1.Deafness, according to federal and state laws, is a hearing impairment that is so severe that the child is impaired in processing linguistic information through hearing, with or without amplification that adversely affects a child’s educational performance. According to federal and state laws, hard of hearing is an impairment in which hearing whether permanent or fluctuating, that adversely affects a child’s educational performance but that is not included under the definition of deafness.
2.Deafness and hard of hearing have many distinctive characteristics that make them different. The two have similarities in the characteristics that fall under: educational, physical, social, cognitive, emotional and levels of functioning. Children who are deaf have trouble reading; they do not understand how words sound so they struggle to read them or pronounce them. Their inability to read hinders their educational careers as well as any opportunities to develop in outside sources. Many of these deaf children at a low level cannot read newspapers, closed captioning and internet tools. Along with this, deaf children have trouble speaking due to a number of factors. Mainly, those who are deaf have very low intelligibility of speech. Since they cannot hear how words sound they do not know how to pronounce them. Those who are deaf may also face difficulties in their social setting; they are not able to communicate with their peers because they do not know how to use their oral communication skills. Many young children ignore those with this disability making it hard for the deaf students to fit in. Deaf children and people do not have any physical deformities that would make their disability obvious to people. People who are deaf do not have any trouble with memory loss or sensory problems; however, their only real deficit is their inability to communicate through oral language. These people are able to do everything that others can do with few setbacks. Children who are hard of hearing face similar characteristics to those who are deaf but are on a different level. Hard of hearing people do not have severe hearing losses like deaf people do. In school, children who are hard of hearing struggle with vocabulary, grammar, word order, and language more than their other classmates. The reason for this is because it takes hard of hearing children longer to process what the teacher is saying and to take notes. Also, students struggle when they are in a noisy atmosphere, for example having the door open while children are in walking in the hallway. Even though these children have some hearing, they need support in this area. Better amplification (microphones-individual or whole class), visual aids and seats close to the speaker make the learning process better for these students. Again, these students do not have any physical deformities to make the fact that they have a disability known. Hard of hearing children do wear hearing aids in order to strengthen their hearing. Both deaf and hard of hearing children, despite their inability to hear, know how to present themselves and function in society. Each aspect of the disability is easy to work with in order to aid the students to succeed.
3.In my future classroom, I would use a variety of strategies in order to aid the deaf and hard of hearing children in their education. First, it would be necessary for me to understand the degree of their disability. Doing so would let me know which modifications and altercations I need to make to my lessons as well as my classroom environment. Since hard of hearing children can not focus in noisy settings, I will keep my door shut to hide the noise from the hallway. Also, those who are hard of hearing need to be seated near the person speaking. When I am talking, I will keep them close to the front of the room and when we use group discussions I will put all the students facing towards each other. Being close to the speaker and being able to see them allows for them to hear what is going on. Along with this, I will use a lot of visual aids because it supports their educational careers. As a teacher, I will make sure that I continuously face the classroom by using powerpoints and other teaching aids. Another thing I will try to do is make the children with the disabilities not stand out. For example, if a student needs amplification on the lectures and requires a special microphone, I will be discreet in using it. As a teacher, I will do my best to make the students’ disabilities a minor aspect of who they are. For those who are deaf, I will ask the school to find an interpreter for the students to learn along with the other students. Finally, I will try to make sure that all of the kids fit in together; I will not tolerate anyone making fun of the students with disabilities or ignoring the students. The classroom environment needs to be inviting so that the students can learn and be comfortable.
4.Resources I will use as a teacher:
Interpreter: This person can effectively communicate what I am teaching to the student. They know the best forms of sign language and other skills that will develop the student’s education. Also, they will all allow me to communicate with my students.
Parents/Families: They know how to interact with the child and get the fullest potential out of the child. They could help me learn about the child and how to connect with and better serve the child. Also, they can help me make sure the student does his work so they can learn better.
National Association of the Deaf (www.nad.org): The website provides updated information about support for people with the disability. Also, the website discuses foundations and resources that enhance the lives of the deaf population as well offer opportunities for people to work with the deaf population. It is beneficial for teachers because it provides updates about laws and educational factors regarding the disability.
Division of Deaf and Hard of Hearing http://www.state.nj.us/humanservices/ddhh/index.html ): The website, a division of New Jersey State laws, provides teachers and others with information about deafness and hard of hearing. It offers newsletters and ways to receive assistive technology for students and others with the disability. The website is a good way for people to stay on top of disability.
1. According to the Federal Government and state laws, deafness is a hearing impairment that is so severe that the child is impaired in processing linguistic information through hearing, with or without magnification, that negatively affects a child’s educational performance. Hard of hearing, also defined by the Federal Government and state laws, is an impairment in hearing, whether permanent or fluctuating, that negatively affects a child’s educational performance but that is not included under the definition of deafness. 2.Students who are hard of hearing have milder hearing loss than those who are deaf. Their hearing is more often able to be helped with the use of a hearing aid. However, this can be a negative because their disability is often overlooked because it can be helped to some degree. Students who are deaf have a very large amount of hearing loss and most use a form of sign language to communicate. Many can read lips and some can even speak. Socially, being a deaf or hard of hearing child can be very difficult. Other students may treat that child differently. If the child is completely deaf, it is very hard to communicate with other people their age because most children do not know sign language. This can be troubling and making friends can be very difficult. Learning is also made much more difficult. A child that is hard of hearing can miss a lot of what the teacher says, even with a hearing aid. The teacher has to make it a point to specifically tell the child with the disability what is going on or always speak louder for that child. 3.As a teacher, I would need support from the school first and foremost. The principal would have to understand that I may need other resources to help this child out. Also, having access to an interpreter would help tremendously. If the child does not have one, being allowed to purchase a FM transmission device would help students that are hard of hearing to hear speakers more clearly. If it is possible to have real-time captioning in the school that child would be able to understand everything even without a translator. As a teacher, I would make sure to include as many visual things as possible while I am teaching. Using videos, power points, or even just handouts will help the student so much. Having help and support from the parents would also make teaching a child with this disability much easier. Communication with parents is extremely important with students without disabilities and even more so with students that have disabilities. These students may need to work with a social worker, because being deaf or hard of hearing can be very traumatic and they may need help to deal with their situation.
4. Interpreter: An interpreter will help me as a teacher if I don’t personally know sign language. They could interpret what I am saying so that the child understands what I say or what other students say out loud.
Principal: The principal could help me because he or she has more power than I do and therefore can be more influential with the Board of Education if I ever needed anything to help with the teaching of the deaf or hard of hearing student.
The website The Council for Exceptional Children would be a beneficial website. This website has articles and other information about all kinds of disabilities.
The New Jersey state website (http://www.state.nj.us/humanservices/ddhh/) that is devoted specifically to deaf or hard of hearing would be very helpful. On it there are publications, ways to locate an interpreter, and much more.
In order to successfully work with a student who is either deaf or hard of hearing, I would make sure that above all else they are comfortable and content with the accomodations made for them within my classroom. Most importantly is also the fact that students who suffer from such a disability do not suffer from any mental or intellectual blocks, they are just like every other student in that manner.
In many cases, students who are deaf or hard of hearing have the ability to lip-read at a very high level. It is important to look directly at the student and speak clearly, but not shouting to create a disturbance within the class. And if a situation is faced where you need the students attention, it can easily be solved with a friendly tap on the shoulder, or jesture to capture their attention. But as an instructor, you do not want to rely on this as you may be presented with a case that the student cannot lip-read well, or run into other hinderences in communication based solely on reading lips. Accomodations that can easily be made for the classroom include the strong use of visual aids, a sign language interpreter, assitive listening devices, and for any video aid, a captioning system which displays the words directly underneath the picture. Other such accomodations that I would make for a student who suffers from deafness or hearing loss is having the other students in the class be as important a resource for the hearing impaired child as I would be as the instructor. Assimilating the child with the rest of the class in group activities is a great way to get around the initial reactions of the class to the student's impairment. Helping the students communicate with the child in the form of sign language, note taking, and teaching them to speak clearly when interacting with a student who is hearing impaired will definitely be a benefit for the entire class. Teaching the kids that they should speak just as clearly in any conversation can also help them as well.
In terms of modifications made for the classroom, Even though it is not my #1 arrangement choice, having the students desks in a circular arrangement can really be a difference maker, even if it is only for parts of the day. This allows the hearing impaired child to see a great deal of the class' faces while they are talking and answering questions, allowing them to be as actively involved in the class as any of the other students.
Again, I would treat a student who is deaf or hard of hearing just like any other student, but these slight accomodations and modifications that are made as the year progresses will definitely help the class flow and work better, without much problem at all.
When working with students who are deaf and hard of hearing, you must treat them as if they were normal students just like anyone else. They dont have mental disabilities they just cannot hear. Deaf and hard of hearing students must be required to sit in front of the classroom at all times so they are able to read the trachers' lips, especially if they do not wear hearing aids. You must never turn your back to a deaf student while talking or else they will not be able to read your lips, and make sure you are standing in front of the deaf/hard of hearing student at all times.
Some deaf children cannot read lips so any assignments, projects, tests or upcoming events should always be written on the blackboard. If at any time you cannot face the deaf students give some type of signal to them to make them aware of what is going on. Also make sure captions are on all films that are watched in class so the deaf student can know what the people are saying, and take notes for them if there is only audio. If necessary a deaf student could have an sign language interpreter in the class with them so they know what they are saying.
4 comments:
1.Deafness, according to federal and state laws, is a hearing impairment that is so severe that the child is impaired in processing linguistic information through hearing, with or without amplification that adversely affects a child’s educational performance. According to federal and state laws, hard of hearing is an impairment in which hearing whether permanent or fluctuating, that adversely affects a child’s educational performance but that is not included under the definition of deafness.
2.Deafness and hard of hearing have many distinctive characteristics that make them different. The two have similarities in the characteristics that fall under: educational, physical, social, cognitive, emotional and levels of functioning. Children who are deaf have trouble reading; they do not understand how words sound so they struggle to read them or pronounce them. Their inability to read hinders their educational careers as well as any opportunities to develop in outside sources. Many of these deaf children at a low level cannot read newspapers, closed captioning and internet tools. Along with this, deaf children have trouble speaking due to a number of factors. Mainly, those who are deaf have very low intelligibility of speech. Since they cannot hear how words sound they do not know how to pronounce them. Those who are deaf may also face difficulties in their social setting; they are not able to communicate with their peers because they do not know how to use their oral communication skills. Many young children ignore those with this disability making it hard for the deaf students to fit in. Deaf children and people do not have any physical deformities that would make their disability obvious to people. People who are deaf do not have any trouble with memory loss or sensory problems; however, their only real deficit is their inability to communicate through oral language. These people are able to do everything that others can do with few setbacks. Children who are hard of hearing face similar characteristics to those who are deaf but are on a different level. Hard of hearing people do not have severe hearing losses like deaf people do. In school, children who are hard of hearing struggle with vocabulary, grammar, word order, and language more than their other classmates. The reason for this is because it takes hard of hearing children longer to process what the teacher is saying and to take notes. Also, students struggle when they are in a noisy atmosphere, for example having the door open while children are in walking in the hallway. Even though these children have some hearing, they need support in this area. Better amplification (microphones-individual or whole class), visual aids and seats close to the speaker make the learning process better for these students. Again, these students do not have any physical deformities to make the fact that they have a disability known. Hard of hearing children do wear hearing aids in order to strengthen their hearing. Both deaf and hard of hearing children, despite their inability to hear, know how to present themselves and function in society. Each aspect of the disability is easy to work with in order to aid the students to succeed.
3.In my future classroom, I would use a variety of strategies in order to aid the deaf and hard of hearing children in their education. First, it would be necessary for me to understand the degree of their disability. Doing so would let me know which modifications and altercations I need to make to my lessons as well as my classroom environment. Since hard of hearing children can not focus in noisy settings, I will keep my door shut to hide the noise from the hallway. Also, those who are hard of hearing need to be seated near the person speaking. When I am talking, I will keep them close to the front of the room and when we use group discussions I will put all the students facing towards each other. Being close to the speaker and being able to see them allows for them to hear what is going on. Along with this, I will use a lot of visual aids because it supports their educational careers. As a teacher, I will make sure that I continuously face the classroom by using powerpoints and other teaching aids. Another thing I will try to do is make the children with the disabilities not stand out. For example, if a student needs amplification on the lectures and requires a special microphone, I will be discreet in using it. As a teacher, I will do my best to make the students’ disabilities a minor aspect of who they are. For those who are deaf, I will ask the school to find an interpreter for the students to learn along with the other students. Finally, I will try to make sure that all of the kids fit in together; I will not tolerate anyone making fun of the students with disabilities or ignoring the students. The classroom environment needs to be inviting so that the students can learn and be comfortable.
4.Resources I will use as a teacher:
Interpreter: This person can effectively communicate what I am teaching to the student. They know the best forms of sign language and other skills that will develop the student’s education. Also, they will all allow me to communicate with my students.
Parents/Families: They know how to interact with the child and get the fullest potential out of the child. They could help me learn about the child and how to connect with and better serve the child. Also, they can help me make sure the student does his work so they can learn better.
National Association of the Deaf (www.nad.org): The website provides updated information about support for people with the disability. Also, the website discuses foundations and resources that enhance the lives of the deaf population as well offer opportunities for people to work with the deaf population. It is beneficial for teachers because it provides updates about laws and educational factors regarding the disability.
Division of Deaf and Hard of Hearing http://www.state.nj.us/humanservices/ddhh/index.html ): The website, a division of New Jersey State laws, provides teachers and others with information about deafness and hard of hearing. It offers newsletters and ways to receive assistive technology for students and others with the disability. The website is a good way for people to stay on top of disability.
1. According to the Federal Government and state laws, deafness is a hearing impairment that is so severe that the child is impaired in processing linguistic information through hearing, with or without magnification, that negatively affects a child’s educational performance. Hard of hearing, also defined by the Federal Government and state laws, is an impairment in hearing, whether permanent or fluctuating, that negatively affects a child’s educational performance but that is not included under the definition of deafness.
2.Students who are hard of hearing have milder hearing loss than those who are deaf. Their hearing is more often able to be helped with the use of a hearing aid. However, this can be a negative because their disability is often overlooked because it can be helped to some degree. Students who are deaf have a very large amount of hearing loss and most use a form of sign language to communicate. Many can read lips and some can even speak. Socially, being a deaf or hard of hearing child can be very difficult. Other students may treat that child differently. If the child is completely deaf, it is very hard to communicate with other people their age because most children do not know sign language. This can be troubling and making friends can be very difficult. Learning is also made much more difficult. A child that is hard of hearing can miss a lot of what the teacher says, even with a hearing aid. The teacher has to make it a point to specifically tell the child with the disability what is going on or always speak louder for that child.
3.As a teacher, I would need support from the school first and foremost. The principal would have to understand that I may need other resources to help this child out. Also, having access to an interpreter would help tremendously. If the child does not have one, being allowed to purchase a FM transmission device would help students that are hard of hearing to hear speakers more clearly. If it is possible to have real-time captioning in the school that child would be able to understand everything even without a translator. As a teacher, I would make sure to include as many visual things as possible while I am teaching. Using videos, power points, or even just handouts will help the student so much. Having help and support from the parents would also make teaching a child with this disability much easier. Communication with parents is extremely important with students without disabilities and even more so with students that have disabilities. These students may need to work with a social worker, because being deaf or hard of hearing can be very traumatic and they may need help to deal with their situation.
4. Interpreter: An interpreter will help me as a teacher if I don’t personally know sign language. They could interpret what I am saying so that the child understands what I say or what other students say out loud.
Principal: The principal could help me because he or she has more power than I do and therefore can be more influential with the Board of Education if I ever needed anything to help with the teaching of the deaf or hard of hearing student.
The website The Council for Exceptional Children would be a beneficial website. This website has articles and other information about all kinds of disabilities.
The New Jersey state website (http://www.state.nj.us/humanservices/ddhh/) that is devoted specifically to deaf or hard of hearing would be very helpful. On it there are publications, ways to locate an interpreter, and much more.
Deafness and Heard Of Hearing
How would you apply to the classroom setting?
In order to successfully work with a student who is either deaf or hard of hearing, I would make sure that above all else they are comfortable and content with the accomodations made for them within my classroom. Most importantly is also the fact that students who suffer from such a disability do not suffer from any mental or intellectual blocks, they are just like every other student in that manner.
In many cases, students who are deaf or hard of hearing have the ability to lip-read at a very high level. It is important to look directly at the student and speak clearly, but not shouting to create a disturbance within the class. And if a situation is faced where you need the students attention, it can easily be solved with a friendly tap on the shoulder, or jesture to capture their attention. But as an instructor, you do not want to rely on this as you may be presented with a case that the student cannot lip-read well, or run into other hinderences in communication based solely on reading lips. Accomodations that can easily be made for the classroom include the strong use of visual aids, a sign language interpreter, assitive listening devices, and for any video aid, a captioning system which displays the words directly underneath the picture. Other such accomodations that I would make for a student who suffers from deafness or hearing loss is having the other students in the class be as important a resource for the hearing impaired child as I would be as the instructor. Assimilating the child with the rest of the class in group activities is a great way to get around the initial reactions of the class to the student's impairment. Helping the students communicate with the child in the form of sign language, note taking, and teaching them to speak clearly when interacting with a student who is hearing impaired will definitely be a benefit for the entire class. Teaching the kids that they should speak just as clearly in any conversation can also help them as well.
In terms of modifications made for the classroom, Even though it is not my #1 arrangement choice, having the students desks in a circular arrangement can really be a difference maker, even if it is only for parts of the day. This allows the hearing impaired child to see a great deal of the class' faces while they are talking and answering questions, allowing them to be as actively involved in the class as any of the other students.
Again, I would treat a student who is deaf or hard of hearing just like any other student, but these slight accomodations and modifications that are made as the year progresses will definitely help the class flow and work better, without much problem at all.
When working with students who are deaf and hard of hearing, you must treat them as if they were normal students just like anyone else. They dont have mental disabilities they just cannot hear. Deaf and hard of hearing students must be required to sit in front of the classroom at all times so they are able to read the trachers' lips, especially if they do not wear hearing aids. You must never turn your back to a deaf student while talking or else they will not be able to read your lips, and make sure you are standing in front of the deaf/hard of hearing student at all times.
Some deaf children cannot read lips so any assignments, projects, tests or upcoming events should always be written on the blackboard. If at any time you cannot face the deaf students give some type of signal to them to make them aware of what is going on. Also make sure captions are on all films that are watched in class so the deaf student can know what the people are saying, and take notes for them if there is only audio. If necessary a deaf student could have an sign language interpreter in the class with them so they know what they are saying.
Post a Comment