Audiograms IEP Standardized Testing Raising a Deaf Child Communication Choices Your Child's Rights Support Aids Homeschooling
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Communication Considerations for Parents of Deaf and Hard-of-Hearing Children Deafness or hearing impairment affects not only a child who is deaf or has a hearing loss, but also the child's family, friends, and teachers. For hundreds of years, people have debated the best ways to develop communication skills and provide education for deaf and hard-of-hearing children. Here are a few points upon which scientific and health professionals, educators, and experienced parents commonly agree: Why should my newborn's hearing be screened?The earlier that deafness or hearing loss is identified, the better the chances a child will acquire language, whether spoken or signed. A hearing screening can be an important indicator of deafness or hearing loss in a child. For this reason, all infants should be screened while still in the hospital or within the first month of life. But children who do not pass their screening need to go for a follow-up examination. The follow-up examination includes precise audiological testing that confirms the extent and type of hearing loss. It also allows parents, health professionals, and teachers to determine the best intervention strategy for the child. The term intervention refers to the different steps that families can take to overcome communication barriers caused by a hearing loss. When intervention is introduced early, the child can take advantage of the unique window of opportunity during the first few years of life when a person acquires language, whether spoken or signed. Each child is uniqueEach child is unique. It is important to understand the full nature and extent of a child's hearing loss or deafness. It is also important to understand how each family member and caregiver will communicate with the child. Get to know the services that are provided in your community for children in preschool and elementary school. Should I optimize any residual hearing?Optimizing residual hearing may be advantageous. Children may benefit from hearing aids or cochlear implants. This is a decision that you should discuss with your child's healthcare providers and other professionals who work with deaf children and language development. Explore your options; work with professionalsExploring the options and, if possible, working with professionals in teams can be beneficial. Your child may visit a pediatrician, an otolaryngologist (ear, nose, and throat doctor), an audiologist (hearing specialist), and a speech-language pathologist (specialist in speech and language disorders). Some otolaryngologists and audiologists are specially trained to work with infants and children. They are referred to as pediatric otolaryngologists and pediatric audiologists. Ask each professional to inform other professionals who work with your child about your child's visits. Coordinated care can be a big help to you and your child. Many parents find it useful to include educational and social service professionals on the team. Interact with your child oftenParents should interact often with a deaf or hard-of-hearing infant. All of the caregivers in your child's life should interact with him or her as much as possible. You can do this by holding, facing, smiling at, and responding to your infant from the very beginning. Children need love, encouragement, and care from their families and caregivers. Work with your child's teachersTeachers who are experienced in working with deaf and hard-of-hearing children can help parents understand how to improve long-term outcomes for a child. Talk to your child's teachers. Get to know the educational system your child will be entering and the services it provides for children who are deaf or hard-of-hearing. Organizations and federal agencies can provide helpful information to families of deaf or hard-of-hearing children. Consult the resources below, and see what information they can provide. Several offer differing perspectives on the best way to develop the skills and talents of your deaf or hard-of-hearing child. Many of these Web sites are updated frequently, so you may want to bookmark them on your Web browser. |
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Alexander Graham Bell Association for the Deaf and Hard of Hearing (A.G. Bell)
3417 Volta Place, NW.
Washington, DC 20007-2778
Voice: (202) 337-5220
TTY: (202) 337-5221
Toll-free: (800) HEAR-KID (432-7543)
Fax: (202) 337-8314
E-mail:
info@agbell.org
Internet:
www.agbell.org
Publications:
Hearing Loss Information Brochures
American Academy of Audiology (AAA)
11730 Plaza America Drive, Suite 300
Reston, VA 20190
Voice/TTY: (703) 790-8466
Toll-free: (800) 222-2336
Fax: (703) 790-8631
E-mail:
info@audiology.org
Internet:
www.audiology.org
Publications:
Newborn Hearing Screening
American Academy of Otolaryngology-
Head and Neck Surgery (AAO-HNS)
One Prince Street
Alexandria, VA 22314-3357
Voice: (703) 836-4444
TTY: (703) 519-1585
Fax: (703) 683-5100
E-mail:
webmaster@entnet.org
Internet:
www.entnet.org
Publications:
Hearing Health Center
American Academy of Pediatrics (AAP)
141 Northwest Point Boulevard
Elk Grove Village, IL 60007-1098
Voice: (847) 434-4000
Fax: (847) 434-8000
E-mail:
kidsdocs@aap.org
Internet:
www.aap.org Publications:
Guide to Your Child's Symptoms: Hearing Loss
American Society for Deaf Children (ASDC)
P.O. Box 3355
Gettysburg, PA 17325
Voice/TTY: (717) 334-7922
Toll-free: (800) 942-ASDC (2732)
Fax: (717) 334-7922
E-mail:
ASDC1@aol.com
Internet:
www.deafchildren.org
American Speech-Language-Hearing
Association (ASHA)
10801 Rockville Pike
Rockville, MD 20852
Voice: (301) 897-5700
TTY: (301) 897-0157
Toll-free: (800) 638-8255
Fax: (301) 571-0457
E-mail:
actioncenter@asha.org
Internet:
www.asha.org
Publications:
Hearing and Balance
Beginnings for Parents of Children Who Are Deaf
or Hard of Hearing, Inc. (Beginnings)
Raleigh Office
P.O. Box 17646
Raleigh, NC 27619
Voice/TTY: (919) 850-2746
Toll-free Voice/TTY: (800) 541-4327
Fax: (919) 850-2804
E-mail:
raleigh@beginningssvcs.com
Internet:
www.beginningssvcs.com
Charlotte Office
7508 E. Independence Blvd., Suite 106
Charlotte, NC 28227
Voice/TTY: (704) 566-0145
Toll-free Voice/TTY: (800) 556-2796
Fax: (704) 566-0653
E-mail:
charlotte@beginningssvcs.com
Internet:
www.beginningssvcs.com
Out-of-state:
Toll-free Voice/TTY: (800) 541-HEAR (4327)
Boys Town National Research Hospital
555 N. 30th Street
Omaha, NE 68131
Voice/TTY: (402) 498-6543
Toll-free: (800) 282-6657
Fax: (402) 498-6755
E-mail:
Moeller@boystown.org
Internet:
www.boystownhospital.org
Publications:
My Baby's Hearing (developed with support from the NIDCD)
Boys Town Pediatrics
Clearinghouse on Disability Information
Office of Special Education and Rehabilitative Services (OSERS)
Communication and Media Support Services (CMSS)
United States Department of Education
330 C Street, SW., Room 3132
Washington, DC 20202-2524
Voice: (202) 205-8241
Fax: (202) 205-9252
Internet:
www.ed.gov/offices/OSERS
Conference of Educational Administrators of Schools and Programs
for the Deaf (CEASD)
P.O. Box 1778
St. Augustine, FL 32085-1778
Voice: (904) 810-5200
Fax: (904) 810-5525
E-mail:
email@ceasd.org
Internet:
www.ceasd.org
Convention of American Instructors of the Deaf (CAID)
P.O. Box 377
Bedford, TX 76095-0377
Voice/TTY: (817) 354-8414
E-mail:
caid@swbell.net
Internet:
www.caid.org
Council on Education of the Deaf (CED)
207 FH, 800 Florida Avenue, NE.
Gallaudet University
Washington, DC 20002
Voice/TTY: (202) 651-5525
Fax: (202) 651-5749
E-mail:
roz.rosen@gallaudet.edu
Internet:
www.deafed.net
Early Hearing Detection and Intervention Program
Centers for Disease Control and Prevention
National Center on Birth Defects and Developmental Disabilities
Voice: (770) 488-7150
E-mail:
ehdi@cdc.gov
Internet:
www.cdc.gov/ncbddd/ehdi
ERIC Clearinghouse on Disabilities and Gifted Education
1110 North Glebe Road
Arlington, VA 22201-5704
Voice: (703) 264-9472
Toll-free/TTY: (800) 328-0272
Fax: (703) 620-2521
E-mail:
ericec@cec.sped.org
Internet:
www.ericec.org
Publications:
Deafness/Hearing Impairments
Harvard
Medical School Center for Hereditary Deafness
Harvard-Partners Genome Center
65
Landsdowne Street
Cambridge, MA 02139
Voice: (617) 768-8291
Fax: (617) 768-8510
E-mail:
hearing@hms.harvard.edu
Internet:
http://hearing.harvard.edu
Publications:
Understanding the Genetics of Deafness *
Laurent Clerc
National Deaf Education Center
Gallaudet University
800 Florida Avenue, NE.
Washington, DC 20002-3695
Voice: (202) 651-5051
TTY: (202) 651-5052
Fax: (202) 651-5054
E-mail:
clearinghouse.infotogo@gallaudet.edu
Internet:
clerccenter.gallaudet.edu
National Association of the Deaf (NAD)
814 Thayer Avenue, Suite 250
Silver Spring, MD 20910-4500
Voice: (301) 587-1788
TTY: (301) 587-1789
Fax: (301) 587-1791
E-mail:
nadinfo@nad.org
Internet:
www.nad.org
Publications:
Parents, Family, and Friends
National Association of State Directors of
Special Education (NASDSE)
1800 Diagonal Road, Suite 320
Alexandria, VA 22314
Voice: (703) 519-3800
TTY: (703) 519-7008
Fax: (703) 519-3808
Internet:
www.nasdse.org/home.htm
National Black Association for Speech-Language
and Hearing (NBASLH)
P.O. Box 959
Athens, OH 45701
Voice: (740) 594-4989
Fax: (740) 594-6229
E-mail:
NBASLH2@aol.com
Internet:
www.utexas.edu/coc/csd/multicultural/
network/resource/nbaslh/nbaslh1.htm
National Cued Speech Association (NCSA)
23970 Hermitage Road
Shaker Heights, OH 44122
Toll-free Voice/TTY: (800) 459-3529
Fax: Call for number
E-mail:
cuedspdisc@aol.com
Internet:
www.cuedspeech.org
National Institute on Disability and
Rehabilitation Research
400 Maryland Avenue, SW.
Washington, DC 20202-2572
Voice: (202) 205-8134
TTY: (202) 205-4475
Internet:
www.ed.gov/offices/OSERS/NIDRR
Office of Special Education Programs (OSEP)
Office of Special Education and Rehabilitative Services (OSERS)
U.S. Department of Education
400 Maryland Ave., SW.
Washington, DC 20202
Voice: (202) 205-5507
Internet:
www.ed.gov/offices/OSERS/OSEP/index.html
Publications:
Parent Training and Information Centers and Community Parent Resource Centers
No Child is too Young to Have a Hearing Test
Did you know...?
What are the high-risk factors for hearing loss?
The Joint Committee on Infant Hearing (1990) of the American Speech and Hearing Association has expanded the criteria used to identify neonates and infants who may be at risk for sensorineural hearing impairment. If any of the following factors are present, the child should be referred for a hearing test.
NEONATES (birth - 28 days)
1. Family history of hearing loss.
2. Congenital infection such as toxoplasmosis, syphilis, rubella, cytomegalovirus and herpes.
3. Craniofacial anomalies.
4. Birth weight less than 1500 grams.
5. Hyperbilirubinemia.
6. Ototoxic medications (e.g. aminoglycosides)
7. Bacterial meningitis.
8. Severe depression at birth, which may include infants with Apgar scores of 0-3 at five minutes.
9. Prolonged mechanical ventilation for a duration equal to or greater than 10 days.
10. Stigmata or other findings associated with a syndrome known to include sensorineural hearing loss (e.g. Usher’s syndrome).
INFANTS (29 days to two years)
1. Parent or caregiver’s concern about hearing, speech, language or developmental delay or both. Bacterial meningitis.
2. Neonatal risk factors that may be associated with progressive sensorineural hearing loss (e.g., cytomegalovirus).
3. Head trauma.
4. Stigmata or other findings associated with syndromes known to include sensorineural hearing loss.
5. Ototoxic medications (e.g., aminoglycosides).
6. Children with neurodegenerative disorders such as neurofibromatosis.
7. Childhood infectious diseases known to be associated with sensorineural hearing loss (e.g., mumps).
What is the impact of delayed diagnosis?
Late diagnosis of hearing impairment often results in major delays in the child’s speech and language development. Early diagnosis will mitigate the emotional and financial cost to the family and the health-care system.
Remember: No child is too young to have a hearing test.
For information on audiograms and to help you interpret your child's audiogram, click here.
If you would like to know more about accommodations that may be added to your child's IEP, click here.
For information on books for parents with Hard of Hearing children, please go to http://deafness.about.com/cs/parentingarticles/a/parentinghoh.htm
Graduation 
Please click here , Student Progression Plans, which outlines requirements and procedures for student progression within Miami-Dade County Public Schools. . For further information about graduation requirements and the specific courses that are mandated, students should contact their school counselor.
STANDARDIZED TESTING
The achievement and progress of students in Miami-Dade County Public Schools are measured each year with the help of district, state and national standardized tests. District administered assessments include:
The Scholastic Reading Inventory (SRI), a standardized multiple-choice test, is administered to students in grades 1-11 in spring of each year. The SRI assesses students' reading levels and provides Lexile scores that will assist teachers in selecting appropriate reading materials for their students.
The Stanford Achievement Test is a nationally normed achievement test used to compare local students' performance in priority study areas with the performance of students in the nation.
Assessment of student performance also is conducted under the provisions of the Florida Statewide Assessment Program, encompassing the following assessments:
All kindergarten students are assessed for school readiness during the first 45 days of school as part of the state's School Readiness Uniform Screening System (SRUSS) The assessment measures kindergarten students' speech, language, mathematical thinking, physical development and visual/motor skills.
The FCAT Writing assesses students' ability to
organize and clearly express their thoughts in writing. The FCAT Writing will be
administered to students in fourth, eighth and tenth grades in February/March.
The FCAT Sunshine State Standards (SSS) test is designed to assess levels of
student proficiency as they relate to the SSS benchmarks in reading and
mathematics. The FCAT SSS is administered to measure
students' reading and mathematics skills in third through tenth grades.
Students must earn a passing score on the 10th grade FCAT SSS to meet the senior
high school standard diploma graduation test requirement. Students who do not
earn a passing score on both the reading and mathematics portions of the tenth
grade FCAT SSS will have additional opportunities to pass the test in eleventh
grade and above. Students in
grades 5, 8 and 10 will also take the science portion of the FCAT in March.
The FCAT Norm-Referenced Test (NRT) compares the performance of Florida's
students to the performance of a national norm group. The FCAT NRT Reading and
Mathematics will be administered to students in third through tenth grades in
March.
The Florida College Entry-Level Placement Test, more commonly known as the
College Placement Test (CPT), measures basic mathematics and communication
competencies and provides information to assist in student counseling and career
planning. Interested senior high school students will have the option of taking
the CPT at community colleges in October or November. Qualifying scores are
part of the eligibility criteria for the college-ready diploma and the Florida
Gold Seal endorsement.
Students also have the option of participating in the following national
assessment programs offered by The College Board and ACT, Inc.:
The PSAT, offered by The College Board,
will be administered to all students in 10th grade and to interested students
in 11th grade. In an attempt to build college readiness and to
support more rigorous course selection among Florida's high school students,
the state of Florida has formed a partnership with The College Board. The
Florida Partnership encourages all students to participate in the PSAT by
paying 10th grade students' test fees. The PSAT provides practice for the SAT
and is also the qualifying exam for the National Merit Scholarship program.
The PLAN, offered by ACT Inc., will be
administered to interested 10th grade students in November. The PLAN
assists students in postsecondary educational and career planning and prepares
students for the ACT assessment.
The SAT, offered by The College Board, and
the ACT, offered by ACT, Inc., are optional college-entrance tests that
students may take at scheduled times throughout the school year. Qualifying
scores are part of the eligibility criteria for the college-ready diploma and
the Florida Gold Seal endorsement.
Test results are made available in a timely fashion to students and their families. Results of district and state testing programs are sent home with students by the respective schools. Parents needing assistance in interpreting these scores should contact their children's teachers or guidance counselors. Students taking the SAT or ACT can request that their scores be sent to the colleges or universities of their choice.
What kind of support do parents need?
Mothers and fathers who when they learn that their child is deaf or hard of hearing are often overwhelmed by a whole range of emotions. At the same time, they must quickly learn a great deal about practical issues and begin managing their child's tests and therapy. It's often a challenge to balance their own emotional demands with their child's therapy and educational needs.
Studies show that parents who become educated about deafness and join some type of networking or parent support group tend to better accept their child's deafness and move on to planning for their child's immediate and long-range needs. (You'll find many resources on this web site.)
Educators and therapists can help a child get a good start in the development of spoken language and teach parents how to carry out the same training at home. The more involved parents are, while maintaining a balance within the family, the more the deaf and hard-of-hearing child will benefit.
What role will parents play in the education of their deaf or hard-of-hearing child?
Parents and guardians have a major role in the education of their child, because they are the ones who will choose the type of education and support it at home.
Parents must become educated about different communication options in order to make their own informed decision that is right for their deaf or hard-of-hearing child and their family. Once parents decide to choose the oral option, they can and should expect support from teachers and therapists.
If you are a parent of a deaf or hard-of-hearing child, you will quickly become adept in the skills and techniques that work with your child, and become the best expert of what's best for him or her. While you will rely on your educators, you'll always remain the primary advocate and teacher for your own child. The Individuals with Disabilities Education Act of 1997 (IDEA '97: PL 105-17) is very clear on the role and rights of parents in the life of their child.
What about hearing siblings? What is their role in the deaf or hard-of-hearing child's life? How do you deal with siblings in terms of not making them feel left out?
A deaf or hard-of-hearing child does change the dynamics of a family. Parents will, of necessity, spend extra time managing the needs of the deaf child, time which other siblings used to enjoy and which they may resent losing.
Siblings react in unique ways. They can be the deaf child's best friends and strongest advocates. They may understand his language earlier than other peers (maybe earlier than parents) and may spend hours playing together. Siblings can be a tremendous boon to a deaf child.
There is no simple solution to the complex issues of sibling rivalries. Here are a few thoughts and suggestions:
Sibling rivalry is a fact of life whether or not one of the siblings is deaf or hard of hearing. Knowing that it is normal may make it easier to handle.
Most parents will work hard to balance the needs of all their children. If, once in a while, things get out of balance or you make a mistake, so be it. Forgive yourself and move on. Yes, parents are human.
Balancing the demands of work, family, and a special-needs child is tough. If you need help, whether it's a babysitter or a psychologist, there's no shame in getting it.
How and when do you tell a child that he or she is deaf or hard of hearing? Is this an ongoing process? What types of reactions should a parent expect?
A child usually realizes at a young age that he or she is different from her peers, often because of his or her hearing aids or cochlear implant, and will ask about being deaf. It's best to wait until your child asks, which is the signal that he or she is ready to hear the answers.
The best way for parents to respond is to be brief, direct, and matter of fact. Answer the child's specific questions, but don't provide more information than they asked for. When they're ready for more information, they'll ask.
Young children usually do not ask a lot of questions about their hearing loss. More intense questioning may occur around 9 or 10 years of age, when they will typically want to know why. Again, it is most useful to be honest and direct. If you know answers, share them; if, as is often the case, there are no real answers, be open about that, too.
What adaptations must be made to effectively discipline the deaf or hard-of-hearing child? What recommendations are there for behavior modification?
The deaf or hard-of-hearing child, as a family member, must be expected to follow family rules. Deafness must not become an excuse for misbehavior. When a deaf or hard-of-hearing child is treated in the same way as his siblings, he or she feels more a part of the family.
However, you may have to be clearer with a deaf child about what your expectations are. It may take a more conscious effort to make sure the child knows what is going on. Much inappropriate behavior results from lack of understanding, such as when a child is scooped up and put in the car without knowing where he is going.
Visual cues such as a calendar with drawings, written notes, or pictures of places visited frequently can assist children in understanding what is happening around them.
What are the first signs that parents should look for when they are suspicious of a hearing loss?
Unless a family has reason to expect the possibility of a hearing loss, some of the early signs may be missed. You should be concerned if you notice that:
Your infant does not startle to loud or sudden noises, or turn toward sound.
By 8 months, the baby is not cooing, babbling, or laughing.
By 12 months, the child is not trying imitate sounds and actions in turn-taking games, or understanding simple commands like "come here". Babies of this age should also try to attract attention by using sounds.
Studies have shown that mothers and grandmothers are likely to be the first to suspect a hearing loss in a baby, probably because they spend the most time with the baby and have more experience with the usual progress of child development.
Sometimes, hoping that suspicions are not true, parents wait before having their baby's hearing checked. However, it's important to test the child's hearing as soon as you suspect that there may be a problem. If there is a hearing loss, it can be assessed and when appropriate, the baby can be fitted with hearing aids.
What are the effects of newborn screening? Is this a diagnosis? If a baby passes the screening, is everything okay? If they fail, are they deaf or hard-of-hearing ?
The screening is a simple test done by an audiologist which takes only a few minutes to perform. It is not a comprehensive testing of hearing. Its purpose is to identify babies that need further testing to determine the presence of a hearing loss. If a baby does not pass the screening test, more thorough hearing testing is normally done before a diagnosis is made.
It is important for parents to realize that in screening, there can be "false positives." Screenings are not comprehensive. A baby may fail the screening, but follow-up testing can indicate no hearing loss. On the other hand, a baby may pass the screening, yet in time, a hearing loss may be identified.
How often should a child have his or her hearing tested?
Initially, when a hearing loss is suspected, it is recommended that a child undergo testing using an Auditory Brain Response (ABR) which does not require the child to respond; rather it measures brain activity. If the ABR reveals a hearing loss, more testing is usually done.
During the process of more accurately determining the exact degree of hearing loss, the pediatrician, the otologist, and/or the audiologist may recommend more frequent testing. Deaf and hard-of-hearing children are not easy to test. It will take a series of tests, given as the child gets older and can cooperate better, to fully determine the type and extent of the hearing loss.
Audiologists' opinions differ on how often a young child should be tested; most recommend that children under three years of age be tested every six months. After that, unless a child has an ear infection or is not responding as is expected, a comprehensive evaluation once a year should be sufficient.
How should you approach your child's first days of wearing hearing aids? What should you do when problems arise?
Be positive, happy, and firm. Your child will take his or her emotional cues from you.
At first, placing earmolds in your child's ear is going to be strange for you and your child, and you may feel fear or frustration yourself. It's important, however, not to share these feelings with your child, but to focus on the good that you expect the hearing aid to do.
A child will often accept the earmolds willingly in as little as a week. It helps to make sure that the child is rewarded by experiencing sound as the aid is applied, so be sure to talk with your child as you do it.
If a child pulls out the earmold, you need to calmly yet firmly replace it.
Start using the hearing aids at a time when you know that your audiologist or therapist will be available to take calls and offer help if you need it.
Many parents find that it helps to keep a diary of the child's reactions to sound. It will help you to see the benefit your child gets from the hearing aids, and make any difficulties feel more worthwhile.
How long will it be before you can expect to see results from intensive educational and speech training? How long until a child begins to talk?
In a good listening therapy setting, progress should be obvious to parents in the first six months.
Learning to listen with the child's available residual hearing is a slow and steady process. Parents should be given an outline of development stages in listening and speaking, so they can identify each step a child makes. Some of these may seem small, but together they add to the ability to hear and speak.
Children develop a great deal of "speech" before words are first uttered. When a child begins to listen and make sense of what he is hearing, speech usually follows.
As the parent, it's valuable to keep talking, joking, singing and providing other auditory stimulation. If you have questions about your child's progress, talk with the educators, audiologists and therapists.
Why is it easier to understand some deaf children and not others?
Usually the speech of deaf children who are making good use of their auditory potential is easier to understand. This is because good listening helps the child hear his or her own speech, as well as helping him or her to pick up on the natural rhythm and inflection of normal speech patterns.
This is one major reason that early listening and speech intervention is important for a deaf child.
Is a free public education as good as a private oral deaf education?
This is a critical question for parents, as private education can be expensive. It depends on the program. Studies show that both public and private programs have great numbers of successful deaf adults as graduates.
Public schools vary widely in the resources they offer deaf and hard-of-hearing children. Schools are required by law to have special programs for deaf children, but they are not required to offer every option. You may or may not want the option offered by your district. Public schools have the option of contracting with private oral schools for educational services through the IEP (individualized education plan) process.
Private oral deaf schools and private therapists working with deaf and hard-of-hearing children offer individualized programs designed to meet specific needs.
Placement in either public or private programs for deaf or hard-of-hearing children occurs through the IEP process. If there is a disagreement between the parents and the school district regarding the educational placement of the child, there is a federally mandated due process procedure that follows.
You should have information on all options in order to make the decision that will help your child reach his oral potential.
How do you establish the foundation for reading? How do we teach deaf children phrases that are idioms and "plays on words"?
Reading is a challenge for deaf and hard-of-hearing children. It involves vocabulary, language structures, and concepts, which are not easy for them to comprehend in the same way that hearing children do. Nonetheless, deaf and hard-of-hearing children can become excellent readers.
Studies have shown that skills in understanding, speaking, and writing in complex language have a direct relationship with reading success. So, although you may be tempted to simplify your language and vocabulary when you speak with your deaf child, it's not really a good idea. Using complex sentences and unfamiliar words will stretch your child's understanding and develop his or her language more fully. You should use idioms as they occur to you and explain them as you would to any child.
You can help a deaf or hard-of-hearing child develop reading and writing skills by making them part of everyday experiences, with trip books, diaries, and so on.
The social interactions of the deaf or hard-of-hearing child is frequently a concern for parents. They want their child to be part of the school and neighborhood activities and to have friends. Deaf children have the same issues hearing children do. Some children are shy; some are very outgoing. Some make friends easily, while others need fewer friends.
Will my child be happy?
Most children are happy and enthusiastic about life. Children who feel secure, who have a good self-image, and who are loved as well as loving, are happy children. Deafness by itself does not cause a child to be less happy.
Parents must ensure that their deaf or hard-of-hearing child is not treated differently, that she learns to take responsibility for her behaviors, that she learns the give and take of life, and that she is not the center of everyone's attention.
These lessons offer the child realistic expectations toward life and social interaction. You may find it helpful to meet with other parents and/or observe other deaf and hard-of-hearing children to gather ideas and perspective.
Can deaf children play sports?
Many deaf and hard-of-hearing children love sports as do their hearing peers. If the child enjoys sports, he or she will most likely want to play; if not, a deaf child will avoid sports just as other hearing children would.
In sports, as in all other social interactions, deaf children should know the rules and practice. You also must teach coaches how to communicate with the child so that the hearing loss does not become an issue. Parents or older siblings can be a great help both in teaching sports rules and in practicing with the child.
Individual sports are also good for deaf children (e.g. tennis, golf, and swimming). Not every hearing child is an excellent baseball player, and the same holds true for many deaf and hard-of-hearing children.
What types of jobs will my child be able to get?
Deaf and hard-of-hearing people are doctors, lawyers, teachers, computer programmers, dentists, nurses, medical technologists, factory workers, mechanics, Mr. Moms, stay-at-home moms, designers, and so forth.
People with normal hearing are able to get good jobs usually because they have the appropriate education and/or training. The same holds true with deaf and hard-of-hearing people. Employers hire people who are skilled, have a good work ethic, who can follow directives, and who do their jobs responsibly.
Will he be a "normal" kid?
Deaf and hard-of-hearing children, like many other kids, will be as "normal" as they are allowed and encouraged to be. Kids will not be "normal" if they are treated differently, if they do not feel secure, or if they are not accepted as a vital part of a family. In this, as in most things, deaf and hard-of-hearing children are no different from those who hear.
With whom will my child be able to communicate? When will my child be able to communicate with his peers?
Many deaf or hard-of-hearing children who are orally trained will be able to communicate with whomever he or she chooses. The process takes time, and requires more deliberate care, but the outcome is communication with the world.
In general, the deaf or hard-of-hearing child should be allowed to make himself understood from an early age. Parents tend to interpret for their deaf or hard-of-hearing child, but it's more effective in the long run to let the child speak for herself as soon and as often as possible.
It's best to avoid interpreting as much as possible, so that your child can develop the ability to work out her problems. Having a protective parent in the middle of activities sends a message that the deaf or hard-of-hearing child can't take care of herself.
Most adults will make an effort to understand a deaf child. Children may be less patient, and initially ignore or dismiss a child whose speech they don't understand. You can help your child by creating situations where less talk is required, which allow the child to build rapport with others while his language skills are progressing. When a deaf or hard-of-hearing child has good skills in sports, with computers, in the rules of games, and in turn-taking and playing fair, other children tend to accept them more easily.
There will, of course, be times when people are either thoughtless or cruel about your child's hearing loss. Keep in mind that these same people are thoughtless or cruel to hearing people too, and that it's their problem, not yours.
How to help my child participate in conversations?
There are often situations where it is very difficult for a deaf or hard-of-hearing person to keep up in a group conversation. Even very capable hearing adults need help at these times. A conversation with one or two persons or more is manageable for a deaf or hard-of-hearing child if and when certain guidelines are followed:
More than one person should not speak at a time
Speakers should speak clearly in a well-modulated voice
Speakers should turn toward the person being spoken to, as this gives a visual clue to the deaf or hard-of-hearing person as to the direction of the conversation
Parents must think not only of the above dynamics, but also logistics to make it easier for the child to listen and speak, including appropriate lighting, round dining table, etc.
Remember that you or the deaf or hard-of-hearing child needs to teach these rules to everyone. They are not trying to be difficult; they're changing a lifelong behavior, which takes time. You or your child may have to coach them when they forget. Patience and a sense of humor will help.
Parents should try not to automatically interpret for their child; this indicates to the child that others do not understand him. It is helpful for the deaf or hard-of-hearing child to develop assertive skills and be able to ask people to speak more slowly and distinctly, to not cover their faces, or to look at them when they speak.
It's extremely important to take the time and effort to make sure that the deaf child is clued in and made part of conversations. Deaf and hard-of-hearing adults often report that they felt isolated in the midst of their families, when conversations flowed by over them, or when long conversations were interpreted or summarized to a sentence or two at the end for the benefit of the deaf and hard-of-hearing persons.
For example, meal time is usually difficult for families with a deaf or hard-of-hearing child as well as for that child. Everyone seems to want to talk at the same time and the result is that the child gets lost in the conversation. There are strategies to resolve this uncomfortable situation. A round dining table helps the child to see everyone's face. It helps the child to know who is speaking. It would also help that family members check to see that the child is tuned in or is clued in on the conversation. The child needs to learn responsibility for following as best as he can and asking for clarification.
Communication Choices
Communication interaction with your child is of the utmost importance! Two way communication, responding to your child and encouraging your child to respond to you, is the key to your child's language development. There are different ways to communicate and different philosophies about communication. As you think about how your family communicates now with your child and how you would like to communicate with him or her in the future, you are thinking about the communication methodology issue. The best way to decide which approach to communication will be best for your child and family is to be open about all the methods, ask questions, talk to adults who are Deaf and Hard of Hearing and other families with children who have a hearing loss, and discuss, read, and obtain as much information you can about the various methods.
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Consider the following factors when choosing a communication method:
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AMERICAN SIGN LANGUAGE (ASL)
American Sign Language (ASL) is a fully developed, autonomous, natural language with distinct grammar, syntax, and art forms. Sign language can perform the same range of functions as a spoken language. "Listeners" use their eyes instead of their ears to process linguistic information. "Speakers" use their hands, arms, eyes, face, head, and body. These movements and shapes function as the "word" and "intonation" of the language. If parents are not deaf, intensive ASL training is necessary in order for the family to become proficient in the language.
AUDITORY-ORAL (AO)
This method of teaching spoken language stresses the use of amplified residual hearing, speech and oral language development. Additionally it places emphasis on speech reading and visual clues from the face or body. Tactile methods may also be used to encourage the child to feel the sounds of speech.
AUDITORY-VERBAL (AV)
This approach to teaching spoken communication concentrates on the development of listening (auditory) and speaking (verbal) skills. It emphasizes teaching the child to use his or her amplified residual hearing and audition from listening devices (like hearing aids or cochlear implants) to the fullest extent possible. A high degree of parent involvement is necessary.
BILINGUAL EDUCATION
This recent initiative concerns bilingualism for deaf children through bilingual education. In this educational approach deaf children are instructed in the use of both ASL and English. ASL is considered the dominant language of the child who is deaf. English is taught through finger-reading, finger-spelling, reading, writing, typing, lip reading, speaking, and listening.
CUED SPEECH
This system is designed to clarify lip reading by using simple hand movements (cues) around the face to indicate the exact pronunciation of any spoken word. Since many spoken words look exactly alike on the mouth (e.g. pan, man), cues allow the child to see the difference between them.
SIMULTANEOUS COMMUNICATION
Simultaneous communication occurs when a person uses sign language and spoken English at the same time. The signs used may be an exact match to the spoken message (Manually Coded English). Or, a person may sign some, but not all, of the words in the spoken message (Pidgin Signed English). The words that are signed and the words that are spoken occur simultaneously.
TOTAL COMMUNICATION (TC):
The term Total Communication was first defined as a philosophy which included use of all modes of communication (i.e. Speech, sign language, auditory training speech, speech reading and finger spelling). Today the term Total Communication is commonly interpreted as Simultaneous Communication (signing while talking). This philosophy led to the formation of manual systems (e.g. Signing Exact English Signed English) that attempt to represent spoken English
In 1975, the United States Congress passed into law, a bill called "The Education of All Handicapped Children Act". Its official designation was Public Law 94-142. It has since been revised as "Individuals with Disabilities Education Act" (IDEA).
IDEA entitles every special needs child to:
A free and appropriate public education. The spirit of the law intends that the education of a special needs child be appropriate to the child's needs. Parental input is important in determining what is appropriate. The education is provided at public expense and under the supervision of the state educational agency, but not necessarily an education within the public schools.
An education within a "least restrictive" environment. This refers to the setting of the child's education. That setting should not restrict the child's potential for growth. IDEA requires public agencies to establish procedures to ensure that to the maximum extent appropriate, children with disabilities, including children in public or private institutions or other care facilities, are educated with children who are not disabled, and that special classes, separate schooling, or other removal of children with disabilities from the regular educational environment occurs only when the nature or severity of the disability is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorily. (Source: Federal Register, Vol. 57, No. 211).
A nondiscriminatory evaluation of needs by a multidisciplinary team. This is to assure that the evaluation of your child's needs treat all areas of growth and development. It also assures that the evaluation will be fair and free of bias.
Nondiscriminatory Testing
The regulations of IDEA require that testing and evaluation of your child meet the following criteria:
Testing and evaluation materials used for the purpose of evaluation and placement of deaf and hard-of-hearing children must be selected and administrated so as not to be racially or culturally discriminatory, nor biased toward one communication approach. Tests should always be given in a communication approach that the child can understand.
No one testing or evaluation procedure can be the only criteria for determining an appropriate educational placement for a child.
Procedures must be established and maintained for parents or guardians to examine all relevant records with respect to identification, evaluation, and educational placement of the child.
If parents or guardians do not feel that a fair assessment has been made, they are entitled to obtain an independent educational evaluation of the child.
Parents or guardians must receive a written notice in their native language prior to any proposed change regarding the identification, evaluation, or educational placement of their child. While the final decision of appropriateness is the responsibility of the local school district, the parents have the right to disagree and request a Due Process Hearing to plead their case.
Due Process
If you are not satisfied that a free and appropriate education is being provided for your child, you have the right to impartial due proceedings. Many disagreements are often resolved in the mediation meetings that preceded the proceedings. Your due process rights include:
Appeals of school-based decisions to the Administrative Committee, the right to request mediation, and the right to request an impartial Due Process/Administrative Review.
The parent has the right to be accompanied and advised by counsel and by individuals with special knowledge or training with respect to the problems of the deaf or hard-of-hearing child.
A written or tape-recorded verbatim record of the Administrative Review shall be available to anyone involved.
While a decision is pending, the child can, at the parent's request, remain where he was before the action began.
The education which is agreed upon must be provided at no cost to the parents.
Information on these types of final legal steps can be obtained from groups such as the Child Advocacy Commission.
Mainstreaming
Placing handicapped children in ordinary classes with or without support services. IDEA requires that handicapped children, including deaf and hard-of-hearing children, must be educated in this least restrictive environment. This means that your deaf or hard-of-hearing child should be placed in a program that suits him best. If your child can get along in the regular classroom, he should not be removed on the basis of hearing loss. If, for any reason, the situation does not provide for his needs, the child may be placed in a program that does meet his needs. Children are to be placed in classrooms not on the basis of their disability, but according to their educational needs.
Determining a child's educational needs
To provide the best possible education for deaf and hard-of-hearing children, educational programs are required to develop an "Individualized Educational Program", IEP, for your child. You will often hear this referred to as your child's "IFSP" or "IEP". The IFSP, "Individualized Family Service Plan", is used for families with infant or preschool deaf and hard-of-hearing children (0-3 years old) enrolled in any educational program. You, the parents, and your service coordinator will determine what services and programs are best for your family.
What is the IFSP?
This Individualized Family Service Plan must be worked out with each deaf or hard-of-hearing child and put into writing. The IFSP must include:
Information on the child's present levels of development: cognitive, speech/language, psychological/social, motor and self help. Appropriate tests have to be used, taking into consideration any of the child's lack of ability to understand or use words. If the child is from a non-English speaking home, the tests and discussions may need to be done on a bilingual basis.
Information on your family's needs in relation to enhancing your child's development.
Goals for your child and your family.
Exactly what services are to be provided, the number and length of sessions.
Who will provide the services and over what period of time.
The methods to be used for assessing progress.
A plan for transition from early intervention services into a preschool program (3 years old).
The IFSP will be reviewed on a regular basis. Parents must be notified in advance so they can participate in the review.
What is the IEP?
The Individualized Education Plan is used with deaf and hard-of-hearing children enrolled in an elementary school program (3 years old and up). A group made up of you (the parents) and several educational people should be involved in setting up your child's educational plan. Usually this includes a qualified teacher/therapist experienced in working with deaf and hard-of-hearing children, a psychologist, and school principal or administrator. The IEP must be worked out for each deaf or hard-of-hearing child and put in writing. It must include:
Information on how the child is doing educationally. Testing that won't penalize him must be made to determine this. The deaf or hard-of-hearing child's ability to understand and use words would have to be considered. If the child is from a non-English speaking home, the test and discussion may need to be on a bilingual basis. The parents have to be able to understand what is being said.
Long-range goals and short-term objectives.
Exactly what services are to be provided and how much time they require.
When the program will begin and how long the services will be necessary.
A statement as to how it will be determined whether your child is progressing according to plan. Are the educational goals being achieved? The parents and teachers must check this frequently.
A review of your child's IEP will be done on a regular basis. Parents must be notified in advance so they can participate in the review.
Related Services
Supportive services required to assist a child with a disability to benefit from special education. Related services for a child are discussed and decided upon during the IEP conference. These services may be provided by either consultation or direct service. Some examples of related services under Part B of IDEA include occupational therapy, physical therapy, speech and language therapy, recreation, counseling services, psychological services, assistive technology services, assistive technology devices, rehabilitation counseling services, parent counseling and training, audiology, and special transportation.
Your right as a parent.
Along with responsibility, parents should realize they have certain rights. Under due process law, parents of deaf or hard-of-hearing children have the following rights:
To receive a full explanation of your rights and how they are protected under law.
To be notified and have your consent secured whenever school authorities plan a special evaluation or a significant change in school placement for your child.
To be notified if the school refuses to evaluate your child or make a change in school placement.
To examine school records related to your child's identification as "deaf or hard of hearing", his evaluation, and his school placement.
To take part in the meeting where the IFSP or IEP is set up.
To have an impartial hearing if you do not agree with the school's decision. The school may also ask for a hearing if it does not agree with the IFSP or IEP.
These are your rights under the law.
To assure that you have exercised your rights, it is required that you sign certain documents. Be sure to read it and have it explained if it is not clear. Then, if and when you agree with it, you may then sign your approval.
Questions and Concerns
It is hoped that the Act will assure you and you child of your rights. But some states may give up federal funds rather than take part in a program that could put a heavy burden on them. Hence, your child may not have the same rights as a child in a neighboring state. Thus, parents should work together to improve educational opportunities in their area for their children. There may be problems in mainstreaming for some children. It depends on the child, the teacher, the class size and make up, the school, and on whether adequate support help is provided. It may also depend on you. How much help can you give your child at home? Some parents can put considerable time and effort into meeting a deaf or hard-of-hearing child's needs. Others find it difficult or almost impossible to provide the needed enough extra help. So, the educational plan must be truly individual.
IDEA marks a giant step forward in giving our deaf and hard-of-hearing children free and appropriate education in a least restrictive environment.
If you are interested in learning about ADA, Section 504 or the Reauthorization of IDEA and how they are related to educating deaf and hard of hearing students, please click above on each link.
Support Aids for Deaf and Hard of Hearing Students
School is primarily an auditory environment and, in a regular school, students are expected to spend the majority of their time listening in order to learn. The primary purpose of educational supports is to provide a student who is deaf or hard of hearing with access to this steady flow of auditory information. In addition, because access to auditory information may have been compromised throughout this student's life, supports are also meant to help fill in the gaps in background knowledge and language-based understanding, allowing the student the best chance of keeping up with his/her hearing peers.
The Americans with Disabilities Act (ADA) was developed in part to address the needs of a student with hearing loss. Knowledge of specific mandates within the ADA, particularly regarding the right to equal access to information in the classroom, provides an important resource for parents in advocating for support services on behalf of their child. The following is an explanation of some of these support services:
Personal hearing aids and cochlear implants are most helpful in one-to-one communication situations, or in a group setting with ideal communication conditions. But there are three factors, which can limit their effectiveness in larger group situations or when communication conditions are less than ideal.
Distance - The further away a speaker is from the listener, the weaker the signal will be, and the less effective the hearing device will be.
Background Noise - Classrooms tend to be noisy places. When the background noise is as strong or stronger than the speaker's voice, it is much more difficult to understand what is being said.
Reverberation - All sounds reverberate (or bounce off) surfaces within a room. If a classroom has hard walls and ceiling, no carpeting, and limited sound-absorbing materials on the walls, reverberation can create significant interference. Hearing aids will make all sound louder, not just the sounds that are important. Reverberation can mix with, and sometimes overpower, the sounds of speech, making it much more difficult to understand and follow what is being said.
An FM system may be recommended to resolve any or all of these conditions. The FM consists of a teacher microphone and transmitter, and a student receiver. It runs on either rechargeable or disposable batteries. Wearing the microphone about six inches away from the mouth, the speaker's voice is transmitted by one specific FM radio frequency to the student's receiver. The receiver works in conjunction with the hearing aid or cochlear implant to amplify the sound of the speaker's voice. No matter how far away the speaker stands, the signal arriving at the student's ears will be as strong as if the speaker were six inches away. And because the microphone is designed and positioned to pick up the speaker's voice, the voice will be a stronger signal than the background noise and reverberation.
A note of caution: The FM System, like personal hearing aids, should only be used under the care and management of an educational audiologist. A school should never assign an FM System to a student without its being adjusted to that particular student's hearing loss first. Nor should anyone but an audiologist make adjustments to the settings. Using an FM system without this preliminary, professional adjustment, could further damage the student's hearing.
The Soundfield System is an alternative FM System, which eliminates the need for the student to wear an FM receiver. This is most effective for hearing aid users with more useful residual hearing or for students with a cochlear implant. Permanent loudspeakers are strategically positioned around the classroom so that the person wearing the microphone will be better heard by everyone. While this makes the speaker's voice louder and solves the issue of distance, it does not effectively reduce the background noise and reverberation still present in the room. For an older student who moves from classroom to classroom, a small, portable speaker system is available that can be placed on the student's desk.
Assemblies, group discussions, videos, or inexpressive speakers can be particularly challenging for a student with hearing loss. For students who depend more on speechreading than on using their auditory potential, or for listening situations that may be particularly challenging, Oral Transliterating can be an effective support.
An Oral Transliterator is a person trained to convey verbally presented information between people who can hear and those who cannot. Supplemented by facial expression and natural gestures, but using no voice, the transliterator enunciates, repeats and/or rephrases a speaker's words so that the person with hearing loss receives the information as clearly as possible through speechreading. The transliterator usually sits between the speaker and the person who is speechreading so that the speechreader's focus can move back and forth between them easily. In cases where his/her speech is difficult for inexperienced listeners to understand or when communication has broken down, the student may request that the transliterator speak for him/her.
A transliterator is expected to adhere to a professional code of ethics, developed to ensure that the person with hearing loss will function as independently as possible; and that confidentiality will be honored for all persons in the communicative situation. There are training programs and workshops for preparing oral transliterators offered around the country.
A note-taker is a person who writes down the important information that is presented during a class for the student with hearing loss to use later in studying. This allows the student to devote full attention to processing and participating in the class without having to interrupt the access to information by writing things down. A note-taker can be either an adult or a peer. In either case, the note-taker needs a clear understanding of expectations, with occasional reviews of his/her work by the teacher to be sure the notes are adequate and appropriate. Because the relationship between the student and note-taker is based on a service, the choice of note-taker should not necessarily be based on friendship. Rather the note-taker should be selected based on note-taking skills, legibility, organization, and willingness to provide this service. It is worth noting that students at the top of the class may not be the best choice for note-taking, as they may not write many notes, or their notes may be particularly cryptic. Having more than one note-taker identified allows the responsibility to be shared, and offers an alternative if one of the note-takers is absent or unable to take the notes.
Special note-taking paper is available from the Itinerant Teacher for Deaf and Hard of Hearing Students assigned to your school.
Hearing loss inhibits a student's access to information both formally - in the classroom, and informally - through hearing what is being conveyed all the time, all around. Thus, at any age, a student with hearing loss is apt to come to class with a less extensive background of information in any given subject, regardless of his level of intelligence. Because this student's language development is apt to be delayed, then understanding any new concepts will take more time. Processing new information may take extra time and careful instruction, making progress slower. There may be times when background information, reading comprehension, grammar, and/or vocabulary will need to be addressed.
When given an assignment to complete independently, hearing students usually have an assumed, age-appropriate understanding of the topic, and some idea of how to begin, how to proceed, and how to organize the process. This may not be the case for a student with hearing loss. Without the background and understanding of the topic, he/she may not even know how to begin. Being unable to begin independently becomes an obstacle that can lead not only to problems in time management, but can easily lead to serious frustration and discouragement.
Communication is a critical factor. The student and the person assisting him need to understand one another. Ideally then, they should have a period of time without distractions, without interruptions, and with time to ensure that the communication of ideas, questions and responses is clear and successful. This is not the kind of assistance that a classroom teacher can easily provide during, or even outside of, class on a consistent basis.
Neither is resource room tutoring the best answer, since typically a resource room teacher needs to divide her time simultaneously among several different students who may have very different needs and demands. If a student with hearing loss has to compete with others for the teacher's assistance, the result will invariably and unavoidably be inadequate.
A tutor needs to be a knowledgeable person, who can give a period of concentrated attention to the student on a consistent, daily basis. This means the student can begin to synthesize what he learns in class with what is reinforced in the tutorial, in order to acquire a basic understanding and maintain his standing in the mainstream class. If one considers the nature and extent of this language-based disability; the extent to which language is the basis for all learning; and the extent to which school is an auditory environment; then one-to-one tutoring for a student with a significant hearing loss should be considered fundamental to a successful mainstreaming program.
Captioning is a system that allows a speaker's words to be displayed in the form of typed words on a TV set or a computer screen. There are a number of different uses for captioning today.
Closed Captioning: Today the law requires that television and film producers arrange to have captions electronically embedded in many programs prior to their being seen on television. TV sets manufactured after July 1993 have a decoding chip built into them so that the embedded captions can be displayed on the screen as the closed-captioned program or video proceeds. This means that a student with hearing loss, depending on his/her reading skills, can now have access to the same information available to hearing peers during a video presentation. Parents are encouraged to request, through the student's IEP, that only captioned media will be used throughout the student's educational career. As with other supports, captioning can also be helpful to people without hearing loss, such as students who are learning to read, students from other countries who are learning English, and students who have reading problems.
Real-Time Captioning: Often referred to as CART (computer assisted real-time transcription) or R.T.C. (real-time captioning), many live programs on television, testimony in court rooms, and a growing number of live lectures are now making use of this captioning system. With real-time captioning, a stenographer, or court reporter, with special training, sits in the classroom and records everything that is being said. Simultaneously, the student is able to view what is being said on a laptop computer screen or television monitor. Real-time captioning in the classroom is still new and quite expensive because it requires a specially trained court reporter and technical equipment. Where it has been used, students have reported positive results.
Remote Real-Time Captioning: A variation of CART requires the student's computer to be hooked into a modem and telephone line that accesses a stenographer at another location. The speaker uses a special wireless microphone that transmits the voice to a receiver, and then through the modem and telephone line to the stenographer. The stenographer listens and records the information, which is then transmitted back to the student's computer screen almost instantly. This is a less expensive alternative to having the real-time captioner in the classroom, but requires any classroom being used to have a telephone jack capable of transmitting information through the special modem.
Voice to Text: The latest technology is a system whereby a computer program translates a speaker's voice directly into captions. The systems currently on the market, however, are not yet sufficiently robust to function successfully in the typical classroom. Their day will undoubtedly come. In the meantime, however, oral transliterating and real-time captioning are the best options for providing moment-to-moment information. Despite the costs to school systems, parents should be encouraged to request oral transliterating and/or real-time captioning in their child's IEP, particularly for middle and secondary students. The specific choice of service should be weighed carefully depending on the needs and interests of the particular student, because some students prefer one system over the other.
TTY is an acronym for a TeleTYpe machine. Another acronym, TDD, stands for Telecommunication Device for the Deaf. Still another is TT, meaning Text Telephone. All three of these refer to the same thing: a device that allows a person who is deaf or hard-of-hearing to use the telephone. By connecting a regular telephone to a TTY, a person is able to type messages on a small keyboard and send them to another TTY, where the message will appear in print on a small screen. When the person at the other end responds with another TTY, that message appears in print on the first caller's small TTY screen. There will need to be a TTY at both ends of the connection for this to work. To call a person who does not have access to a TTY, there is the telephone relay system. Through this system, a relay operator with a TTY, can translate the spoken message of a hearing person into a TTY message for a person who is deaf and vice versa. The number of your local relay service can be found in your local telephone book.
Communicating by telephone is just as important for a student with hearing loss as it is for one who hears. Making arrangements, checking on homework, and organizing social activities are much easier using the phone.
Previously, students were dependent on parents or siblings to make their personal phone calls. With a TTY, a student can now talk to friends, order pizza, or call an emergency number to get help. Parents, who are often concerned about the social life of their deaf and hard-of-hearing youngsters, report that this technology makes a real difference in the quality of their children's lives.
Conclusion
One or more support aids are usually required when a student is mainstreaming, and it is important to understand that none of the aids we have discussed duplicates the benefit of the others. For example, a student who needs to speechread in order to get the speaker's message also needs someone to take notes because it is almost impossible to do both of these things at the same time. Having said this, it is also important to understand that an individual student may not require all of the aids on this list. The IEP Team, including the student and parents, must first determine what support aids the student needs to succeed in the educational setting and then include these specifically in the IEP . Federal funds are available to school districts to cover the cost of most of these support aids.
Another Path is a comprehensive guide to homeschooling for parents who are considering homeschooling, or who have decided to homeschool, a deaf or hard of hearing child.
http://www.deafhomeschool.com/
Homeschooling Pros
One-on-one instruction and interaction The homeschooling parent will have ample opportunities for one-on-one interaction with her child. This time makes it possible to develop an intimate knowledge of the child's academic strengths and weaknesses. This also gives the parent the flexibility to tailor each child's work to that child's particular needs.
This one-on-one time also has pay-offs for the family itself...strengthening bonds, developing intimacy, nurturing deep relationships.Intimate knowledge of child's needs, preferences and personal style The parent has a unique advantage in this area even when compared to the best of trained teachers. No one can possibly know a child like his parents. This intimate knowledge is the most solid foundation possible for guiding a child's education.
Deep investment in child's success Parents have a deep investment in their child's success. In addition to this, parents have a broader sense of what a child's "success" means (way beyond test scores). The school system has many goals and definitions of success, some of which may actually conflict with the goals of helping your child to attain success for himself. A parent's deep investment will lead him to search further for alternative strategies; he will experiment when current strategies are failing; and he will persevere through difficult times. Realistically, no school and no teacher will ever have that level of commitment to a child.
Ease of making accommodations in the physical environment The parent has great flexibility in making changes to the physical environment. She can simply move to a carpeted room to work with her child, or turn the t.v. captioning on. No IEP meetings, monitoring, or budget battles are necessary.
Customized curriculum While it does take some planning, the parent is able to customize the curriculum for her child. A parent has much greater flexibility when incorporating field trips, outings and hands-on work than is possible in a school setting. A customized curriculum might mean working on 4th grade math and 6th grade reading and college level science experiments, or it might mean significant use of hands-on activities. The parent has many choices that are simply not available within school structures.
Speed of instruction geared to student rather than the overall class This advantage is inherent in the nature of homeschooling, but still worth pointing out. The child will never be left "behind" the other students, nor will he have to sit through boring reviews of material he understands well.
Time savings There are many time savings associated with homeschooling. No commute time transporting children to and from school. No time spent educating staff and teachers on the proper use and care of assistive equipment. No time spent on evening homework. No parent-teacher meetings. No time spent in anguish over the deficiencies of services provided.
Social opportunities A wide variety of social opportunities are open to homeschoolers. They have the chance, each day, to interact with people of all ages in a variety of settings. Homeschoolers, through local homeschool groups, also have the opportunity to develop long-lasting, intimate friendships.
No struggles with the school system How much of an advantage this is depends on the family's level of involvement with the school system. If significant services are being provided, then, obviously, there will be much more interaction with the school system. For the most part, however, there will not be struggles over appropriate goals, issues over implementation of the IEP, monitoring to ensure services are being provided, etc.
Absolute choice of communication methods The communication method that the family chooses to use will be the communication method used. No argument, no battle, no struggle.
Homeschooling Cons
Burn out Burn out is a very real risk, particularly for the parent who bears the main responsibility for educating the child (children). It is crucial that this parent (usually the mother) schedule nurturing and renewing activities for herself, including down-time, EACH DAY. Don't be afraid to use the resources available in the community such as classes and activities for the kids. Develop, and rely on, a strong personal support network.
Adult social isolation Spending the entire day with kids can lead to social isolation from other adults. It needn't. Nearly every town has a homeschooling support group. Schedule outings with friends. Make opportunities for social interactions with friends.
Financial burden The parent bears the full responsibility for purchasing educational materials for the child. Depending on the path chosen, these costs can be considerable. Purchased curricula are generally rather expensive. Costs can be reduced through extensive use of the library and careful planning. The internet is a tool that should not be overlooked. There are many thousands of web sites offering worksheets, lesson plans and ideas for activities. Our family has adopted a plan of "strategic gift requests". We ask grandparents to give gifts that help meet some of our homeschooling needs---a membership to the Mineral of the Month club, for instance, or season tickets to the ballet.
Parent may have to carry cost of therapies Services through the school system may not be available to the homeschooling parent, depending on the state and the local school district.
Possible legal consequences School districts have harassed parents who choose to homeschool children with special needs. The risk is slim, but real. Parents living in areas where the school system is known to be hostile to homeschoolers would do well to prepare themselves. Membership in the Homeschool Legal Defense Association could be useful. They will provide legal defense for parents who encounter legal difficulties related to homeschooling.
Difficult without the full-time commitment of one parent Homeschooling is difficult without the full-time commitment of one parent. There are families that homeschool in their after-work time, but this is rare, and probably not workable for a family dealing with special needs. Having one parent available full-time can lead to some significant changes in terms of finances and scheduling (parents working opposite shifts, for instance).
