Promoting Success in Inclusive Education Settings A.G. Bell Global - PowerPoint PPT Presentation

Promoting Success in Inclusive Education Settings A.G. Bell Global Symposium 2019 Madrid, Spain Susan Lenihan & Dan Salvucci slenihan@Fontbonne.edu & dsalvucci@Fontbonne.edu

Disclosure Susan Lenihan, Ph.D. and Dan Salvucci, M.E.D., Ed.M. are faculty at Fontbonne University in St. Louis, M0. Dr. Lenihan • Nonfinancial Editor: Preparing to Teach, Committing to Learn; receives no royalties or payments. Board of Directors: A.G. Bell Association Board of Directors; receives no financial compensation as a member of the Board. Dan Salvucci has no relevant financial or nonfinancial relationships to disclose.

Objectives 1. Identify ways professionals can support academic success for children who are deaf/hard of hearing in inclusive, general education settings. 2. List professional competencies needed by listening and spoken language professionals serving in inclusive settings. 3. Describe model programs in inclusive settings from across the globe.

Shift in Educational Settings Technologic advances • Early identification • Early intervention services • Legislative actions • Access to general education curriculum • Appropriate services • Well-prepared professionals •

Students in Inclusive Education • In the U.S. approximately 80% of students who are DHH are primarily educated in inclusive settings 39.8% all of the day 17.8% most of the day 19.8% some of the day

Your Turn

Barriers Scheduling difficulties • General education teachers’ time constraints • Itinerant teachers’ time constraints • Failure of classroom teachers to follow through • on recommendations Resistance of classroom teacher towards • working with another teacher

Benefits • Attending neighborhood school • Peers • Siblings • Reduced time spent on transportation • Increased access to the general education curriculum • Improved academic achievement • Frequent social interactions • Extracurricular opportunities • Preparation for world of work after schooling 8

Factors that lead to success Collaboration between general education teachers and deaf education professionals Support from deaf education professionals Classroom teacher’s • positive view of inclusive education • basic knowledge of the impact hearing loss has on language development • impact of hearing loss on classroom participation and learning • Access to appropriate supports and accommodations

Role of the Itinerant Teacher and the SLP • Provides direct service to students for listening, language, speech and academic support • Consults with professionals and parents • Manages hearing assistive technology and classroom listening environment • Attends/leads staffing and planning meetings • Monitors students in the classroom • Assesses student progress • Adapts classroom materials • Provides professional development for school personnel and students on the impact of hearing loss

Competencies (Luckner & Howell, 2002; Luckner & Ayantoye, 2013) • Interpersonal and communication skills • Use of general education curriculum and educational standards • Collaboration with other professionals and families • Instructional strategies for reading and language • Organizational skills, including those related to schedule and time management • Support for socioemotional development • Management of hearing assistive • Facilitation of student understanding of technology and classroom listening hearing loss and develop self advocacy environment skills • Knowledge of law and the IEP process • Strategies for students who are deaf who have additional disabilities • Advocacy for appropriate services for students who are DHH and their families • Strategies for non-English-speaking students and families • Data collection and use to solve problems 11

Your Turn.

Collaboration and Consultation Building relationships • Sharing of information • Sharing of resources • Ongoing support • Support for the use of technology • Shared problem-solving • Practical solutions to challenges • Shared commitment to maximizing outcomes •

Direct Service • Focus on supporting access and success in the general education curriculum • Focus on improving skills in listening, speech and language

Accommodations & Modifications Environmental modification • Acoustic highlighting • Repair strategies • Scaffolding • Pre- and postteaching • Team communication • • Bernsden and Luckner

Your Turn.

A Distance Learning Model of Teacher Preparation in the Deaf Education Program at Fontbonne University

Fontbonne University Graduate Program in Deaf Education – Northeast Collaborative 39-41 credit hour, graduate program • Recruits and retains scholars in the northeast • region Hybrid approach using synchronous distance • technology and F2F Cohort groups of full-time students • Four to six semesters • Postgraduate, one-year mentorship program •

• Classrooms Practicum Sites • Curriculum & Assessments • Audiology Equipment Technology & Software • IT Support • Infra-structure Backbone • Internal and External Networks Critical Components to Program Success In-services & • For students • For instructors Workshops • Online library access Library & Instructional • Readings posted on Schoology Materials • Emailed in advanced • Academic Supervisor observations & feedback Travel Expenses • Student Conference Attendance • Cohort Building Events & Activities

Your Turn.

Snapshots from around the world • Spain • Germany • Jamaica • Belize • Costa Rica • Australia • Canada 21

Your Turn.

Discussion

References Compton, MV, Appenzeller, Kemmery, m>, Gardiner-Walsh, S. (2015). • American Annals of the Deaf, 160(3), 255-272. doi: 10.1353/aad.2015.0023. Berndsen, M., & Luckner, J. (2012). Supporting students who are deaf or hard • of hearing in general education classrooms: A Washington state case study. Communication Disorders Quarterly, 33(2) 111-118. Eriks-Brophy, A., & Whittingham , J. (2013). Teachers’ perceptions of inclusion • of children with hearing loss in general education settings. American Annals of the Deaf, 158(1), 63-97. doi:10.1353/aad.2013.0009) Gallaudet Research Institute (April, 2011). Regional and National Summary • Report of Data from the 2009-2010 Annual Survey of Deaf and Hard of Hearing Children and Youth. Washington, DC: GRI, Gallaudet University.

References Johnson, H.A. (2013). Initial and ongoing teacher preparation and support: • Current problems and possible solutions. American Annals of the Deaf, 157(5), 439-449. Luckner, J., and Ayantoye, C., (2013). Itinerant teachers of students who are • deaf or hard of hearing: Practices and preparation, Journal of Deaf Studies and Deaf Education, 18(3), 409-423. Stryker, D. S. (2011). Baseline Data on Distance Education Offerings in Deaf • Education Teacher Preparation Programs in the United States. American Annals of the Deaf , 155 (5), 550 – 561. U.S. Department of Education, Office of Special Education and Rehabilitative • Services, Office of Special Education Programs, 35 th Annual Report to Congress on the Implementation of the Individuals with Disabilities Education Act, 2013. Retrieved November 10, 2014 from http://www2.ed.gov/about/reports/annual/osep/2013/parts-b-c/index.html

Thank you!