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

A.G. Bell Global Symposium 2019 Madrid, Spain

Susan Lenihan & Dan Salvucci slenihan@Fontbonne.edu & dsalvucci@Fontbonne.edu

Promoting Success in Inclusive Education Settings

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.

Disclosure

• 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.

Objectives

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

Shift in Educational Settings

• 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

Students in Inclusive Education

Your Turn

• Scheduling difficulties
• General education teachers’ time constraints
• Itinerant teachers’ time constraints
• Failure of classroom teachers to follow through
• n recommendations
• Resistance of classroom teacher towards

working with another teacher

Barriers

8

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

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

Factors that lead to success

• 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

Role of the Itinerant Teacher and the SLP

11

Competencies

(Luckner & Howell, 2002; Luckner & Ayantoye, 2013)

• Interpersonal and communication skills
• Collaboration with other professionals and

families

• Organizational skills, including those

related to schedule and time management

• Management of hearing assistive

technology and classroom listening environment

• Knowledge of law and the IEP process
• Advocacy for appropriate services for

students who are DHH and their families

• Data collection and use to solve problems
• Use of general education curriculum and

educational standards

• Instructional strategies for reading and

language

• Support for socioemotional development
• Facilitation of student understanding of

hearing loss and develop self advocacy skills

• Strategies for students who are deaf who

have additional disabilities

• Strategies for non-English-speaking

students and families

Your Turn.

• 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

Collaboration and Consultation

• Focus on supporting

access and success in the general education curriculum

• Focus on improving skills

in listening, speech and language

Direct Service

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

Accommodations & Modifications

Your Turn.

A Distance Learning Model

• f Teacher Preparation in

the Deaf Education Program at Fontbonne University

• 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

Fontbonne University Graduate Program in Deaf Education – Northeast Collaborative

Critical Components to Program Success

• Classrooms
• Curriculum & Assessments
• Audiology Equipment

Practicum Sites

• IT Support

Technology & Software

• Infra-structure
• Internal and External Networks

Backbone

• For students
• For instructors

In-services & Workshops

• Online library access
• Readings posted on Schoology
• Emailed in advanced

Library & Instructional Materials

• Academic Supervisor observations & feedback
• Student Conference Attendance
• Cohort Building Events & Activities

Travel Expenses

Your Turn.

21

Snapshots from around the world

• Spain
• Germany
• Jamaica
• Belize
• Costa Rica
• Australia
• Canada

Your Turn.

Discussion

• 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
• f 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
• f 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

• f the Deaf, 155(5), 550–561.
• U.S. Department of Education, Office of Special Education and Rehabilitative

Services, Office of Special Education Programs, 35th Annual Report to Congress

• n 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

References

Thank you!