1. Amie Fredericks, M.Ed. Melanie Gates, M.Ed.

2. Why aren’t Deaf/Hard of Hearing children of average cognitive abilities performing at the same level as their peers?

3. Language Development!

4. Language vs. Communication Language “A language is a set of elements and a system for combining them into patterned sentences that can be used to accomplish specific tasks in specific contexts.” - Finegan Communication The exchange of sharing ideas or information. English, ASL, Spanish, French, etc. -PECs Communication Board -Traffic Signs -Signing Exact English -PECs Communication Board -Traffic Signs -Signing Exact English

5. Typical Language Development The first year of life is critical for language development. Many Deaf/HH children aren’t exposed to language until they are closer to 2 years of age.

6. Once a child with a hearing loss gets -Hearing Aids - a Cochlear Implant - or an FM System don’t they hear the same as everyone else? …and isn’t the language gap closed?

7. No! - These are tools, not cures!! -Language BEGINS to develops at the time of access. It does not develop at an accelerated rated. ForFor ExampleExample ForFor ExampleExample

8. http://successforkidswithhearingloss.com/pragmatics/ It’s important to keep in mind… …80% of language development and learning is incidental.

9. Choices Parents make: Bilingual (ASL and English) * If a child is exposed to fluent ASL at birth they have more developed language and higher cognitive skills. They are also more successful with cochlear implants and spoken language. (Hassanzadeh, S. (2012). Outcomes of cochlear implantation in deaf children of deaf parents: comparative study. The Journal of Laryngology & Otology, 126, 989-994. doi:10.1017/S0022215112001909. Oral * It’s important to know the age the child was exposed to spoken English. Total Communication This is the least effective in terms of language development. * Parents go through a grieving period and don’t always make a decision right away. This can result in a delay in language development.

10. Parent Choices: How the TOD proceeds based on those early decisions: Type of Language used Adjusting language at school to foster development Making sure the child has optimal auditory access Providing an Interpreter Increasing visual support Making sure students are actively engaged in print (Deaf/HH children in K-Grade 2 are actively engaged with print for less than 12 minutes a day.)

11. These are skills that need to be explicitly taught. Implications for a child with hearing loss Language Development Executive Functioning BICS/CALPS http://www.educ.ualberta.ca/staff/olenka.bilash/ best%20of%20bilash/bics%20calp.html

12. Educational Setting Student Work -Text is too difficult - Overwhelming vocabulary - Lack of background knowledge Student Work -Text is too difficult - Overwhelming vocabulary - Lack of background knowledge Environment -Background Noise - Peers: visual & auditory distraction -Lighting: straining the eyes Environment -Background Noise - Peers: visual & auditory distraction -Lighting: straining the eyes Notetaking -Processing Speed - Attending to visual cues while processing language - Rephrases teacher’s words Notetaking -Processing Speed - Attending to visual cues while processing language - Rephrases teacher’s words Teacher - Clarity of voice - How animated? -How far? - Where is the teacher facing? Teacher - Clarity of voice - How animated? -How far? - Where is the teacher facing? - Student is trying to lip-read which is only 60% effective. - Student is trying to make sense of what he hears and sees. - Student has many misunderstandings. - Student is trying to lip-read which is only 60% effective. - Student is trying to make sense of what he hears and sees. - Student has many misunderstandings. - Student is overwhelmed by the task. -Unable to process all of the information because they are not getting the full picture. - Student is overwhelmed by the task. -Unable to process all of the information because they are not getting the full picture. -Student is overwhelmed by the task and unable to comprehend. -With limited background knowledge student is unable to make many connections. -Student is overwhelmed by the task and unable to comprehend. -With limited background knowledge student is unable to make many connections. -Provide ASL Interpreters - Pre-teach -Provide ASL Interpreters - Pre-teach -Pre-teach/Post-teach -Modify and adapt material -Provide visuals to help student make connections -Pre-teach/Post-teach -Modify and adapt material -Provide visuals to help student make connections -Provide note-taking -Develop executive functioning skills: help student develop skills to break down and process information. -Help them feel a sense of success! -Provide note-taking -Develop executive functioning skills: help student develop skills to break down and process information. -Help them feel a sense of success! - Student misses out on incidental learning which leads to limiting background knowledge - Feelings of isolation - Student misses out on incidental learning which leads to limiting background knowledge - Feelings of isolation -Try to build on background knowledge -Set up social situations -Try to build on background knowledge -Set up social situations

13. Working towards a “least restrictive environment” Classroom Modifications Use personal FM system with hearing aids at all times during the school day, except during lunch. Use captioned media when available Copy of class notes Re-teaching of materials as needed to ensure comprehension Visual Cues (e.g. images, demonstrations, examples, gestures, body language, facial expression, signs, video, print, closed captions) Testing Accommodations Location free of auditory and visual distractions Use hearing aids and personal FM system Preferential seating (close to test administrator) Flexible setting (Condition: quiet location with minimal distractions and to support other test modifications) Test read (all tests and quizzes) Direction read and explained (Condition: simplified wording if necessary) Repeat listening comprehension passages one more time than specified in standard administration Provide natural pauses on listening test to allow time for taking notes Allow for extended time (2x) to allow for processing of information Sometimes the public school is not the least restrictive environment.

14. Support Staff Speech & Language Pathologist Audiologist Interpreter Special Education Teacher TESOL Teacher of the Deaf Regular Edu. Teacher Understands how to modify & adapt the material in a way that is effective for a Deaf/HH learner An Interpreter translates the language. The TOD educates. An SLP works on articulation and language. In addition, TOD works on background knowledge, academic skills, social skills, advocating, etc. Understands the impact of hearing loss on education & peer relations Understands that the child is a late first language learner Has a deep understanding of the information the student is missing. Student

15. [Figured we can pick one tmw.]

16. Visually seeing hearing loss

17. Cochlear Implant Simulator