CHS CSD Presentation Jan 21 2014

8/11/2019 CHS CSD Presentation Jan 21 2014

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UNDERSTANDING THE EXPERIENCE OFSTUDENTS

WHO ARE DEAF OR HARD OF HEARING:

An Introduction and Strategies for Course

Design and Delivery

Presented by:

Canadian Hearing Society &

Centre for Students with Disabilities

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Welcome and Introductions

Impact of Deafness and Hearing Loss

Strategies for facilitating an inclusive learning

experience

Questions

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hearinghard of hearing

culturally Deaf,

oral deaf

deafened

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Hard of Hearing

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Facial expression?

Posture?

Blood Pressure?

Imagine hearing like that all

the time?

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1.

2.

3.

4.

5.

6.

7.

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9.

10.

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One uon a ie ee a young oynaed ac. He and hi oe lived in

a ile coage. ey ere oo and had

aely enou o ea. ei only oeion a

a co. One day, ac e a ange lile

an and aded e co o oe agicean.

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One uon

a ie, ee ayoung oy

naed ac

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He and hi

oe lived ina ile coage

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ey ere oo

and hadaely enou

o ea

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ei only

oeion a aco

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One day, ac

e a ange lile

an and adede co o oe

agic ean

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How hearing aids really work:

Distance

Acoustical environment Physical and mental status of the wearer

Controlled communicationorfree for all

Speech Discrimination

Battery size

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Watch the following video to

learn more about Hearing Aids

and personal FM systems.

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Calmly put on and adjust equipment.Test, test.

We encourage students to self advocate,

if the battery dies or they experiencetechnological problems, we encourage

that they notify you and the problem is

solved together.


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Ensure you have the attention of the student(s)before you begin to teach.

Use facial expressions and gestures where

helpful and appropriate. Stand in one place as much as possible.

Do not speak while your back is to the students.

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Where possible, turn off

background noise such

as music, and

unnecessary equipment.

Be aware of and control

other noises such as

hallway noise, fans,

heating systems,fluorescent lighting, etc.

Be aware that

hallways, doorways

and foyers will be very

challenging for one on

one communicationoutside of the

classroom.


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ASL is a visual-gestural language, with its ownunique semantic and grammatical structure.

English is an auditory, spoken language.

Culturally deaf individuals prefer American Sign

Language as their primary method of

communication. English is their second language,

and must be learned, as such.

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Even the very best speechreader getsonly partial messages

Only 25-30% of sounds are visible on the

lips.

The rest of the sounds are made in the

back of the mouth and cant be seen.

Example

Kite Height NightMaybe Baby Pay me

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The environment they grew up in,

familiarity with the situation,

lighting,

number of speakers,

stress

use of technical or unfamiliar vocabulary

speakers enunciation and rate of speech

and any natural aptitude a person might

have

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The process of interpretation is a complex skill

that is acquired through study in an accreditedinstitution.

When working with a professional interpreter,

you are ensured that your message is being

conveyed without bias, and that the message

that you are receiving is also without bias.

. American Sign Language Interpreters are

bound by a code of ethics, this ensuresconfidentiality, dignity, and clear communication

for all parties involved.

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ETIQUETTE

Face the deaf person with whom you are talking;

dont direct your conversation to the interpreter,whose role is only to facilitate communication. Do

not say tell him or tell her. The Deaf person will

be watching the interpreter and glancing back and

forth at you.

Do not ask the interpreter personal questions

about herself/himself. They are present to facilitate

communication. If you have questions about the

Deaf person or sign language, ask the deaf

person directly and the interpreter will interpret

your questions.

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The interpreter will speak in two roles, during assignments.

1. Role of Interp reter

-will always say For Interpreter Clarification..

-will ask clarifying questions, ask to please hold for a moment while they

complete the communication, or advise you may speed up.

2. Voice of Deaf Person

-without introduction, will address you directly

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So I looked into the corner and imagine my

surprise!! Due to the visual nature of ASL it is crucially

important to understand the details in the above

sentence.

1. I saw..a little mouse

2. I saw.. a huge rhinocerous

The interpreter will make a decision to interject

and ask for clarification. They need to evaluateand ask themselves: will this make a difference

and continue to be important and add crucial

information.

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The student left a gift on my desk

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Video with Quiz

exercise

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It is simply not fair for somepeople to hear or be privy to more

information than others in thesame room.


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Speechreading

We have already learned how it is

difficult to speech read in the best

of environments..

How did we get this impression

that it was so easy tospeechread??!!

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STRATEGIES FOR INCLUSIVE

COURSE DESIGN AND DELIVERY

Centre for Students with Disabilities


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Determining course structure and curriculum prior

to the start of term ensures that

appropriate/qualified interpreters/computerized

notetakers are hired.

Interpreters need to be able to review key

concepts and vocabulary so they can ensure theyhave the correct signs.


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Summary of 3 UDL

Principles:

I. Present

information &

content in

different ways.

II. Differentiate the

ways students

can express what

they know.

I. Stimulate interest& motivation for

learning.

*Information presented courtesy of the C.A.F.E. site.


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Use graphics, charts etc when explaining abstract

concepts/introducing new termsexplore the Graphic

Organizers on C.A.F.E. UDL site.

Post instructional materials (videos, graphics, articles

discussed in class) to DC Connect in advance so that

students have an opportunity to review the material

multiple times.


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Ensure all videos are captionedcoordinate with

the C.A.F.E. This can be a timely process.

Consider if there are other parts of your curriculum

that will have an audio component. Discuss

strategies with CSD and/or C.A.F.E. staff as

needed.


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Students need to know what to expect throughoutthe course and from week to week.

Allowing students to plan ahead ensures they are

included e.g. field trips, dates for group work

outside of class if possible.

Students who use Interpreters or ComputerizedNotetakers require time to book services.


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Provide a list of readings that will be covered for

each class. Students can familiarize themselves

with the vocabulary to expect in class.

Provide an agenda at the start of classthis will

assist students to follow along when topics

change.


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Ensure all instructions for in-class assignments

(individual/group) are provided in writing.

Ensure course work instructions andannouncements are provided in writing and postedon DC Connect. This includes:

Change of assignment due date/test date. Instructions for assignments.

Information about what to study for a test.


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Despite implementing UDL principles students mayrequest/require additional supports.

Possible supports may include but are not limited to:

Preferred Seating

Computerized Notetaking

Peer Notetaking

FM system Captioned videos


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Questions/Comments

We will be sending out a short survey.

Your feedback would be much appreciated.

CHS CSD Presentation Jan 21 2014

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Transcript of CHS CSD Presentation Jan 21 2014