1 / 16

Working with Multiply-Involved DHH Students

Working with Multiply-Involved DHH Students. Peg Oliver, DHH Teacher Intermediate District 287 Cooperative school district serving the 13 school districts in western Hennepin County 763-550-2115 mroliver@district287.org. Working with Multiply-Involved DHH Students.

levana
Télécharger la présentation

Working with Multiply-Involved DHH Students

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Working with Multiply-Involved DHH Students • Peg Oliver, DHH Teacher • Intermediate District 287 • Cooperative school district serving the 13 school districts in western Hennepin County 763-550-2115 mroliver@district287.org

  2. Working with Multiply-Involved DHH Students My opinion is that it is the right of all students to receive a great education. All students are truly unique.

  3. Background • Thirty + years ago, I was sitting exactly where you are today • While in high school, I worked at Cambridge State Hospital as an Aide after school and during the summer • My mother worked in a Federally Funded Project called “Project Teach” which took some of the students off the ward and into a classroom for 1 to 1 attention.

  4. Experiences • Started teaching at CSRC in 1974 – a federally funded program • State Hospitals were being closed and patients were being moved into Group Homes • P.L. 94-142 had come into existence which mandated a free and appropriate education for all students K - 12 • Students came from our 13 member districts as well as Minneapolis and several other western districts

  5. It was set up as a High School for TMR (Trainable Mentally Retarded) students. • Instead of English and Social Studies, the students took classes such as Money, Time, Cooking, Arts & Crafts, Photography, Bus Training, Edmark Reading, and etc. • We had eight Deaf students with a wide range of additional disabilities. • In addition, I worked with nonverbal students who were learning sign language as an alternative mode of communication along with staff and families.

  6. Since then, I have worked in a several different capacities all within Intermediate District 287 • Sign Language Consultant to TMR students & staff • Resource Room at the Junior and Senior High level • Vocational Outreach Services • Alternative Learning Centers • Working with pregnant teens • Transition Program • EBD/DHH Program • Itinerant K – 12 • Early Childhood Special Ed/DHH

  7. Presently, I provide Itinerant Services to a caseload which contains: • Early Childhood Part C (Birth to age 3) and Part B (ages 3 – 5) • Part C – 4 students • Part B – 5 students • Itinerant K – 12 • 9 Students • DCD Students • 6 Students in four programs

  8. EVALUATION • FORMAL VS. • INFORMAL • There is power in your eyes!!

  9. Let’s Begin………….. • Questions to answer……….… The fun begins……….. • What is their hearing loss? • What is the etiology? • Is it mild, moderate, severe, profound? • Have they been tested using Pure Tone Audiometry or ABR only? • Does the description match behaviors? • Conductive, sensorineural, or mixed? • Does it fluctuate? • Do they use amplification….. • At home? • At school? • How does the hearing loss appear to impact them? • Do they respond to their name? • Do they respond in specific environments? • Do they respond to environmental sounds? • How do they respond to family vs. school staff? • Do they have basic pragmatic communication skills?

  10. How do staff and parents communicate with them? • Do they just DO???????????????? • Do they have communicative expectations? • What are their future expectations for the student? • Work • Living Arrangements • Are they using gestures, family signs, or sign language?

  11. How are they communicating? • Do they point or vocalize? • Do they use any switch devices? • Do they sign? • Close or Gross Approximations • Do they take your hand and bring you to what they want? • Do they become agitated or tantrum? • Are they passive and just wait?

  12. What are they communicating? • Do they label things verbally or by sign? • Do they ask for help? • Do they request to get their basic wants or needs met or are they dependent on others? • If dependent on others, do they use differentiating vocalizations or facial expressions to inform ? • How do they show preferences?

  13. How much can they understand? • Verbally and/or Sign? • Receptive One Word Picture Vocabulary Test • Bracken or Boehm Test of Basic Concepts • Carolina Picture Vocabulary Test for DHH • Peabody Picture Vocabulary Test • Assessment of Children’s Language Competence (ACLC) • An old evaluation tool but uses an excellent format with a very controlled vocabulary

  14. Goals and Objectives……… • Early Childhood through Age 13 • Goals and Objectives written in the Family Outcomes, Sensory and/or Communication Areas • Ages 14 – 21 • Goals and Objectives written as appropriate within the Transition Areas • Post Secondary Training • Employment • Combined Daily Living Skills

  15. Materials……………. • Be Creative, but Functional----- • Handmade • File Folder Activities • Mayer Johnson Board Maker • Mayer Johnson Writing with Symbols • Clicker 4 – Stories • Web Sites • www.aslpro.com • Google American Sign Language and go to ASL Browser • learningplanet .com • Starfall.com • www.literacycenter.net

  16. Summary • Keep your focus……… FUNCTIONAL LANGUAGE BASED REPETITIVE PREDICTABLE FUN

More Related