Student’s Name

Daily Supports in the Classroom

         Preferential seating   He should always be able to see the interpreter, the speaker’s face and the board.

He should not be facing a bright light or window.

Check often for understanding/review Give directions in small, distinct steps Additional time for assignments – 1 additional day Give oral and visual cues and prompts Use of study sheets/guides Notes will be provided during lectures, instructions, and academic videos – When “student” looks down to take notes, she is not able to have full comprehension. The best solution is for the teacher to provide the study guide. Peer Assistance – Establish the buddy system with a reliable student.

Access to the Support Lab

Accommodations during Testing

 Testing Schedule: Additional Time (2 times)  Testing Setting: Small group  Testing Presentation: Repeat, clarify, or summarize  Testing Presentation: Signed presentation

Supplementary Aids

   Interpreter Closed Captioned Videos Sound System/FM System

The Interpreter’s Role

    The student who uses sign language to communicate will be assigned an interpreter for each class.

The interpreter transmits spoken messages into sign language for the student.

The interpreter transmits signed messages and spoken messages into clear spoken English for the teacher and class.

The interpreter does not teach, grade, discipline or supervise students.

Interpreter Needs

   An interpreter may require a chair in front of the student in your room.

If you move about the room for demonstrations the interpreter may need to move with you.

The interpreter will need a copy of the text and handouts that are given to the students.

Interpreter Use

   Talk directly to the student in your class, and the interpreter will sign the message.

Expect a 2-3 second delay in message transmission and a delay in response time from students using sign language.

The interpreter should not be used to supervise or discipline students.

Interpreter Responsibilities

     Arrive to class on time and remain with the student.

Sign and voice any messages or environmental sounds.

Alert student to any emergency alarm or situation and direct them to safety.

Accompany the student to the nurse’s office, deans’ office, or other locations if necessary.

If an interpreter is absent, the student should remain in class. A substitute will be found if at all possible.

Interpreter Code of Ethics (Related to Mainstreaming)

   All assignment-related information must be kept strictly confidential.

The message must be rendered faithfully, using language most readily understood by the person being served.

Interpreters shall not counsel, advise or interject personal opinions.

COCHLEAR IMPLANTS:

Student needs to change her battery every 5 hours, so during 4 th or 5 battery.

th period, she will need to change her Is the student with a CI able to hear normally?

Yes and No – Click below for a demo.

http://www.sens.com/helps/demo05/helps_d05a_Fr_8101_CI_NH_65a.htm

If you want to learn more about cochlear implants, go to the following website: http://www.sahiearcare.org/ejournal/general_features.html

You are not alone!

Role of Itinerant Teacher

    Arrange through mainstream teacher preferential seating and note taker use.

Monitor progress of students and arrange for resource help if needed.

Communicate with teachers and survey progress through communication skills checklists.

Act as liaison between program and parents.

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SUGGESTIONS FOR THE TEACHER:

Key words, expressions, phrases, new vocabulary and assignments should be written on the chalkboard as well as be explained orally. 2.

Care should be taken not to talk with one’s face turned downward to read notes, turned toward the chalkboard, or when hidden by a book or hands.

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Give opportunity for oral reports or presentations. 4.

Avoid using a loud voice - talk in a natural manner. The louder the speaker talks, the more distorted the speech sounds become.

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Do not exaggerate your lip movement. 6.

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Natural gestures, not exaggerated, supplement oral presentations .

Students with hearing loss should be spoken to in full sentences. Rephrase sentences not understood. Avoid using single words. Use original sentence later if possible.

POSSIBLE SOCIAL AND EMOTIONAL IMPLICATIONS OF HEARING LOSS Students with hearing loss in the regular classroom may exhibit one or more of the following traits.

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Hesitant to speak.

Pretends to understand when he/she does not understand.

Does not ask questions to help his/her understanding.

Needs to watch other students to understand instructions.

Is not aware of what is happening or how to respond in social situations.

Does not understand why he/she is being disciplined.

Does not pick up social courtesies, graces or tact immediately.

Hides the fact that he/she has a hearing loss.

Resents wearing his/her hearing aid.

Is withdrawn.

Is overly aggressive.

Has fewer or younger friends.

Has family problems.