IMPROVING CLASSROOM

AUDITORY SKILLS FOR

DEAF/HH STUDENTS

Mindy Folsom,

Itinerant Teacher for Deaf/Hard of Hearing

Lori Fitzgerald,

Program Specialist for Deaf/Hard of Hearing

Jefferson County Public Schools

BUILDING SKILLS FOR SUCCESS IN THE FAST-PACED CLASSROOMKaren L. Anderson & Kathleen A. Arnoldi Audiologist and Teacher

of the Deaf

BUTTE Publications

Resources for all grade/age levels

Online Resources Does include resources for

students who sign Designed for Deaf/HH

students in the mainstream classroom

Great for Group Book Study

OBSERVATIONS

CHAPTER ONE

OBSERVATIONS Enhanced my observations

What to look for in communication, participation, curriculum, and self-advocacy

Included a checklist for some specific things to look for in the observation Observational Record of Behavior of Deaf and

Hard of hearing Students

Provided more tools

Increased my feedback to the regular teacher

OBSERVATIONS ENHANCED What to look for

Communication (p. 13, 17-19) How much does the student understand during

instruction Ask 15-20 Questions70% is considered average listening

comprehension for a student with typical hearing (1-12)

What is the student’s level of interaction in the classroom?

Observer should be seated in full view of the student’s face

OBSERVATIONS ENHANCED What to look for

Participation (p. 13, 17-19) Is the student participating at rate similar to

peers? What strategies or compensatory skills does the

student utilize? How did the student utilize visual cues available

during the lesson? What does the student do when there are

learning breakdowns? How does the student understand and utilize

social language in the integrated setting?

OBSERVATIONS ENHANCED What to look for

Self-Advocacy (p. 17) What steps does the student take to ensure

communication? What did the student do when there was a

communication break down?

Included a checklist for some specific things to look for in the observation

Predetermine what you are looking for Observational Record of Behavior of Deaf and

Hard of hearing Students (p. 42)

OBSERVATION’S TOOLS Tools for D/HH Teacher

Checklist for during observation (p. 42) Checklist for student’s listening difficulties Checklists for screening, like the S.I.F.T.E.R. (p. 55)

Tools for Mainstream Teacher CHAPS (p. 66)

Tools for Parents: Parents observations of child’s

listening difficulties C.H.I.L.D. (p. 50)

Tools for Student The students can share when they have listening difficulty ATCAT (p. 32) LIFE-R (p. 61) Long Term tools , including social interaction(p. 199-202) Social Interaction Checklist-Elementary

Can use for any reason, including IEP, Re-Evaluations, Initial placement, or dismissal

SEE WHAT I DON’T HEAR?

CHAPTER TWO

SEE WHAT I DON’T HEAR? Several tools to help understand the effects of

hearing loss on what speech the student doesn’t understand

Developmental Tools (p. 135-144) Some are complicated, complex, but in-depth

(p. 121) Some are simple

Phrases that are commonly used with 3-5 words Some long, some short lists of 10 (p. 147) Try in different environments

With & Without Noise Near/Far With & without Personal Amplification Room with reverberation problems

SEE WHAT I DON’T HEAR? Following Directions

Determining students’ ability to follow directions Key Words with Mr. Potato Head (p. 149)

Language of Directions: Hierarchy of Development Basic One Step (Take a white piece of paper) Basic Two Step (Pick up a book and give it to me) Expanded Two Step (Pick up the green car with

three wheels and put it in the box) Complex Directions (Draw a red circle next to the

blue square which has a green dots in the middle of it)

With Quiet, Noise, Distance, etc….

REMEMBER TO Explain hearing loss to teachers & students like

a puzzle with a limited number of pieces (p. 179) Use examples with missing pieces to explain

background noise too

Reduce background noise and improve classroom acoustics (p. 110-120)

Consider both functional listening skills and the core content standards on listening when making IEP goals (p. 68, 79-88) (Lots of Tips in Building Skills)

IMPROVING AUDITORY

RECEPTION SKILLS

CHAPTER TWO

IMPROVING AUDITORY RECEPTION Improving auditory memory (p. 156)

Build on previously recalled sentences with numbers, letters, unrelated words, or sentences I I like I like to…..

I like to eat peanut butter and jelly sandwichesGames with expanded Stories (I’m going to Grandma’s…)

Add a word to the middleSimon saysCategories: The category is tools: Tell me all the tools you

hear. Say “saw, hammer, doughnut, wrench”

Remember our directions

PRACTICING AUDITORY CLOSURE AND USE OF CONTEXTUAL CLUES

(p. 157)

I always did this with reading, but I didn’t do it with ________.

Jingles & Rhymes Tell the children where you will visit, but

you’ll only say half the word: I will visit the ___ark.

Finish the word (My favorite color is pur___)

Show a picture, but only say half the word—have the students say the whole word

REMEMBER TO Help improve students listening by preparing

them with the amount of info they need to anticipate missing in different situations

Find ways to help students to understand their hearing loss (p. 168-178) Have them look at results (p. 168-178) Do age appropriate tasks where they can learn

about what they do and do not hear Help them recognize when they do not hear

something clearly Discuss hearing loss type (age appropriate

language) Help them to understand that just because they

hear something, doesn’t mean that they heard it clearly

COMMUNICATION

CHAPTER THREE & FOUR

TOOLS TO UNDERSTAND A STUDENT’S COMMUNICATION Understand where a student’s conversational

competence is at (p. 193) Do they have good turn taking skills? Do they shift/maintain topics appropriately? Do they frequently repeat themselves? This is typical of D/HH students

Testing Instruments (informal & formal) S.C.R.I.P.T. (p. 249-265) Observations & anecdotal notes Interpreters & teachers’ conversations Checklists (p. 199-205) S.A.I.D. (p. 397) Communication During Instruction (399-400)

TOOLS TO HELP STUDENTS COMMUNICATE Lesson’s on Responsibility of Communication

(p. 210-224; also see chapter six for instructional communication)

Why do communication break downs happen? Who is responsible to help fix broken communication? How can we repair break downs in communication? What are the rules of conversation? What type of communicator am I? (Timid/Passive,

Bossy/Aggressive, Self-Confident/Assertive?) (p. 219) What communication does NOT help? (Bluffing, negative

thinking, avoiding, escaping, denying, controlling conversation, etc…) (p.222)

How better communication can make a better friendship (p. 224)

TOOLS TO HELP STUDENTS COMMUNICATE Games with real life situations where

people do not hear, and then looking at (p. 215-217)

What kind of breakdown happened in this communication?

What can be done to remedy this situation? Role play situations where student’s do

not hear and what they do EVERYONE experiences communication

breakdowns! (p. 213)

WHAT’S THE PROBLEM

ACCESS TO THE GENERAL

CURRICULUM

CHAPTER SEVEN

RESOURCES IN CHAPTER 7EVALUATION AND INSTRUCTIONAL MATERIALS

Access to Instruction Checklist: evaluates student’s skills in the major areas of instructional language (All Grades) p. 458

Informal Inventory of Independence and Self-Advocacy Skills for DHH Students: addresses independence in several contexts, including the classroom, community and with peers (Grades 4+) p. 459 – 460

Mediated Communication: Student Readiness Checklists: evaluates student’s skills in accessing instruction through an interpreter, transliterator, notetaker, etc (Grades 4+) p. 461 – 462

Placement and Readiness Checklists for Students who are D/HH (PARC): checklists designed to assist IEP teams, including students, teachers, specialists, parents and school administrators, in making decisions about programming and placement for students with HL p. 463 (downloadable)

Checklist for Language of Directions – Skill Development: evaluative checklist to determine student’s skills following directions (Preschool +) p. 464 – 465

Language of Directions – Hierarchy of Development: a list in order of development of direction comprehension and an accompanying evaluative checklists (Preschool +) p. 466

RESOURCES IN CHAPTER 7TEACHER/THERAPIST RESOURCES Bumps Along the Road to Good Communication:

developmental list of common words which have multiple meanings (Early Education +) p. 472 – 477

Common American Idioms: list of idioms most commonly found in everyday communication (Grades 2+) p. 478

Figurative Language: most common types of figurative language and their definitions (Grades 4+) p. 479

Supporting the Success of Students with HL: A Self-Checklist for Classroom Teachers: tool for teachers’ self-examination regarding creating accessible curriculum, instruction, and learning (All Grades) p. 468

RESOURCES IN CHAPTER 7HANDOUTS FOR CLASSROOM TEACHERS Question-Answer Routines (All Grades) p. 481 Language of Directions (All Grades) p. 482 Environmental Print (All Grades) p. 483 Test Taking (All Grades) p. 484 Classroom Rituals and Routines (Primary) p. 485 Textbooks (All Grades) p. 486 Paper-and-Pencil Assignments (All Grades) p. 487 Using Mediated Communication in the Classroom (All Grades) p.

488 The School Principal’s Role in Ensuring Access: handout for

principals regarding what they can do as building administrators to ensure instructional and curricular access for all students (All Grades) p. 489

Family Information and Activities Conquering Figurative Language: quick activity using nursery

rhymes to exemplify figures of speech p. 491 – 492 Making Sense of Idioms: activities to define idiomatic phrases by

their context and use them in sentences (Primary) p. 493 - 494

RESOURCES IN CHAPTER 7FAMILY INFORMATION AND ACTIVITIES

Conquering Figurative Language: quick activity using nursery rhymes to exemplify figures of speech p. 491–492

Making Sense of Idioms: activities to define idiomatic phrases by their context and use them in sentences (Primary) p. 493–494

OTHER RESOURCES WE LIKED Teasing

p. 357-358 Self Concept

Chapter 5 Understanding Your Hearing Loss/Peer

Relationships p. 339-348

Self Advocacy Understand-O-Meter (p. 415) Chapter six

Classroom Teacher’s Self-Evaluation A quick checklist for teachers to self-evaluate

their support of the student (p. 468)