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 the difference between being a fully contributing member of a classroom, and spending each and every day struggling. First and foremost is to ensure that the child is sitting where they can see the teacher clearly, but also where they can see what is going on with the group. The far child in pink in this picture is in the ideal spot. If the child has restricted hearing in one ear, ensure they are sitting so their good ear is towards you. While there are times when you will have your back to/ face away from the class to write on the board, etc, ensure that you re not talking while you re doing it. Deaf and hearing impaired children benefit from all the visual cues they can get in order to help follow what is being said. 2
Aided hearing can be HARD WORK! Whether the child uses hearing aids, cochlear implants, BAHA s or any other hearing device, the device amplifies ALL sounds, not just the sound of voices. The child will hear the sound of a fan whirring in the classroom at THE SAME VOLUME as they hear your voice. Be aware of this when setting up your classroom, and when teaching. A sound that you naturally tune out will not only be a distraction, but will make hearing your voice that much harder for a child. This is also relevant for a classroom near a busy hallway, the sports field or music room. Because children with aided hearing need to focus constantly to filter out background noise, they will generally be a lot more tired than other children in the classroom. Fitting in some quiet time during each day will benefit all children in the classroom, and will give your hearing impaired child a little time to relax his/ her brain. 3
Managing the room & class Managing the room Closing doors to noisy areas or corridors Closing windows to outside noise,closing curtains and blinds if necessary Positioning full bookshelves and cupboards against partition walls (to minimise noise transfer from other rooms) Ensuring heating and air conditioning systems operate within acceptable noise levels through regular maintenance Turning off IT equipment such as interactive whiteboards, computers and overhead projectors, when not in use Managing the class Introducing classroom strategies that can establish and maintain a quiet working atmosphere within the classroom, including good behaviour management and minimising scraping chairs Encouraging pupils to develop an understanding of how classroom noises such as chairs scraping, doors banging, dropping objects, shouting and so on can interfere with what their deaf peer can hear Liaising with colleagues in shared open plan teaching areas, so as not to start a quiet reading session when the neighbouring class begins their music lesson, for example 4
Personal FM Systems Personal FM systems are a tool that many deaf/ hearing impaired children use in a classroom, and many teachers and students find this technology incredibly useful. Your school can contact the Advisor for Deaf Children (AoDC) to see if your child will benefit from and FM device and make the application. The FM consists of a microphone worn by the teacher, which channels sound directly to the child via their hearing aid/ cochlear implant. It provides the child with a clearer signal from the speaker and will significantly reduce background noise. 5
Personal FM Systems Be aware that while the child maybe able to see you, and hear what you are saying as they are concentrating on you, they are very unlikely to hear comments or answers from the other children sitting around them. In this way, they may only pick up half of what is going on in the group, and can become lost or upset very easily. Things to do to help Repeat what the other children have answered Indicate (to the whole class) who is speaking, and wait until they have turned to look before the child starts. Ensure that only one person speaks at a time. Allow all students to use the FM transmitter when speaking to the class Note, this will always be a problem for the child, and is something that deaf adults have spoken of time and again. They will not hear the incidental conversations going on around them and will miss a lot of general interaction. If you can teach the other children (and teachers too) that a little bit of patience and awareness will go a long way, it will make life easier. If you are asked to repeat something, saying things like It doesn t matter, or it wasn t important anyway only serve to make the child feel more isolated. It may take a few attempts, and you may feel a little silly repeating a flippant comment three or more times, but it s very important for the child to understand. 6
Parents and Teachers Meet with the parents before the child starts school, and find out what they think works and doesn t work with their child. They have no doubt learned the hard way, and have some priceless tips about their child. If the child has attended Kindergarten or other ECE centre, contact them for the same information. The more you can find out before the child even starts school, the less difficult the transition will be for everyone involved. 7
Who is involved with Deaf or hearing impaired children? In New Zealand, there are a number of different professional bodies who may be working with a deaf/ hearing impaired child. It is best to get to know them before the child begins school. Advisors on Deaf Children (AoDC) Every child identified as having a hearing loss can be referred to the AoDC service. An AoDC is a professional working for the Ministry of Education, they are the liaison person between the professionals, the teachers, and the family. They are the people who can have input into the technology used and adaptations to curriculum that can help. They will be able to advise you on professional development that may assist you, and they may also have resources available for you to use in your classroom to make the learning accessible. 8
Who is involved with Deaf or hearing impaired children? Resource Teachers of the Deaf Some children, particularly those with ORS funding, may have a Resource Teacher of the Deaf (RTD) working with them for a number of hours per week. An RTD is a specialist teacher. They are employed by the Deaf Education Centres (Kelston in Auckland, and van Asch in Christchurch) and generally focus on communication and literacy. They will work specifically with the child in an inclusive learning setting, they will work closely with the classroom teacher to support the deaf/hearing impaired learner. At times the Resource Teacher of the Deaf may work with the child 1:1 or in a small group outside of the classroom. Note: The RTD is only in the classroom for a few hours per week. You are still the primary educator for that child. Ensuring you understand their needs makes sure that they receive valuable learning experiences during the rest of the classroom hours as well. 9
Who is involved with Deaf or hearing impaired children? Deaf Education Centres (DECs) There are two DECs in New Zealand, Kelston in Auckland deals with children from Turangi (south of Taupo) to Cape Reinga (Northland), and Van Asch in Christchurch deals with the rest of the country. The Resource Teachers of the Deaf (RTD) work out of the DECs. They have an online library with resources such as NZ Sign Language posters, cards and DVDs, that can be purchased. Audiologists/ other medical professionals Often children with a hearing loss are under medical professionals. The audiologist may work closely with the AODC around the child. They can also be an information resource. 10
Ongoing Resourcing Scheme (ORS) The Ongoing Resourcing Scheme (ORS) provides support for children with the highest level of need to help them join in and learn alongside other children at school. ORS is used for: 1. additional teacher time to work directly with a child and to prepare resources for them support from specialists such as speech-language therapists, psychologists, occupational therapists, physiotherapists, advisers on deaf children, and others 2. teacher s aide time to support the teacher to include a child in class programmes and activities 3. funding for small items a child might need (known as consumables) such as computer software, extra-size pens and pen grips, Braille machine paper, laminating pouches or toileting products. Once a child receives ORS, the funding stays with them throughout their time at school. http://www.education.govt.nz/school/student-support/special-education/ors/overview-of-ors/ For questions on the ORS scheme, have a look on the Ministry of Education website (education.govt.nz), or speak to the student s Advisor on Deaf Children to see how it relates specifically to deaf/ hearing impaired children. If you think your student is eligible for ORS and isn t receiving it, contact the child s Advisor on Deaf Children, or speak to the Principal of your school. 11
New Zealand Federation for Deaf Children The NZFDC is a parent led organisation, advocating for deaf/ hearing impaired children and their families. They provide information to families following the identification of a child s hearing loss, and are able to work together with the various professional bodies to ensure that the families receive all the information they need. The NZFDC is also a great resource for parents and teachers, as the Executive are all parents with deaf/ hearing impaired children, and therefore have first hand experience with many of the issues. The NZFDC are always open to questions and are able to offer different assistance where necessary. 12
Individual Education Plan (IEP) What is it and who should be involved? An Individual Education Program, commonly referred to as an IEP, defines the individualized objectives of a child who has been found with a disability. The IEP is intended to help children reach educational goals more easily than they otherwise would. In all cases the IEP must be tailored to the individual student's needs as identified by the IEP evaluation process. From Wikipedia, the free encyclopaedia The IEP is an official document that is held by the school, the parents, and the teachers, that develops goals and objectives that correspond to the specific needs of the student. These goals and objectives are set by all those involved, and parents have a very important say in what goes into their IEP. The IEP must be regularly maintained and updated; ideally once a term the team working with the child should get together and look at the previous IEP, talk about what they have achieved, what they would like to change, and what needs to be continued with. The IEP is a fluid document in that things can be updated regularly. However, recommendations and objectives written in the IEP must be addressed during the period stated, and everyone involved in the process needs to be accountable to the November document. 2015 An IEP should be updated twice a year, and all individuals involved with the child should be present and included; classroom teacher, RTD, AoDC, Special needs co-ordinator, and parents. One person should be responsible for taking notes, and getting a finalised copy of the IEP to the group, as soon as possible. 13
Collaboration for Success is the Ministry s document on IEPs for NZ Like all curriculum design in New Zealand, the IEP process is "a continuous, cyclic process" (The New Zealand Curriculum, page 37). It brings together a team of people closely involved with the student to collaboratively plan a programme to meet the student s needs. The diagram visualises this process. New Zealand Federation for Deaf Children Go to http://seonline.tki.org.nz/iep to find a copy of the IEP guidelines Collaboration for Success and some useful resources for teachers and schools 14
Inclusive classrooms and schools Every child wants to fit in to their class and school, and deaf/ hearing impaired children are no different. Their hearing aids or implants often draw attention, and can make the child feel different just when they are meeting new people. The attitude of their peers, teachers, and the rest of the school can make a huge difference in that child s ability to develop important social skills, and can avoid the feelings of isolation. Both of these have a flow-on effect to the child s success in the classroom. Before the child starts school, make sure all the teachers are aware of who the child is, and what his/ her needs are. Teachers on duty need to know if a child will struggle to hear instructions, relief teachers will need to understand the classroom management needs everyone should be involved. From the child s perspective, the more his/ her extra needs are just treated as a part of general classroom management, the more they will feel a part of that classroom, rather than someone special needing special treatment. 15
Inclusive classrooms and schools Other children in the classroom and in the school will be interested in the technology that comes with some deaf/ hearing impaired children. Be open and clear with the other children, explain what the devices do, and why they are needed. Then treat them like any other classroom resource. Generally once children have the information they need, they see a hearing device as just another part of their peer. Encourage this. Buddying younger children with older ones helps to foster good relationships throughout the whole school. For deaf/ hearing impaired children it also helps promote awareness among children in other classrooms. It is generally ignorance that creates issues, so giving correct information to the whole school will help avoid problems. 16
New Zealand Sign Language NZSL is an official language of New Zealand. There is an increasing expectation that children should be supported to use NZSL in school settings, especially if they need to use it to access the curriculum and participate fully in school life. Many teachers have found that the potential for having a deaf/ hearing impaired child in their classroom is a great catalyst for teaching their class a whole range of new skills. All children find NZ Sign Language one of the most fun languages to learn, and they often pick it up very quickly. As a teacher, don t be frightened of doing it wrong. Learning the alphabet, some basic signs such as hello, help, my name is, are easy to do, and the children love it. If you wish to learn more, there are DVDs available through the NZFDC, Deaf Aotearoa and the Deaf Education Centres, or night classes in many local community education centres. Be aware; many hearing impaired children do not use NZ Sign Language, and they may find it frightening if people begin signing at them when they have had no experience of this in the past. Talk to the parents and find out how they communicate with their child. 17
Basic Communication Hints Ensure the child is watching you before you speak. Keep eye contact with the child when talking Hearing aids do not work well over a distance, so keep about one metre between yourself and the child. Keep your hands away from your face, trim your moustache or beard so it s not covering your mouth. Background noise can create difficulties for deaf children and for those with a hearing loss in one ear. Also remember reverberation is a problem for hearing aid users. Be aware of the difficulties of listening in rooms where there is nothing to absorb the sound, such as in bathrooms or halls. Avoid shouting. Speak naturally and if the child does not understand, say the same thing in a different way. Facial expressions and natural gestures will aid understanding, but don t exaggerate expressions. When experiencing difficulties in communicating, remember patience will be rewarded. Use open ended questions to make sure the child has understood, such as What is the cat doing?, many deaf children will nod their head regardless of whether or not they have understood when they are asked if they understand. 18
Some useful Links and websites For resources http://www.deaf.org.nz/resources/merchandise-order-form/tool-kits http://www.vanasch.school.nz/literacy-resources.php\ http://www.nzsl.tki.org.nz/units For Information (please be aware, many of these links are relevant to other countries. Ensure any information you take on board is relevant to your school) http://www.deafchildrenaustralia.org.au/information-sheets-education http://www.ndcs.org.uk/professional_support/our_resources/index.html http://www.handsandvoices.org/resources/docs.htm 19
Contact Us The New Zealand Federation for Deaf Children is a voluntary committee of parents of Deaf/ hearing impaired children with backgrounds in many different areas. We are committed to improving the educational and social achievement for Deaf/ hearing impaired children throughout New Zealand, and we know that you, as teachers, have a huge role in that. One of our roles is to help support you in your professional capacity, so please feel free to contact us with any questions or comments. If you have found a particularly useful resources, or have any suggestions for classroom hints and tips, we would welcome them. Contact us on 0800 DEAFCHILD 0800 332 324 Email info@deafchildren.org.nz Visit our website www.deafchildren.org.nz We update information regularly on our Facebook page www.facebook.com/nzfdc 20