From the Director

House Enrolled Act 1484—Indiana Deaf Education and Assessments of Language (IDEAL) was approved and signed by the governor on May 5, 2019. Our center has been tasked to implement this act, and we are getting down to business already! We will work in conjunction with an advisory committee to create a parent resource and tools & assessments list for deaf and hard of hearing children birth to ten years of age. In addition, we will be providing technical assistance related to assessing deaf and hard of hearing children and reporting on assessment data received. This is an exciting initiative to  ensure parents have accurate information on communication development, children are monitored through annual testing and the Center receives ongoing assessment results to form programming to meet the needs of deaf and hard of hearing children in our state. 

Teachers' DEN (Deaf Educators' Network)

Captions in the Community

The Center for Deaf and Hard of Hearing Education is thankful to AMC 17 in Indianapolis for its collaboration to show the Lego Movie 2 on Feb. 24, 2019, with open captions. We had a sold-out show! The Center will continue working with local theaters to bring open captioned movies to children who are deaf and hard of hearing and their families. If an open captioned movie is not available, there is technology available for increased accessibility in movie theaters. The Described and Captioned Media Program describes the various systems  available to movie goers.

Captions in Schools

Visual media that is actively used in schools must be equally accessible. This includes visual media in curriculum, assessments, to supplement educational content and all audio-visual components of school websites and content portals. DCMP.org has a wealth of information regarding captioning, but it also has a library of described and captioned media that is available to be streamed anytime at no cost. Many educational topics are available and some even contain lesson plans. If schools need accessible visual media, they can conduct a search and find content on a myriad of topics. The library can be used for self-study as well as for enjoyment. 

For teacher- or student-created content, Amara.org is a free resource to caption YouTube videos. Clips is a speech-to-text app that can be downloaded and used for videos created using iOS applications.

Schools can start up “caption clubs” to assist teachers with captioning materials that they frequently use. Learning to caption is a great skill and can turn into a rewarding career. 

Captions on the Go

Advances in technology has made it easy to have captioning with us at all times. From needing to have access to a quick
conversation or to caption a presentation, check out these free tools that are ready to go at a moment’s notice.

Ava

Microsoft Translator

Skype Translator

Live Transcribe

Google Slides

For additional information about captioning, speech-to-text or accessibility laws, contact the Center for Deaf and Hard of Hearing Education at skiefter@isdh.in.gov or 317-232-0971. 

TACKLIN’ Assessment

TACKLIN’ AssessmentTherapists Actively Consulting & Knowledgeably Leading INdiana

Psychometric Data: Misunderstanding and Misuse

Assessment requires forethought, expertise and knowledge of how to choose the tools used and interpretation of the results. Students who have limited access to language as well as children with delayed  language development may present as lower functioning than their true abilities. Educators should use caution when interpreting results for deaf and hard-of-hearing students. This is especially true for those who may be misidentified as having intellectual challenges. Sometimes we find that these challenges impacting their acquisition of language and subsequent skill development may be due to other factors. Some of those factors could be lack of opportunities to develop language, such as poor access to language in the environment (e.g. amplification, skilled interpreter, etc.), lack of typical peer language models and limited enriching educational experiences.

A Case Conference Committee decision cannot be made on one statistic alone. Because people, not instruments, make decisions, the instrument is only as good as the clinician using it.

Qualified clinical judgment plays a critical role!

  

A … common misuse of classification concerns misleading assumptions regarding precision of scores. ... Although the statistical reliability of most scales … is well established before the test is published, it is still important … that professionals carefully consider the possible statistical error in any score, the variability in scores across different tests, and the importance of the [student’s] physical limitations, motivation, and cultural background.  

-Schalock et al. (2010, pp. 81-82)

… the knowledge required to  answer the verbal questions, for example, gets in the way of measuring the child’s ability to think (intelligence)...-Jack Naglieri

I was taught that cognitive ability tests measure attainment, the sum of formal and informal learning experiences and  opportunities. -Mark Shinn

Language and Literacy Corner

Language Delay vs. Language Disorder

Language is an essential element of school success. It directs cognition and behavior, provides an individual with emotional control, assists with complex learning and regulates social interactions. Language is the basis for all academic skills and is the foundation for literacy development. Age-appropriate language allows a child to develop grade-level reading. How do you know when your child/student is developing language at an appropriate pace vs. when they present delays or even exhibit a language disorder?

• Typically developing children require no additional support to perform within normal limits
• Language-delayed students may need some environmental modifications, such as a language-focused preschool with more peer interaction, and language therapy, but will develop language in a typical trajectory
• Language–disordered children will not learn in a typical fashion. These students will learn at a slower pace and in an atypical developmental order. They will need significant supports to gain the language skills needed for academic gain

For more information on language delay vs. language disorder, check out these resources:

Special Education Guide

https://www.specialeducationguide.com/blog/language-delay-versus-language-disorder/

American Speech-Language Hearing Association

https:/?www.asha.org/public/speech/disorders/LateBlooming.htm

BRAIN BUILDERS CORNER: Early Intervention

Connecting at the National Early Hearing Detection and Intervention Conference

Center staff members Cindy Lawrence and Bethany Colson were to present alongside First Steps Director Christina Commons, EHDI Follow-Up Coordinator Stacy Allgeier and Guide By Your Side’s Outreach Coordinator Mariana Barquet at the National EHDI Meeting in Chicago in March. Our presentation highlighted efforts to collaborate among state agencies and entities responsible to helping families in Indiana along the early intervention journey.

We were able to share how our system helps us track how families get to specialized early intervention services. The collaborative tracking takes place between the EHDI program, Guide by Your Side program, Center for Deaf and Hard of Hearing Education and First Steps, among other stakeholders.

Our Center staff learned and gathered resources to share with families and made connections with other state and national leaders and experts to enhance our system and update resources. Here are a couple of them: 

· 2 Ears 2 Learn, a not-for-profit organization that collects and refurbishes used sound processors and then provides them to qualified children with Microtia and Aural Atresia at no charge.  www.2Ears2Learn.org

· Described and Captioned Media Program DCMP, to gain access to on-demand streaming of more than 8,000 educational videos free of charge. 

Sound Advice: Audiology

Educational Technology: Let's Get Connected! 

The use of educational technology is increasing in the classroom as a tool to accompany teacher instruction. In 2015, 68 percent of teachers used videos found online as part of instruction, compared to 47 percent in 2012. A 2018 survey of classroom teachers found that 63 percent think that educational technology accelerates learning. Another survey found that 72 percent of teachers observed an increase in student engagement with the use of technology in their classrooms. Blended learning environments that incorporate face-to-face instruction with in-class activities and media, are being used with increasing frequency and the use of such models is expected to continue to grow.

The biggest question that arises for children who are deaf and hard of hearing with this growing use of technology in the classroom is whether they have access to classroom content presented in a variety of formats throughout their educational day. There are many  technologies that can help these students fully participate in their educational environment.

Direct audio input: Ear-level FM, DM and neckloop systems can be connected to one-on-one devices, such as iPads and Chromebooks, via a standard headphone jack. Additionally, they can also be plugged into a teacher’s computer or classroom speakers to allow students to hear audible media that is played for the entire class.

Closed Captions: Display the audio portion of recorded media in writing. Many previously captioned materials are available to download for classroom use. There are also a variety of programs which may be used to caption original media by the teacher prior to presenting it to students.

Telecoil: Students who have a telecoil program in their hearing technology (hearing aids or cochlear implants) have several options. Some children may be able to use a neck loop to transmit the signal. However, regardless of whether the child uses an FM/DM system, there are also ear level “silhouettes” which may be plugged into any device with a standard headphone jack in lieu of traditional headphones. The auditory information is transmitted directly to the hearing devices via an electromagnetic signal. These “silhouettes” require that the student’s audiologist specifically set a program for use with these devices.

Pass Around microphones: Students using FM or DM systems have access to the teacher’s voice when he or she is wearing the transmitter/microphone, but have difficulty hearing their peers in large group discussion or small group work settings. Wireless pass-around microphones allow peers to use a microphone as well to ensure that their questions and comments are received by students who wear hearing devices.

Dual transmitters: Many manufacturers of FM and DM technology have a method for allowing multiple microphones to be used in a “Team Teaching” setup. One transmitter could be worn by the teacher, and the other could be plugged into a media output, passed around, given to a small group of students working together, or plugged into a student’s one-on-one device to allow audibility of the primary teacher, as well as a secondary source of information at the same time.

Remote Microphones: Wireless technology which allows for some hearing devices to have access to media sources (i.e. computers, IPADs, etc.) via Bluetooth. Although it is not available in all makes and models, and not all options allow for media connectivity, it may be an option!

Roger AudioHub: Connects to any multimedia device with an audio out jack, which may include interactive whiteboards, TVs, computers and MP3 players to hear the device’s audio output clearly through Roger speakers or Roger receivers.

Staff Spotlight

The Center is pleased to announce that Laura Leffler has joined our staff as an accommodation specialist. This position has three main duties: providing ASL-English interpreting, overseeing accommodation needs for Center services and events, and providing educational interpreting outreach through trainings and consultations.

Laura’s career started 30 years ago on the same grounds now occupied by the Center. Laura received a bachelor’s degree in deaf education from Ball State University and holds Certificates of Interpretation and Translation through the Registry of Interpreters for the Deaf. She has worked as a teacher of the deaf, an educational interpreter, a video relay interpreter and a freelance interpreter in a variety of settings. Throughout her career she has had the opportunity to work with children and adults in a variety of languages and communication modes, and be shaped by experiences working with outstanding professionals in the deaf community, as well as in the fields of interpreting and deaf education. 

Through her varied work history, Laura has developed a passion for communication access and deep respect for individual and family choices. Laura is looking forward to working with the exceptional staff at the Center to support its mission of promoting positive outcomes for all deaf and hard-of-hearing children.