Transcript The Art and Science of Itinerant Teaching John L. Luckner, Ed.D. Director, National Center on Low-Incidence Disabilities University of Northern Colorado.

The Art and Science of
Itinerant Teaching
John L. Luckner, Ed.D.
Director, National Center on Low-Incidence Disabilities
University of Northern Colorado
1. Get Ready – The Times
They Are A-Changing
a. Early Identification
44 states, plus the District of Columbia, have Early
Hearing Detection and Intervention (EHDI) laws
or voluntary compliance programs that screen the
hearing of more than 95% of newborns
-
American Speech - Language - Hearing Association.
b. Students with Cochlear Implants
• Approximately 70,000 people worldwide have cochlear
implants.
• Approximately 25,000 people in the US have cochlear
implants.
• Nearly half of all cochlear implant recipients are
children.
• The demand for cochlear implants is increasing
annually by 20%.
• Approximately 250 hospitals perform CI’s in the US
today.
• Bilateral implantation for children in the US is in
clinical trials currently – simultaneous and sequential.
- Hearing Loss Association of America
c. Culturally and/or Linguistically Diverse
Students
During the next 50 years:
• U.S. Hispanic population is projected to
triple.
• Asian population to double.
• African American population to increase
70%.
- U.S. Census Bureau (March, 2004).
2.
Be Prepared – Return on Investment
(ROI) is a Driving Force
a. Accountability
•
•
NCLB requires annual assessments, aligned with
content and performance standards.
Assessment results made available to judge
effectiveness.
 Deaf Education Accountability Challenge
Low Educational Outcomes
•
CADS, 1991; Traxler, 2000
Social Security Disability Benefits
•
•
United States = 46,921 deaf individuals
Minnesota = 862 deaf individuals
b. Evidence Based Practice (EBP)
Evidence-based practice refers to an approach
in which current, high-quality research
evidence is integrated with professional
expertise as well as student/family preferences
and values into the process of making
educational decisions.
- Adapted from American Speech-Language-Hearing
Association. (2005).
Why Attend to Evidence-Based
Practices?
1.
2.
3.
NCLB (2001) requires educators to consider the
results of relevant scientifically based research—
whenever such information is available—in making
instructional decisions. NCLB uses the term
“Scientifically-Based Research” 111 times (Slavin,
2002).
It is a waste of money and time to use instructional
procedures and/or materials that have not been
demonstrated to be effective.
Increase the probability of success.
How Do We Evaluate the Quality
of Evidence?
Level 1 – Well-designed meta-analysis including welldesigned randomized control studies.
Level 2 – Well-designed controlled study without
randomization and well-designed quasiexperimental study.
Level 3 – Well designed non-experimental studies (i.e.,
correlational and case studies).
Level 4 – Expert committee report, consensus
conference, and experience of respected
professionals.
- Oxford Centre for Evidence-based Medicine (2001)
Suggestions for EBP and the Field of Deaf
Education
1.
2.
3.
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5.
6.
Know that the evidence in evidence-based practice may take many forms
ranging from expert opinion to meta-analysis.
The field of deaf education has a paucity of research to plan evidence-based
practice.
Ask the question, “Where is the evidence?” about the programs, products,
practices, and policies used with students who are deaf or hard of hearing.
When evidence specific to students who are deaf or hard of hearing is not
available, use the existing evidence from special education and general
education.
Use resources such as the What Works Clearinghouse (http://www.w-w-c.org/),
the Promising Practices Network (http://www.promisingpractices.net/), and the
Deaf Education website (http://www.deafed.net/) to examine reviews of
programs, products, practices, and policies.
Work with researchers in the field of deaf education to conduct research
relevant to educational practice.
c. Emphasis on Literacy
Deaf Education Literacy Outcomes
Challenge
• Average student D/HH graduates with 4th
grade reading comprehension skills
• Approximately 20% D/HH students
graduate with 2nd grade or less reading
comprehension skills
NCLID Examination of Literacy Research
in the Field of Deaf Education
1. Examined 40 years of research on literacy
in the field of deaf education.
2. Attempted to conduct a meta-analysis of
the research
NCLID Review Process Criteria
1. Published in a peer review journal between
1963 and 2003.
2. Participants identified as students who are deaf
or hard of hearing.
3. Sample consisted of children and youth
between 3 and 21 years of age.
4. Studies included necessary statistical
information for estimation of effect sizes.
5. Studies had a control group.
Reviewed 964 Articles:
• 516 excluded - position papers, practitioner
articles, literature reviews, curriculum
development descriptions, or program
descriptions.
• 426 excluded – studies lacked control group,
studies of teachers or families, qualitative studies,
or studies that included individuals younger than
3 or older than 21.
• 2 studies used same sample and control group eliminated 1
• Studies examined = 21
Results
• Majority of literature in deaf education Level 4 of evidence
• No replications of previously conducted
studies
• No two studies examined the same
dimension of literacy
• Unable to apply meta-analytic techniques
Large Effect Sizes – Evidence
• Rehearsal
• Explicit vocabulary instruction and practice with
short passages
• High interest literature
• Instruction in the grammatical principles of ASL
and how to translate ASL into written English
• Teacher discussion of stories and reading
comprehension strategy instruction
• Interaction
• Reading to young students
Large Effect Sizes – Evidence
Continued
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•
•
•
Use of captions
Intensified instruction
Use of word processing
Using simple stories and word recognition
practice with young readers
• Use of the general education curriculum
• Direct instruction of sight words and
teaching morphological rules
Valuable Literacy Resources:
• http://www.fsdb.k12.fl.us/RMC/literacy/rea
dingcomponents.html
• http://nclid.unco.edu/newnclid/Category.ph
p?showcat=3&blogid=2
• http://www.rit.edu/~seawww/
3. Advocate and Address the Needs
of the Students You Serve
a. Collect and Share Data – progress
monitoring
Colorado Individual Performance Profile
http://www.google.com/u/ColoradoEd?q=C
IPP&sa=Search
b. Examine Friendships,
Extracurricular Participation
and Community Involvement
c. Encourage the Development of
Responsibility and Independence
Responsibility Continuum

Infant
Child
Adolescent
Adult

Dependent
Independent

Irresponsible
Responsible
Questions to Consider:
1.
2.
3.
4.
5.
6.
7.
Do I help students identify what they want to achieve in life?
Do I help students assess their present as well as previous
performance capabilities?
Do I provide opportunities for students to check their progress
regularly?
Do I help students to set personal goals that are attainable?
Do I encourage students to consider alternatives in problem
solving and allow them to make their own decisions?
Do I allow students to experience the consequences of their
actions?
Do I encourage students to work independently on projects of
personal interest?
d. Promote Students’ Self-Determination
and Teach Students Self-Advocacy Skills
Examples of self-determination content:
1.
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3.
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12.
Decision making/ problem solving.
Setting goals –short term and long-term.
Taking risks.
Assertive communication.
Self-evaluation skills.
Improving study habits.
Preparing for and taking tests.
Developing and fostering friendships.
Getting around the community.
Deaf studies.
Career awareness.
Post-secondary education options.
Examples of self-advocacy content:
1.
Recognizing when he or she needs help.
2.
3.
4.
5.
6.
Knowing when and how to request help.
Expressing needs effectively.
Conflict resolution.
Knowing appropriate accommodations and modifications.
Actively participating in setting, establishing, and discussing
IEP and transition goals.
Understanding legal rights while in school, postsecondary
education, or work.
Meeting with medical personnel and asking relevant questions.
Identifying and accessing local, state, regional and national
resources.
7.
8.
9.
4. Participate in LearningFocused Relationships
Learning-Focused Relationships Interactions that provide support and
help individuals increase their
effectiveness.
ADULT  ADULT  STUDENT
How?
• Consult – to share information,
procedures, advice, and technical
resources.
• Collaborate – to share decision making
while working toward a common goal.
• Coach – to guide, support and increase
colleague’s self-direction.
How to Proceed?
Engage in Learning-Focused Relationships
with Professionals and Families
1.
2.
3.
4.
5.
Identify Focus 
Identify Key Individuals 
Develop Relationship 
Exchange Information 
Apply to Focal Point
5. Advocate for and Address
Your Needs
a.
Maintain a balanced lifestyle – Learning how to let
go of work and make time for self, family, and/or
friends is essential.
b.
Plan for success – Having meaningful goals and
enjoying the process of reaching them helps reduce
tension and fosters personal satisfaction.
c.
Expand your support network – Positive, nurturing
relationships and interactions are too important to be
left up to incidental, happenstance events. Take time
to get together and do things with others.
Your Needs Continued
d. Create a positive belief system – Viewing the
daily stresses that occur as result of interactions
with students, families and colleagues as
normal is one step in maintaining a positive
attitude.
e. Make learning a lifelong priority – We need to
continually retool in order to maintain our
personal and professional effectiveness.