Language and Literacy Corner

 

Starting with a good foundation

Literacy development support starts with a good foundation. An educational interpreter in the state of Indiana should have at least a high school diploma or equivalent and hold and maintain either Registry of Interpreters for the Deaf (RID) certification or an Educational Interpreter Performance Assessment (EIPA) rating of 3.5 or higher. In addition, the interpreter should have access to and a good understanding of the IEP goals and objectives of the students for whom they interpret.

If a student is unable to process information presented in a signed and/or spoken language, it is highly likely that they will be unable to read it. The educational interpreter is often the only professional in the child’s educational setting that can identify breakdowns or gaps in a child’s signed language development. When these gaps/breakdowns are identified, the educational interpreter should be working in tandem with the classroom teacher, speech language pathologist, and teacher of the deaf

TIPS

The Laurent Clerc National Deaf Education Center provides these tips that an educational interpreter can employ to support reading aloud in the classroom:

• Use appropriate pausing and allow the students to take in the book visually so they can see the English text and illustrations on the pages. 
• Highlight key vocabulary or phrases within the story visually on the blackboard, overhead, or laptop connected to a projector or television. 
• Give the student a copy of the book for reference during the read-aloud. 
• For read-aloud time with student participation, have the interpreter confirm where the group is within the text to assure the student who is deaf or hard of hearing is in the appropriate place. 

Educational interpreters have the benefit of close and frequent contact with students. Leveraging their time and expertise can be a powerful tool to attaining a major goal of education – language and literacy proficiency. 

Additional Resources:

• Resources Classroom Interpreting- Home Page 
• Classroom Interpreting– EIPA 
• Indiana Chapter of Registry of Interpreters for the Deaf 
• Indiana Department of Education: Educational Interpreter Certificate Applicants 
• Laurent Clerc National Deaf Education Center- About: Strategies and Tips to Support the Development of Literacy 
• Registry of Interpreters for the Deaf, Inc. Skills and Qualifications Needed to Work as an Educational Interpreter

Teachers' DEN: Language Rich Environments

 Language Rich Environments …            
The other LRE to consider for your DHH students

The Least Restrictive Environment (LRE) is most likely the term that you are familiar with as it is one of the vital components developed in a child’s IEP. The least restrictive environment ensures your student has the necessary access in and out of their classrooms. However, have you, or your case conference committee, considered if your Deaf and Hard of Hearing student’s least restrictive environment is also the one providing language rich opportunities?

Check the below infographic to see if these situations are being covered in their classroom(s). If they’re not already in place, we encourage you to reach out to your school team to facilitate these opportunities. That way you can make their Least Restrictive Environment is truly a Language Rich Environment. 

Please link and share this information with your colleagues!

Language and Literacy Corner: The Art of Narrating your Day

 

Sound Advice from Audiology - Tips and Tricks

 

Tip #1: Know your IP Rating

Like your smartphone or laptop, hearing aids must be kept dry. Curious how protected your hearing aids are? Check your IP rating in your user manual before you head to the beach. Every hearing aid has an IP rating with two digits. The first number represents protection from dust, sand and debris (1-6). The second number represents protection from water, sweat and moisture (1-8). A higher IP rating indicates better protection. Even a hearing aid with the highest IP rating (68) is not indestructible and requires extra care over the summer.

Tip #2: Pick your perfect dryer ...and use it!

Hearing technology is water resistant, not water proof. Moisture (water, sweat, etc.) is harmful to cochlear implants and hearing aids. Summer is an important time to check your supply and ensure your drying kit is ready for use. Drying cases come in a variety of shapes and sizes. Some drying cases use disposable desiccant beads. Other drying cases are electric and circulate air around the hearing aids or use a UV light to kill bacteria. If you have significant difficulty fighting moisture or live in a humid climate, consider investing in an electronic dehumidifier. 

Tip #3: Daily Checks - is it functioning?

Daily checks are especially important in the summertime. Devices may still power on even if they have water damage. Simply turning hearing aids on does not guarantee a clear signal. Visually inspect the hearing aids and use your listening stethoset to check for signs of moisture every day. Listen for static, indicating the device requires a repair. Wipe the hearing aid with a cloth after each use. Check the earmold tubing for condensation.  Use the tubing blower to dry any moisture. Open the battery door and look for corrosion. Clean the battery contacts and leave the battery door open overnight.

Tip #4: Utilize Water Accessories ...if available

Hearing aids and cochlear implants are not waterproof. However, special accessories are available for additional protection. Ear Gear is a spandex sleeve designed to absorb sweat, water, rain, and debris for an extra level of protection. Even with accessories, hearing aids cannot be worn while swimming.  Water-wear can be added to a cochlear implant, making the device completely waterproof and functional, even while swimming. Each accessory is device-specific. Contact your managing audiologist to select the appropriate accessory for you!

 

Teachers' DEN

 

New Year, New In-Service

In-services provide a way for school staff to better understand the unique access and learning needs of   students who are deaf and hard of hearing. Typically, the teacher for the deaf and hard of hearing will meet with staff prior to the start of a new school year. Midway through the year is also a great time for a refresher in the event of staff changes or access consideration updates. 

When developmentally appropriate, it is a great idea to bring students in to create their own in-services. They can create a poster, brochure, video, or even an in-person presentation.  

Including real-life situations or simulations can make the in-service not only engaging but understandable by audiences who do not frequently interact with individuals who are deaf or hard of hearing. 

In-service Topics

· The hearing mechanism

· The student’s hearing levels

· How the student communicates

· How personal hearing devices work

· The role of related service providers (educational audiologist, educational interpreter, etc.)

· Accommodations

· How Hearing Assistive Technology works and quick troubleshooting

· How to perform daily monitoring of personal and hearing assistive technology

· Difficult listening/visual situations

· Educational and social implications

· Remote learning considerations

 Simulations

· Nice to Meet You https://youtu.be/QWJTK2waj68

· Access to Closed Captioning in the Classroom https://vimeo.com/154598088

· Bad Lipreading https://youtu.be/Y2vS8dPMR2U

· Can You Read My Lips? https://vimeo.com/148127830

· Caption Fail https://youtu.be/7MuDgfX9C2w

· Cochlear Implant Demos http://bit.ly/3mpAIJI

· Hearing Aid + FM Simulation https://youtu.be/1l37lzLIgQU

· Hearing Level Simulator http://bit.ly/2KuRr1f

· Interactive Ear http://bit.ly/3gOnUvw

· Simulated Listening http://bit.ly/31zig7u

· What’s it like to be Deaf? https://youtu.be/60lzVhXW_0U

More Resources

DHH Inservice http://bit.ly/DeafEdInservice
Inservicing the Classroom Teacher https://bit.ly/2KyEIL2
Dear Classroom Teacher https://bit.ly/2LBY0zr
Distance Learning  In-service Template http://bit.ly/3mkTdix
Familiar Sounds Audiogram https://bit.ly/3gSkEz6

  

 

 

Teachers' DEN: Welcome Back!

 

This school year is definitely like no other. The Deaf Education team at the Center for Deaf and Hard of Hearing Education has been busy creating continuous learning documents to assist school teams in ensuring that students who are deaf and hard of hearing have optimal access in a variety of educational settings. It is important to have discussions and incorporate those into students' educational plans to ensure smooth transitions should educational platforms change throughout the school year. Each student learns and accesses their environment differently. It is helpful to conduct functional assessments (listening, visual, or both) to gather information on unique student access needs.
 
The following Continuous Learning Guidance Documents can be found on the Center for Deaf and Hard of Hearing Education’s website (www.cdhhe.isdh.in.gov):
· Masks and Face Shields
· Continuous Learning Guiding Questions
· Continuous Learning Educational Interpreter Considerations
· Continuous Learning HAT Considerations
 
Additional technical assistance available on our website (www.cdhhe.isdh.in.gov):
· Audiology Tips and Tricks
· Considerations of Special Factors
· Indiana Deaf Education and Assessments of Language (IDEAL)
· Tips for Interpreters in the virtual setting
· Tips for working with virtual interpreters
 
Please contact the Deaf Education team for more information and resources.