all
More informationDirector of Testing and Disability Services Phone: (706) Fax: (706) E Mail:
Angie S. Baker Testing and Disability Services Director of Testing and Disability Services Phone: (706)737 1469 Fax: (706)729 2298 E Mail: tds@gru.edu Deafness is an invisible disability. It is easy for
More informationTeaching students in VET who have a hearing loss: Glossary of Terms
Teaching students in VET who have a hearing loss: Glossary of s As is the case with any specialised field, terminology relating to people who are deaf or hard of hearing can appear confusing. A glossary
More informationeasy read Your rights under THE accessible InformatioN STandard
easy read Your rights under THE accessible InformatioN STandard Your Rights Under The Accessible Information Standard 2 Introduction In June 2015 NHS introduced the Accessible Information Standard (AIS)
More informationYou and Your Student with a Hearing Impairment
You and Your Student with a Hearing Impairment HEARING IMPAIRMENT - is a physical disability resulting in diminished levels of hearing in one or both ears. There are different degrees of hearing loss,
More informationeasy read Your rights under THE accessible InformatioN STandard
easy read Your rights under THE accessible InformatioN STandard Your Rights Under The Accessible Information Standard 2 1 Introduction In July 2015, NHS England published the Accessible Information Standard
More information8.0 Guidance for Working with Deaf or Hard Of Hearing Students
8.0 Guidance for Working with Deaf or Hard Of Hearing Students 8.1 Context Deafness causes communication difficulties. Hearing people develop language from early in life through listening, copying, responding,
More informationHow can the Church accommodate its deaf or hearing impaired members?
Is YOUR church doing enough to accommodate persons who are deaf or hearing impaired? Did you know that according to the World Health Organization approximately 15% of the world s adult population is experiencing
More informationIn this chapter, you will learn about the requirements of Title II of the ADA for effective communication. Questions answered include:
1 ADA Best Practices Tool Kit for State and Local Governments Chapter 3 In this chapter, you will learn about the requirements of Title II of the ADA for effective communication. Questions answered include:
More informationMeeting someone with disabilities etiquette
Meeting someone with disabilities etiquette Many people unsure how to go about meeting someone with a disability because they don t want to say or do the wrong thing. Here are a few tips to keep in mind
More informationCHARACTERISTICS OF STUDENTS WHO ARE: DEAF OR HARD OF HEARING
CHARACTERISTICS OF STUDENTS WHO ARE: DEAF OR HARD OF HEARING 1. In General: An estimated twenty one million Americans have some degree of hearing loss, mild to severe. Of the 60,000+ students identified
More informationI. Language and Communication Needs
Child s Name Date Additional local program information The primary purpose of the Early Intervention Communication Plan is to promote discussion among all members of the Individualized Family Service Plan
More informationThe ABC s of Working with Deaf People
The ABC s of Working with Deaf People This handout is courtesy of Communications Services for the Deaf. Anything from Behind: Never do anything from behind without first letting the person who is Deaf
More informationSensitivity Training: Hearing Loss
Sensitivity Training: Hearing Loss Deafness and Hard of Hearing The Center for Disease Control and Prevention (CDC) refer to hard of hearing conditions as those that affect the frequency and/or intensity
More informationMy child with a cochlear implant (CI)
My child with a cochlear implant (CI) Introduction Introduce yourself and your child, and thank the participants for coming. State the goals of the meeting: Get to know the people who will support your
More informationMaking Sure People with Communication Disabilities Get the Message
Emergency Planning and Response for People with Disabilities Making Sure People with Communication Disabilities Get the Message A Checklist for Emergency Public Information Officers This document is part
More informationCOMPLEX LEARNING DIFFICULTIES AND DISABILITIES RESEARCH PROJECT (CLDD)
Page 1 What is sensory impairment? The term sensory impairment encompasses visual loss (including blindness and partial sight), hearing loss (including the whole range) and multisensory impairment (which
More informationDIFFERENTIATION AND ADJUSTMENTS FOR DEAF AND HARD OF HEARING STUDENTS
DIFFERENTIATION AND ADJUSTMENTS FOR DEAF AND HARD OF HEARING STUDENTS An adjustment as defined by the Disability Standards for Education (2005): is a measure or action taken by an education provider that
More informationThe power to connect us ALL.
Provided by Hamilton Relay www.ca-relay.com The power to connect us ALL. www.ddtp.org 17E Table of Contents What Is California Relay Service?...1 How Does a Relay Call Work?.... 2 Making the Most of Your
More informationIt is also possible to have a mixed hearing loss, which arises from both the above.
1 EARLY INCLUSION THROUGH LEARNING FROM EACH OTHER BRIEFING SHEETS PACK SENSORY IMPAIRMENT This is a general overview of the implications of vision impairment, hearing impairment and multi-sensory impairment.
More informationCommunication Options and Opportunities. A Factsheet for Parents of Deaf and Hard of Hearing Children
Communication Options and Opportunities A Factsheet for Parents of Deaf and Hard of Hearing Children This factsheet provides information on the Communication Options and Opportunities available to Deaf
More informationClassroom Accommodations for Students Who Are Deaf or Hard-of-Hearing
Classroom Accommodations for Students Who Are Deaf or Hard-of-Hearing Marni Johnson Martin, Au.D., CCC-A; Mandy J. Williams, Ph.D., CCC-SLP University of South Dakota & Marci Gassen, Au.D., CCC-A Avera
More informationGlossary of Inclusion Terminology
Glossary of Inclusion Terminology Accessible A general term used to describe something that can be easily accessed or used by people with disabilities. Alternate Formats Alternate formats enable access
More information-SQA-SCOTTISH QUALIFICATIONS AUTHORITY NATIONAL CERTIFICATE MODULE: UNIT SPECIFICATION GENERAL INFORMATION Session
-SQA-SCOTTISH QUALIFICATIONS AUTHORITY NATIONAL CERTIFICATE MODULE: UNIT SPECIFICATION GENERAL INFORMATION -Superclass- -Title- 7340217 -Session-1997-98 HG DEAF AWARENESS -----------------------------------------
More informationCommunication Modes. Lipreading. Writing
Workshop Handout Communication Modes Every deaf person is different and will possess different skills and limitations in communicating with hearing people. Deaf people will usually either speak and lipread,
More informationACCESSIBILITY CHECKLIST FOR EVENT PLANNING
ACCESSIBILITY CHECKLIST FOR EVENT PLANNING Planning Event scheduled at accessible site (determined by site visit or audit), including: accessible parking spaces (adequate number of level, marked spaces)
More informationTips When Meeting A Person Who Has A Disability
Tips When Meeting A Person Who Has A Disability Many people find meeting someone with a disability to be an awkward experience because they are afraid they will say or do the wrong thing; perhaps you are
More informationAssistive Listening Technology: in the workplace and on campus
Assistive Listening Technology: in the workplace and on campus Jeremy Brassington Tuesday, 11 July 2017 Why is it hard to hear in noisy rooms? Distance from sound source Background noise continuous and
More informationAssistive Technology for Regular Curriculum for Hearing Impaired
Assistive Technology for Regular Curriculum for Hearing Impaired Assistive Listening Devices Assistive listening devices can be utilized by individuals or large groups of people and can typically be accessed
More informationAdvocating for the Needs of the Oral Deaf Student
Advocating for the Needs of the Oral Deaf Student Grey & Grey 233 Wilshire Blvd., Suite 700 Santa Monica, CA 90401 310/444-1980 310/444-1970 fax I. General Introduction The educational needs of the oral
More informationWritten by: Maureen Cassidy Riski
OLIVER GETS FM Oliver gets Hearing Aids" and Oliver gets FM are dedicated to my brother, Patrick, who is hearing impaired, and to the family, friends, and professionals who were involved in helping him.
More informationAWARENESS INTERACTION TRAINING
Law Enforcement Officer s AWARENESS and INTERACTION TRAINING for Deaf / Hard of Hearing And other Disabilities Gary W. Talley Community Services Manager 1 GOAL: To improve interaction between Law Enforcement
More informationMA 1 Notes. Deaf vs deaf p. 3 MA1 F 13
Name Period MA 1 Notes Fingerspelling Consider frngerspelling to be like your handwriting. Being clear is vital to being understood, be confident enough not to worry, whether each letter is exactly right,
More informationAll Wales Standards for Accessible Communication and Information for People with Sensory Loss
All Wales Standards for Accessible Communication and Information for People with Sensory Loss Published July 2013 by NHS Wales All Wales Standards for Accessible Communication and Information for People
More informationOSEP Leadership Conference
OSEP Leadership Conference Presenter Guidelines Prepared by: 1000 Thomas Jefferson Street NW Washington, DC 20007-3835 202.403.5000 www.air.org Copyright. All rights reserved. Contents OSEP Leadership
More informationMechanicsburg, Ohio. Policy: Ensuring Effective Communication for Individuals with Disabilities Policy Section: Inmate Supervision and Care
Tri-County Regional Jail Policy & Procedure Policy: Ensuring Effective Communication for Individuals with Disabilities Policy Section: Inmate Supervision and Care Tri-County Regional Jail Mechanicsburg,
More informationPOLICY. The Portrayal of Deaf People in the Media
POLICY The Portrayal of Deaf People in the Media Purpose Seeing Deaf people and their sign language and unique culture reflected in the media is an important part of Australian Deaf life. People who are
More informationUNDERSTANDING HEARING LOSS
UNDERSTANDING HEARING LOSS How Do We Hear? Our ears are divided into three parts: The outer ear, the middle ear and the inner ear. See information sheet: Our Ears and How We Hear How Many People Have a
More informationInteract-AS. Use handwriting, typing and/or speech input. The most recently spoken phrase is shown in the top box
Interact-AS One of the Many Communications Products from Auditory Sciences Use handwriting, typing and/or speech input The most recently spoken phrase is shown in the top box Use the Control Box to Turn
More informationEffective Communication
Page 1 of 5 U.S. Department of Justice Civil Rights Division Disability Rights Section Effective Communication The Department of Justice published revised final regulations implementing the Americans with
More informationAdvocacy Evolution: Educate the World! Marjorie Madsen Keilers Executive Director, Hands & Voices New Mexico Chapter Parent and HH Adult
Advocacy Evolution: Educate the World! Marjorie Madsen Keilers Executive Director, Hands & Voices New Mexico Chapter Parent and HH Adult About Me Chloe @ 2 Chloe @ 18 Journey Mystery Road Trip Education
More informationA qualified interpreter is one who, via an onsite appearance or a video remote interpreting service (VRI), can:
CHAPTER: Page 1 of 6 12.0 Introduction Title II of the Americans with Disabilities Act (ADA) prohibits discrimination in the services, programs, and activities of all state and local governments on the
More informationWorking with Interpreters Controlled Document
CS Policy 21 Working with Controlled Document Version: 3 Date of approval: 17.03.2014 Date of next review: 20.01.2017 1. Purpose This policy sets out CatholicCare s commitment to the provision of interpreter
More informationLearning Objectives. AT Goals. Assistive Technology for Sensory Impairments. Review Course for Assistive Technology Practitioners & Suppliers
Assistive Technology for Sensory Impairments Review Course for Assistive Technology Practitioners & Suppliers Learning Objectives Define the purpose of AT for persons who have sensory impairment Identify
More informationCharacteristics of the Text Genre Nonfi ction Text Structure Three to eight lines of text in the same position on each page
LESSON 14 TEACHER S GUIDE by Karen J. Rothbardt Fountas-Pinnell Level J Nonfiction Selection Summary Children with special needs use a variety of special tools to help them see and hear. This simply written
More informationQualification Specification
Qualification Specification Level 2 Award in Communicating and Guiding with Deafblind People 500/9574/2 Sept 2018 Aug 2019 QUALIFICATION SPECIFICATION Signature Level 2 Award in Communicating and Guiding
More informationMA 1 Notes. moving the hand may be needed.
Name Period MA 1 Notes Fingerspelling Consider frngerspelling to be like your. Being clear is vital to being understood, be enough not to worry, whether each letter is exactly right, and be able to spell
More informationADA Business BRIEF: Communicating with People Who Are Deaf or Hard of Hearing in Hospital Settings
U.S. Department of Justice Civil Rights Division Disability Rights Section Americans with Disabilities Act ADA Business BRIEF: Communicating with People Who Are Deaf or Hard of Hearing in Hospital Settings
More informationProcedure on How to Access Translation and Interpretation Services and Good Practice Guidelines
Procedure on How to Access Translation and Interpretation Services and Good Practice Guidelines Author Corporate Strategy & Policy Manager, Yorkshire & Humber Commissioning Support Unit Date August 2014
More informationLanguage Volunteer Guide
Language Volunteer Guide Table of Contents Introduction How You Can Make an Impact Getting Started 3 4 4 Style Guidelines Captioning Translation Review 5 7 9 10 Getting Started with Dotsub Captioning Translation
More informationEffective Communication: The ADA and Law Enforcement
Effective Communication: The ADA and Law Enforcement will begin at 12:30 PM ET 1 1 About Your Hosts TransCen, Inc. Improving lives of people with disabilities through meaningful work and community inclusion
More informationEffective Communication: The ADA and Law Enforcement
Effective Communication: The ADA and Law Enforcement will begin at 12:30 PM ET 1 About Your Hosts TransCen, Inc. Improving lives of people with disabilities through meaningful work and community inclusion
More informationTips on How to Better Serve Customers with Various Disabilities
FREDERICTON AGE-FRIENDLY COMMUNITY ADVISORY COMMITTEE Tips on How to Better Serve Customers with Various Disabilities Fredericton - A Community for All Ages How To Welcome Customers With Disabilities People
More informationTExES Deaf and Hard-of-Hearing (181) Test at a Glance
TExES Deaf and Hard-of-Hearing (181) Test at a Glance See the test preparation manual for complete information about the test along with sample questions, study tips and preparation resources. Test Name
More informationAccess to Internet for Persons with Disabilities and Specific Needs
Access to Internet for Persons with Disabilities and Specific Needs For ITU WCG (Resolution 1344) Prepared by Mr. Kyle Miers Chief Executive Deaf Australia 15 January 2016 Page 1 of 5 EXECUTIVE SUMMARY
More informationC-Character L-Leadership A-Attitude S-Scholarship S-Service
C-Character L-Leadership A-Attitude S-Scholarship S-Service Dear Students, Parents, and/or Guardians, Vista Murrieta High School American Sign Language One (ASL I) Miss Jessica Nehrbas Room E213 (951)
More informationArts and Entertainment. Ecology. Technology. History and Deaf Culture
American Sign Language Level 3 (novice-high to intermediate-low) Course Description ASL Level 3 furthers the study of grammar, vocabulary, idioms, multiple meaning words, finger spelling, and classifiers
More informationThank you for your time and dedication to our industry and community.
secti To: AFP International Fundraising Conference Speakers From: Troy P. Coalman, Board Member, AFP Advancement Northwest, and Member, AFP International Committee for Diversity & Inclusion Date: February
More informationOverview 6/27/16. Rationale for Real-time Text in the Classroom. What is Real-Time Text?
Access to Mainstream Classroom Instruction Through Real-Time Text Michael Stinson, Rochester Institute of Technology National Technical Institute for the Deaf Presentation at Best Practice in Mainstream
More informationCommunicating with hearing aid users. Advice on contributing to successful communication
Communicating with hearing aid users 5 Advice on contributing to successful communication This is the fifth in a series of brochures from Widex on hearing and hearing-related matters. Communication The
More informationDRAFT. 7 Steps to Better Communication. When a loved one has hearing loss. How does hearing loss affect communication?
UW MEDICINE PATIENT EDUCATION 7 Steps to Better Communication When a loved one has hearing loss This handout gives practical tips to help people communicate better in spite of hearing loss. How does hearing
More informationAt least one child in your class could have a mild hearing loss
At least one child in your class could have a mild hearing loss This can have a major impact on all aspects of a child s development, including language and literacy skills, working memory, attention and
More informationInvolving people with autism: a guide for public authorities
People with autism frequently don t receive the services and support that they need and they are usually excluded from the planning and development of services and policies. This needs to change. This
More informationPlacement Checklist for Children Who Are Deaf/Hard of Hearing
Placement Checklist for Children Who Are Deaf/Hard of Hearing The purpose of this checklist is to guide considerations and decisions related to placement for children who are Deaf or Hard of Hearing for
More informationLanguage Support Services Guidelines
Background Information Richmond Public Schools Language Support Services Guidelines Richmond Public Schools (RPS) Office of Family and Community Engagement (FACE) helps bridge the communication gap between
More informationC.H.I.L.D. Children s Home Inventory for Listening Difficulties Questions for the Child to Answer:
C.H.I.L.D. Children s Home Inventory for Listening Difficulties Questions for the Child to Answer: Picture yourself in the following situations. How easy is it for you to hear and understand? Use the Understand-o-meter
More informationProviding Equally Effective Communication
Providing Equally Effective Communication 4 th Annual Marin Disaster Readiness Conference June 19 th, 2012 What Do We Mean by Effective Communication? For non-english speakers; some individuals for whom
More informationUNDERSTANDING MEMORY
Communication Chain UNDERSTANDING MEMORY HEARING EXPRESSION thoughts/ ideas ATTENTION select words to use speech production FEEDBACK Hello, how are you? Communication Chain The Communication Chain picture
More informationAccessible Information Standard Policy for GP practices
Accessible Information Standard Policy for GP practices Policy summary Ash Grove Medical Centre Date of policy: 16/01/2019 To be reviewed by (date): 01/02/2021 A template report for Board is available
More informationActions Speak Louder!
Actions Speak Louder! 21 Skits Related to Hearing Loss Plus Tips for Creating a Dynamic Performance By Sam Trychin, Ph.D. Another book in the Living With Hearing Loss Series 1991, Revised edition, 2003
More informationCommunication. Jess Walsh
Communication Jess Walsh Introduction. Douglas Bank is a home for young adults with severe learning disabilities. Good communication is important for the service users because it s easy to understand the
More informationFORENSIC HYPNOSIS WITH THE DEAF AND HEARING IMPAIRED
FORENSIC HYPNOSIS WITH THE DEAF AND HEARING IMPAIRED By: Inspector Marx Howell, BS (ret.) Unfortunately, I had not given much thought to the use of hypnosis with a deaf or hearing impaired individual until
More informationDeaf Solutions 3 Level 1 Handout Information 1. How to Learn BSL. Introduction
How to Learn BSL Introduction This fact sheet contains information about communicating with Deaf people, the Deaf Community and British Sign Language (BSL). It also tells you briefly about other ways Deaf
More informationCued Speech and Cochlear Implants: Powerful Partners. Jane Smith Communication Specialist Montgomery County Public Schools
Cued Speech and Cochlear Implants: Powerful Partners Jane Smith Communication Specialist Montgomery County Public Schools Jane_B_Smith@mcpsmd.org Agenda: Welcome and remarks Cochlear implants how they
More informationCarol De Filippo. Viet Nam Teacher Education Institute June 2010
Carol De Filippo Viet Nam Teacher Education Institute June 2010 The Problem Noise Distance Reverberation FM Systems Loop Systems Sound Field Systems Classrooms are big, NOISY places! Outdoor Traffic, trains,
More informationProcedure on How to Access Translation and Interpretation Services and Good Practice Guidelines. April 2015
Procedure on How to Access Translation and Interpretation Services and Good Practice April 2015 Authorship : Committee Approved : CSU Corporate Strategy & Policy Manager Senior Management Team Approved
More informationBorders College BSL Action Plan
Borders College BSL Action Plan - 2018-2024 BSL Action Plan This BSL Action Plan is presented as a draft document. It has been written to support the BSL National Plan for Scotland which was published
More informationSkill Council for Persons with Disability Expository for Speech and Hearing Impairment E004
Skill Council for Persons with Disability Expository for Speech and Hearing Impairment E004 Definition According to The Rights of Persons with Disabilities Act, 2016 Hearing Impairment defined as: (a)
More informationInteracting with people
Learning Guide Interacting with people 28518 Interact with people to provide support in a health or wellbeing setting Level 2 5 credits Name: Workplace: Issue 1.0 Copyright 2017 Careerforce All rights
More informationSection 3. deaf culture
Section 3 deaf culture Section 3: deaf culture The Deaf community As technology improves, many deaf people are now able to speak, listen, and mix socially using spoken language while at the same time as
More informationSENSORY DOMAIN. current page 28
SENSORY DOMAIN current page 28 SENSORY This Domain addresses both Sensory and Sensory Processing issues that may affect student learning. These are two distinct issues: how information received by the
More informationYour Individual Management Plan
University Teaching Trust Your Individual Management Plan Patient name: Salford Audiology Services Pendleton Gateway 0161 206 1571/1568/1569 audiology@srft.nhs.uk G15000000W. Design Services, Salford Royal
More informationPlanning and Hosting Accessible Webinars
Series: Designing accessible resources for people with disabilities and Deaf people Planning and Hosting Accessible Webinars Webinars are a great option for sharing information and providing training for
More informationNotes: Ear Troubles conductive hearing loss, behaviour and learning
Notes: Ear Troubles conductive hearing loss, behaviour and learning Part 1 Hi, my name's Damian Howard, and this presentation has being compiled by myself and Jody Bernie. It's about conductive hearing
More informationQuestion 2. The Deaf community has its own culture.
Question 1 The only communication mode the Deaf community utilizes is Sign Language. False The Deaf Community includes hard of hearing people who do quite a bit of voicing. Plus there is writing and typing
More informationNew Zealand Federation for Deaf Children. Hints and tips for Teachers with Deaf or hearing impaired students in their classrooms
Hints and tips for Teachers with Deaf or hearing impaired students in their classrooms General Classroom Management To a child with a hearing loss, a few very small classroom management changes can mean
More informationDivision: Arts and Letters
Fall 2017 American Sign Language 2 AMSL 102, CRN: 10444, Room 1603 August 14, 2017 December 08, 2017 Tuesday & Thursday Lecture 04:00 PM 05:30 PM Lab 05:30 PM 06:20 PM Units: 4 Instructor: Alejandra Galaviz
More informationHear Better With FM. Get more from everyday situations. Life is on
Hear Better With FM Get more from everyday situations Life is on We are sensitive to the needs of everyone who depends on our knowledge, ideas and care. And by creatively challenging the limits of technology,
More informationSyllabus. ASL Level 3. Instructor: Deanne Bray-Kotsur (Video Relay Service) Class Meets: In Room I-7
Syllabus ASL Level 3 Instructor: Deanne Bray-Kotsur dbray@opusd.org 818-483-0411 (Video Relay Service) Class Meets: In Room I-7 August 8, 2017 to May 25, 2018 Course Description Signing Naturally, Units
More informationI Can t Hear You Communication Skills for Hard of Hearing People And
If I Can t See You, I Can t Hear You Communication Skills for Hard of Hearing People And Those Around Them Learning better communication skills starts with understanding what the issues are. What symptoms
More informationNew Mexico TEAM Professional Development Module: Deaf-blindness
[Slide 1] Welcome Welcome to the New Mexico TEAM technical assistance module on making eligibility determinations under the category of deaf-blindness. This module will review the guidance of the NM TEAM
More informationJoining Forces NJ DVRS and PEPNet Northeast to Train One Stop Centers
Joining Forces NJ DVRS and PEPNet Northeast to Train One Stop Centers August 23, 2010 Josie Durkow, PEPNet Northeast josie.durkow@pepnet.org Nancy Yarosh, NJ DVRS nancy.yarosh@dol.state.nj.us Regional
More informationTips for Effective Communications
People who have Mobility Impairments Always ask the person how you can help before attempting any assistance. Every person and every disability is unique. Even though it may be important to evacuate the
More informationPractical Guide to Serving. Deaf and Hard of Hearing Individuals. At Mississippi State University
Practical Guide to Serving Deaf and Hard of Hearing Individuals At Mississippi State University 2001-2002 METHODS OF COMMUNICATION How to communicate with a Deaf Individual Communication with Persons who
More informationDivision: Arts and Letters
Spring 2019 American Sign Language 2 AMSL 102, CRN: 20440, Room 403 February 12, 2018 June 06, 2018 Tuesday & Thursday Lecture 04:00 PM 05:30 PM Lab 05:30 PM 06:20 PM Units: 4 Instructor: Alejandra Galaviz
More informationb. Entities that lease or rent space for their events but have no permanent public office or facility must also follow Title III of the ADA.
To Whom it May Concern: The National Association of the Deaf (NAD) seeks to ensure that all theaters, concert halls, or other places of exhibition or entertainment understand their legal obligations with
More informationLanguage Services Program
Language Services Program Objectives Understand the importance of language services and its role in attaining equitable health. Improve patient care and safety and boost patient satisfaction. Understand
More informationEducational Library and Communication Services Provision to the Deaf and Hearing Impaired Patrons in Nigerian Libraries
ISSN 2286-4822, www.euacademic.org IMPACT FACTOR: 0.485 (GIF) Educational Library and Communication Services Provision to the Deaf and Hearing Impaired Patrons in Nigerian Libraries J. N. CHIMA National
More informationInterviewer: Tell us about the workshops you taught on Self-Determination.
INTERVIEW WITH JAMIE POPE This is an edited translation of an interview by Jelica Nuccio on August 26, 2011. Jelica began by explaining the project (a curriculum for SSPs, and for Deaf-Blind people regarding
More informationTerminology. Education of Deaf and Hard of Hearing Children ADA (PL , 1990) WHO (1980) WHO (1999) WHO (1999) SPA Lundeen!
SPA 608 - Lundeen! Terminology Education of Deaf and Hard of Hearing Children! Disorder! Impairment! Disability! Handicap 1! 2! ADA (PL101-336, 1990) WHO (1980)! The term disability means, with respect
More information