What Can S DS D Offer Me? Audiology Outreach External - - PowerPoint PPT Presentation

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What Can S DS D Offer Me? Audiology Outreach External - - PowerPoint PPT Presentation

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What Can S DS D Offer Me? Audiology Outreach External Evaluations Educational Programs Being deaf or hard In the United of hearing can Recent studies States, affect learning and show that school approximately 3 of development. age

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What Can S DS D Offer Me?

Audiology Outreach External Evaluations Educational Programs

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In the United States, approximately 3 of every 1,000 babies are born deaf or hard of hearing. 95% of deaf children are born to hearing parents. Recent studies show that school age children who are deaf or hard of hearing is between 11.3 and 14.9% or 131 of every 1,000 children. Being deaf or hard

  • f hearing can

affect learning and development.

  • Speech and language
  • Social interaction
  • Emotional

development

  • Academic

performance

ASHA Audiology Information Series (2000). Hearing Loss and Its Im plications for Learning and Com m unication.

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http://www.nciua.org.uk/Audiograms.html 35 to 69 dB: SD special education criteria for “hearing loss” 70 dB or m ore: SD special education criteria for “deafness”

SDSD may provide service to SD children that are deaf or hard

  • f hearing

as deemed appropriate by our audiology department.

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Partners in Educational Success

  • Program Shift – 2009
  • New Logo & Mission Statement
  • Redesigned website

http://www.sdsd.sdbor.edu/

  • Facebook page

▫ Like us at SouthDakotaSchoolfortheDeaf

  • Pinterest: www.pinterest.com/sdsdoutreach
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Audiology

An Audiologist available on campus Sioux Falls: (605) 367-5200, ext. 100 1 Audiologist and 2 Audiology Technicians Full diagnostic evaluations on-site Hearing test@sdsd.sdbor.edu

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  • Basic overview of what it means

to be Deaf or Hard of Hearing

  • Assist in troubleshooting (FM

Systems, Cochlear Implants, Hearing Aids, BAHA’s)

Staff Education

  • Staff training and strategies

given on best practices for educating students who are deaf and hard of hearing.

  • Peer In-service within the

classroom

In-Service

Outreach Services include:

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  • In-home visits/daycare

trainings

  • Attend IFSP/IEP/ 504 Meetings
  • Information and educational

activities on hearing, speech, language and listening

Parent Education

  • Classroom observations

and consultations with staff

  • Conference Presentations
  • Social Luncheons with

Students

Consultants in Aberdeen and Pierre

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  • Family Functional Sign

Language Class in collaboration with Augustana College

  • Deaf Teens in Action

(Transition Topics)

Consultants in Sioux Falls

  • Sign Language Clubs
  • Remote CI Mapping with

USD

  • Provide social and

educational opportunities for children and families

Consultants in Deadwood and Hot Springs

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External Evaluations

MDT reports: Children/families join us on campus for a comprehensive evaluation (including background information summarizing the child’s social and medical information) MDT reports: Children/families join us on campus for a comprehensive evaluation (including background information summarizing the child’s social and medical information)

Cognitive Social Behavioral Academic Speech Language Listening Audiology

Transition (ages 13 through graduation)

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Educational Program s Overseen by SDSD Adm inistration

Auditory Oral Program

  • Serves Preschool and Elementary

students who are working on listening and spoken language

  • Brandon Valley School District

Bilingual/ Bicultural Program

  • Serves Elementary through High School

students whose primary mode of communication is ASL

  • Harrisburg School District
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Technology and Providing Access

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Behind the Ear, In The Ear, and In The Canal Hearing Aids

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Bone Conduction Hearing Aids and Cochlear Implants

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Assistive Listening Devices

Compilot

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Personal FM System s

http://www.youtube.com/watch?v=ln8NHzVfJkQ

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  • It does not make sounds louder,

but gives a “boost” over background noise.

Fact

  • It brings sound directly to the

student no matter where the teacher is located in the classroom.

Know

  • Direct Auditory Input- DAI- allows

student direct access to sound from TV, computer, and Ipods.

DAI

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Classroom Sound Field System

Without, hear & understand 10,000 words per day With, hear & understand 15,000 words per day

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Interpreter Services for the Classroom

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S DS D Foundation Board

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Scholarship Support for Statewide Family and Student Activities Deaf Community Activities

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Shared Reading Project

  • The Shared Reading Project

(SRP) is designed to teach parents and caregivers how to read to their deaf and hard of hearing children using American Sign Language, and to use strategies to make book sharing most effective. Midwest Conference on Deaf Education

  • MWconference.org

Hands in Motion

  • Summer Enrichment

program that allows children who are Deaf or Hard of Hearing the

  • pportunity to expand

their knowledge and language through field trips and hands on experiences.

Collaboration

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SDSD Contact information

SDSD Main Office Outreach Personnel:

2001 E. 8th Street Sioux Falls, SD 57103

http://www.sdsd.sdbor.edu/index.asp

Free audiological exams for children, contact (605) 367-5200

  • ext. 100

Mobile audiology lab, email hearingtest@sdsd.sdbor.edu

  • Dr. Marjorie Kaiser, Superintendent

Kim Wadsworth, Outreach Director Laura Scholten, Service Coordinator Eileen Anderson, Aberdeen Carol Johnson, Pierre Sarah Lingle, Pierre Nina Ringstmeyer, Rapid City Kerry Ruth, Rapid City Julie Delfs, Sioux Falls Naomi Mangan, Sioux Falls Jodi Schnider, Sioux Falls Kami Van Sickle, Sioux Falls

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Transition considerations and needs for Deaf/Deafblind/Hard of Hearing Students

Naomi Mangan, MA, Professional School Counselor

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Deaf/Hard of Hearing/Deaf blind

– …In a recent comment filing to the Access Board by NAD, it was noted that the often quoted number of 38 million deaf and hard of hearing Americans, we have been using, is too low. – …According to a recent study done by John Hopkins University the number is more likely 48 million Deaf and Hard of Hearing people

  • ver the age of 12.1

– …Legal arguments and comments are being made for the accessible future of deaf, deaf blind, and hard of hearing children and adults.

  • 1. http://www.nmsd.k12.nm.us/outreach/documents/CanYouHearMeNow.pdf

2.http://www.hopkinsmedicine.org/news/media/releases/one_in_five_am ericans_has_hearing_loss

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To achieve what typical children can by graduation

  • The goals are for all Deaf and Hard of

Hearing students to become

– Self‐determined – Prepared for college and/or employment – Knowledgeable in all aspects of independent living – Understand their hearing status and advocate for their needs

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Barriers to Post‐secondary education and employment for Deaf/Hard of hearing/Deafblind

Systemic Physical Communication Attitudinal

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Systemic barriers

  • Barriers created unintentionally that excludes

accessibility for a specific group of people. – Examples:

  • Overhead paging in stores, gas stations,

schools, etc.

  • Movies without captioning
  • Braille unavailable for textbooks
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Physical barriers

  • Physical barriers occur when the environmental

structure/design prevents a person from physically accessing the service. – Examples:

  • Poor lighting
  • Background noise
  • Poor acoustical environment,
  • Overhead paging systems,
  • Warning beeps in industrial settings
  • Thick accents
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Communication Barriers

  • Communication Barriers occur when a person experiences

difficulty communicating or accessing and understanding accurate information. – Examples:

  • Lack of effective communication or technology

available

  • Lack of information written in basic language
  • limited American Sign Language ability
  • Barriers to lip‐reading includes thick accents, facial hair,

gaps in teeth, unusual mouth movements

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Attitudinal Barriers

  • Attitudinal barriers are inaccurate beliefs or

assumptions about another person’s ability or quality of life.

– Examples:

  • Hearing loss is a terrible tragedy
  • They are unsafe to work with
  • We must do their work for them
  • They can’t do the job
  • They talk funny‐they are not very bright
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Attitudinal Barriers, continued

  • It’s VERY important to note‐the attitudinal

barriers are not solely by hearing people‐many deaf/hard of hearing/deafblind individuals internalized these beliefs as well.

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Transition Areas

  • Transition goals are made with these barriers in mind and the team works

together to resolve them. – Transition goals include the following areas:

  • Self Determination
  • Self Advocacy
  • Independent living skills
  • Employability skills
  • Recreation and leisure
  • Community
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Self‐determination/Self‐Advocacy

  • Self‐determination is comprised of eight key

components that include a class of behaviors and skills that continually become more sophisticated and complex. The components are in order from basic to more complex:

– • Choice‐making – • Decision‐making – • Problem‐solving – • Goal‐setting and attainment skills – • Independent living skills (risk‐taking and safety skills)

http://www.cadbs.org/resources‐spring‐2013/

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Independent Living Skills

  • Financial needs:

– Budgeting, checking, ATM, credit cards, credit unions, banking, lost/stolen cards, paying bills, penalties for late or non‐payment, bankruptcies, good /bad credit

  • Auto/Home Maintenance

– Furnace filters, lawn mowing, shoveling, emergency contacts, maintenance requests (apartments), energy savings, utilities, technology needs at home

  • Home keeping
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Employability Skills

  • Technology
  • Computers
  • Interpersonal interactions
  • Job search
  • Resume
  • Interview skills
  • Communication repair
  • Leadership
  • Expectations
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Recreation and Leisure

  • Social interactions
  • Hobbies
  • Fun activities‐movies, reading, dancing, etc.
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Community

  • Faith‐based institutions (Church)
  • Local Deaf/Hard of Hearing community events
  • Local hearing community events (sports, etc)
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Transition assessment tools

  • Transition Competence Battery
  • Enderle‐Severson
  • SSSQ
  • WRIOT‐2
  • Questionnaires
  • Interviews
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Transition curriculum and Resources

  • SDSD Outreach

– Outreach Consultants

  • Transition Skills Guidelines

– http://www.gallaudet.edu/clerc_center/informatio n_and_resources/info_to_go/transition_to_adultho

  • d.html
  • Deaf Self Advocacy

– http://www.interpretereducation.org/deaf‐self‐ advocacy/

  • Minnesota Guide to Transition for Teachers of

Deaf and Hard of Hearing

– http://www.cehd.umn.edu/DHH‐ R /T i i G id /S lf Ad h l

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My CI journey