1. Deaf/Hard of Hearing Special Education Part 1 Kayla Domingues & Veronica Di Cristofaro

2. Deaf vs. Hard of Hearing Deaf: A hearing loss in which the sense of hearing is dysfunctional for ordinary use in communication, with or without a hearing aid. Hard of Hearing: Hard-of-hearing individuals have sufficient residual hearing (usually with a hearing aid) to use their hearing as the primary modality for communication. Ministry of Education

3. American Sign Language American Sign Language or “ASL” is a language capable of expressing abstract ideas as well as utilizing space and movement to convey meaning. ASL is used mostly by deaf people in Canada and the United States.

4. Quiz We are now going to test your knowledge on American Deaf Culture

5. Deaf Culture 1. e6. b 2. a & c7. b & d 3. a8. a, b, e, & f 4. c9. f 5. b & d

6. Criteria for Identification (In Children) Poor articulation, especially of consonants, not attributable to factors such as age or a different first language Loud or soft speech that is at an inappropriate level for an environment Physical signs Trouble following directions or answering simple questions Unusually frequent requests for repetition Unusual inattentiveness Request that the volume be turned up Failing to respond when being called on Complaints of pain or earache

7. Technology Videophone or TDD Classroom amplification/sound distribution system FM (Frequency Modulation) hearing assistance technology system Speech to text software Hearing Aid

8. Modifications/Accommodati ons Curricular Modifications Communication Accommodations Instructional Accommodations and Modifications Physical Environment Accommodations Amplification Accommodations

9. Assessment Strategies Reduce quantity of tests Alternate tests Reading assistance with tests for clarification of directions, language of test questions ( non reading items) Extra time Special setting or equipment

10. Game We need 4 volunteers! Each volunteer will be given a word to act out. They will not be allowed to use verbal communication or any form of pictures. The volunteer will only be allowed to act out the word. Did you find this difficult?

11. Equity Issues Individuals who choose to get hearing implants are no longer seen as “members” of the deaf community. Students having access to interpreters and technology in the classroom.

12. Deaf Communities The Parent-Child Mother Goose Program Discover the power and pleasure of rhymes, songs, and stories. Ernest C. Drury School for the Deaf 255 Ontario Street South Milton, ON L9T 2M5 Robarts School for the Deaf 1515 Cheapside Street London, ON N5V 3N9

13. Do’s and Don’ts When interacting with deaf individuals you must remember to use proper communication etiquette. Admit when you don’t understand something. You can do this by, shaking your head or shrugging your shoulders to signify your confusion, it is considered rude to pretend that you understand. If you are unable to get your point across using gestures a pen and paper can be used to reduce frustration. Use appropriate ways of getting their attention. Do not grab or throw things, instead tap him/her lightly to get their attention. The deaf rely heavily on their eyes and so it is very distracting if your eyes are wandering during your interaction or if you cover you face with your hand. This will restrict the communication. Don’t shout or talk in their ear. Don’t correct their English skills unless they ask. Treat a deaf person as you would treat an able speaking person.

14. Steps to Giving Deaf/Hard of Hearing Individuals the Respect They Desire and Deserve:  Our society needs to accept linguistic and cultural minorities  Our society needs to accept that deaf people are not disabled  Our society needs to help replace the medical perspective with a more accepting cultural one.

15. Teacher Tips Seat the student at the front of the classroom Permit the student to move his or her seat when they feel necessary Make sure that the student has a clear view of the speaker Don’t wear distracting clothing (bright colours/stripes) Make sure to have the students attention before giving instructions Do not turn your back while talking During a discussion, be sure to ask questions to confirm that the student is understanding Be sure to have your classroom set up so that everyone can see each other (circle) Have technology available to your students

16. Video https://www.youtube.com/watch?v=5-fwQpCylW4