Did you know that the brain has a powerful need to finish what it starts? When it can't finish something, your brain makes a mental sticky note to finish it. Thoughts about what we could not finish lingers in the back of our minds as a way to remind us that something still needs to be completed. Although this natural mechanism exists to help us remember our “to do” list, it can also overwhelm us when that list is unending. (James and Kendell, 1997).
Do you ever feel like the list of things you need to do to support your DHH child/student is unending? This is because you can never mentally “check off” that you have completed the task of meeting their needs. I know we are not supposed to use words like “always” or “never.” But in this case, the situation really is NEVER. As soon as you check something off your list, something new gets added. It's...
The school year is rapidly approaching and I am working to make sure my students with hearing loss are established in an environment that will support them and give them the opportunity to thrive.
I am reminded that students with hearing loss who need sign language to fully access their classroom may not actually thrive in a classroom with an interpreter. In fact, this environment may actually hold them back.
The key is LANGUAGE. Do they ALREADY have enough LANGUAGE to be able to benefit from a sign language interpreter?
Children cannot effectively learn sign and develop language by watching an interpreter. They must have the language first.
If they do not, putting them in this environment may actually impede their learning and have lifelong negative effects.
I recently posted about this in my Facebook group Professionals Working with Deaf and Hard of Hearing Students and Parents ACCESSing the Way for Their Deaf or Hard of Hearing Child and the...
What will lead to the success of a deaf and hard of hearing student in the general education classroom? There are many factors to consider, including the mutual understanding and interpersonal dynamics between the general and special educators, as well as time for instructional planning. Below are a few tips to help establish some foundations that will allow for success for a child with hearing loss.
Tip 1: Keep away from assumptions. If you’re a general education teacher who will be working with a student with hearing loss, you may be entering this year with some assumptions about your new student. These assumptions may be based on a past student you’ve had with hearing loss, or from things you’ve heard from others, or even from what you’ve seen on TV. Be aware that students with hearing loss are just as diverse as students without hearing loss and it’s very likely...
As promised, we’re back with a second post about preparing your deaf or hard of hearing child/student for the mainstream classroom! If you need a little refresher of what we talked about last time, we went into detail about how to identify if the general education classroom is inclusive and accessible for your child/student. Check back on the previous post to read those details of what to consider and how to get started. In this blog post, we will talk about how to start implementing tools to ensure that your DHH child/student is prepped for success.
Now that you have determined that the general education classroom is appropriate, how do we get a general education classroom ready for a child who is deaf or hard of hearing? The first step is to determine potential barriers. Then, design teacher training procedures around strategies to reduce challenges (we’ll get to that later…..).
Right now we are just going to talk about some factors...