Summer Institute for Teachers of Deaf and Hard of Hearing Students

Transcription

1 Summer Institute for Teachers of Deaf and Hard of Hearing Students Linda Cundy, Education Consultant Natalia Rohatyn, Doctoral Student, U of A Calgary, Alberta August 23, 2011

2 Objectives Understanding who the Deaf/Hard of Hearing (D/HH) student is Modifying Instructional Strategies Roles and Responsibilities Resources

3 KWL Chart Guess the acronyms activity!

4 Guess the Acronyms Activity ASL BAHA BICS CALP CASE FSCD ERECS HA REACH UDL

5 Profile of a Deaf or HH Student Background Family Communication Language Development Identity School experience

6 BICS L 1 CALP L 1 BICS L 2 CALP L 2

7 Sample writing Me and Leah and Amy go swimming fun good Big swimming cool fun me like Swim finish go play fun 1,2,3 run fun finish me see Hello Leah and Amy go home Hello me go home cool. Me go Play Game fun. My own secret place is over by the beach in the dark, quiet cave. A little light coming out of the open door. I feel calm not too scared of the dark. I see many gulls walking with their webbed feet and many waves rushing through rocks. I hear nothing because I am deaf!

8 ASL Proficiency and Reading achievement Native ASL Signers Not Native Signers

9 Swiss Cheese Learning How a sentence is heard by a student with hearing loss A. spoken sentence by teacher B. sounds heard by student C. sounds speechread by student SPELLING TEST for you!

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11 Courtesy of communication in classrooms with D/HH students Hard of Hearing Students l Using the FM system l Sharing the microphone l Visual lines of communication Deaf Students l Using the Interpreter/Signing EA l Lag time l Visual lines of communication

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13 15 MINUTE BREAK

14 Universal Attitudes about Classroom Accommodations Multiple means of representation Multiple means of expression Multiple means of engagement

15 Special Accommodations Sign Language Interpreter/ E.A. Preferential seating Opportunities for direct interaction using speech alone Note-taking strategies Grading written work

16 Spelling, grammar, assigning/ grading written communication Me and Leah and Amy go swimming fun good Big swimming cool fun me like Swim finish go play fun 1,2,3 run fun finish me see Hello Leah and Amy go home Hello me go home cool. Me go Play Game fun.

17 Modifying Instructional Practices for D/HH Students Pre-teaching and post-teaching Review Oral directions Classroom discussion Presentation of key information Comprehension check

18 School Community Self-identity Academics Social Interaction Extra-curricular activities

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20 Informal inventory of independence and self advocacy skills Independence as a Student Self-Advocacy: student services Peer Interaction Awareness of community Understanding Role of Interpreter/EA

21 LUNCH 30 MINUTES

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23 Roles & Responsibilities Teachers Interpreter / Educational Assistant Student View a short video on communication facilitation

24 Roles & Responsibilities cont d An interpreter/signer cannot interpret what s/he doesn't understand. Preparation is the key to successful communication.

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26 Group Activity Scenario A Preferential seating Scenario B Can a Deaf or Hard of Hearing student read lips?

27 15 MINUTE BREAK

28 Who s on your team? Family School administration Classroom Teacher Support Staff Consulting services Community agencies

29 Consulting Services Regional Education Consulting Services (RECS) Regional Educational Assessment and Consulting Services (REACH) Edmonton Regional Educational Consulting Services (ERECS) Coordinated Assessment Services for the Exceptional (CASE)

30 Consulting Services Cont d Diverse range of services Assistance with differentiated practices Effective instructional strategies Customized support for a variety of topics Support for engaging learning environments

31 Assessment: Individual / Classroom Consultation HH Students: - classroom acoustics: soundfield systems/fm - speech and listening skills - academics and socialization Deaf Students: - ASL receptive and expressive skills - access to interpreting or signing input - academics and socialization

32 In-services Classroom in-service l Diversity geared to different levels: elementary, junior high and senior high l Hearing health l What it is like to be Deaf or Hard of Hearing l Demonstrations of assistive technology for D/HH

33 Individual Programming Plan (IPP) Goals l Short term objectives l Long term objectives Areas of growth l Language reading and writing l Communication listening, speaking, signing l Numeracy l Literacy skills l Socialization skills

34 Assistive Technology HA CI BAHA Oticon Phonak

35 Resources Minerva Deaf Research Lab (MDRL) Harris Communications Company Butte Publications DawnSignPress

36 Accommodations for PATs Extra writing time Sign language interpreter Scribe Franklin Language Master

37 Questions?

38 The challenge for the future! Thank You!

39 CONTINUUM of ASL in Alberta EPSB/CBE ASL hours (5-credit courses in H.S.) ASL hours ASL hours 375 hours U. of A. ASL 111/ hours (six-credit course) ASL 211/ hours 260 hours Lakeland ASL 100a/b 130 hours (six-credit course) ASL 200a/b 130 hours ASL 300a/b 130 hours 390 hours Medicine Hat ASL hours College ASL hours 210 hours

40 NON-CREDIT Community Classes METRO Levels hours = 100 hrs Continuing Ed. St. Albert Levels hours = 48 hrs Star Literacy Elk Island Levels hours = 120 hrs Cont. Educ. Red Deer Levels hours = 108 hrs College

41 University ASL hours (36 hours each session) of Calgary ASL hours 108 hours Bow Valley College ASL hours ASL hours ASL hours 390 hours

42 ASL & Sign Systems American Sign Language Signed English Signing Exact English A language separate from A combination of ASL A visual code for the English, capable of great and manual English English language subtlety in a visual mode Uses different syntax; Usually signed in Follows English exactly includes noun & English word order using word order and 76 verb modulation, facial with few grammatical grammatical markers grammar, classifiers markers 14 markers such as prefixes/suffixes Conceptually-accurate signs ASL signs - occasional Invented signs for along with fingerspelling fingerspelling grammar and vocabulary Used by Deaf/HH adults Used by D/HH people Used as an instructional and children, and and hearing people tool in school settings hearing children of Deaf adults in social and formal situations

43 Generations of Deaf family members