Working with your partner, you will create a post under your assigned disability category that addresses the following questions:
1) How is your disability defined by the federal and state laws?
2) What are the developmental characteristics of persons with this disability? (This would include cognitive, social, emotional, physical, as well as levels of functioning.)
3) If you were a teacher in a general education classroom, what information and strategies would help you best support a child with this disability? This would include academic support as well as social support.
4) What resources would help you as a teacher to serve this child? (This would include websites, agencies, people within the school; a two to three line description is required for each resource.)
If you have a disability category that is large, such as social and emotional disorders, the larger category has been broken down into two subparts (internalizing and externalizing disorders). You should provide summary information about the broad disability as a whole (social and emotional disorders), but provide specific information about your subpart for the four focus questions listed above.
Friday, August 10, 2007
Social and Emotional Disorders (internalizing disorders)
If your topic is social and emotional disorders with a focus on internalizing disorders, please post the answers to your four questions here.
Social and Emotional Disorders (externalizing disorders)
If your topic is social and emotional disorders with a focus on externalizing disorders, please post your answers to the four questions here.
Mental Retardation (Genetic Based)
If your topic is mental retardation genetically based such as Williams Syndrome, PKU or Down Syndrome), please post the answers to your four questions here.
Learning Disabilities (Mathematics and Organizational Skills)
If your topic is learning disabilities with a focus on mathematics and organizational difficulties, please post the answers to your four questions here.
Learning Disabilities (Reading and Writing)
If learning disabilities with a focus on reading/writing difficulties is your topic, please post the answers to the four questions here.
Deaf and Hard of Hearing
If deafness/hard of hearing is your topic, please post the answers to the four questions here.
Chronic Health Impairments and Illnesses
If chronic health impairments and illnesses (such as juvenile diabetes, asthma, cancer) are your topic, please post the answers to the four questions here.
Pervasive Developmental Disorders (Asperger's Syndrome and Retts Disorder)
If pervasive developmental disorders(Aspergers and Retts) is your topic, please post the answers to the four questions here.
Thursday, August 9, 2007
Hard of Hearing
CPSY 1001 Disability Reference Blog Template
NAME: Stephanie Graham TOPIC: Hard of Hearing
Use this template to organize your work for the blog assignment. You MUST turn this sheet in as well as post your research on the blog.
Question
Answer (including fully cited resources)
How is your disability defined by the federal and state laws? (Consider federal education laws such as IDEA & NJ spec ed code.)
IDEA ’04 and NJ special education code define hard of hearing as an impairment in hearing, whether permanent or fluctuating, that adversely affects a child’s educational performance. It is not included under the definition of deafness. A person who is hard of hearing perceives some sound and has sufficient hearing to use auditory-based methods of communication, and sometimes with visual supplements. People are severely hard of hearing have a profound hearing loss that greatly affects their academic achievements, social interaction, and development. These people use oral-aural communication, which combines speech, speech-reading, use of personal hearing aids, and other augmentative and assistive devices. Hard of hearing belongs to the special education category “hearing impairments,” which is the same category that deafness is included in.
What are the developmental characteristics of persons with this disability? (cognitive, social, emotional, physical, and levels of functioning.)
Children who are hard of hearing have a hearing loss which impairs their understanding of sounds and communication. They experience developmental delays and are often behind their peers without disabilities academically. The hearing loss causes impairment in how a child develops language at a young age. Most young children learn language when they are toddlers by hearing what people say around them. Children who are hard of hearing are unable to properly hear the words that are being spoken around them. This also causes them to lack the proper social skills to interact with children of the same age because they do not have to proper speaking techniques. Children who lack proper social skills development tend to not engage in conversations, are shy, and hang in the back of a group. These children need to be assisted in the development of proper social skills, in order to benefit him or her later on in life. Children who are hard of hearing are usually three years behind their peers in function and development.
Children who are hard of hearing are easily overlooked and often times their extent of their disability are minimized. This causes them to not always be included in special education, which can hard them academic achievement in school. These children, who are hard of hearing, find it more difficult to learn vocabulary, grammar, word order, and language. These students require special attention in school in order to keep up with the ability of their fellow, non-disabled peers. Even a hearing loss in one ear can cause a student to struggle academically. This is because it takes extra effort to listen carefully to the teacher, take notes, and process what is being presented all at the same time. Outside noises, such as side conversations and chairs moving, make listening to the teacher more difficult so it is especially important to reduce unnecessary noises
If you were a teacher in a general education classroom, what information and strategies would help you best support a child with this disability? This would include academic and social support.
The first thing that I would do as a teacher would be to find out the history of the child who is hard of hearing. I would read what is included in his or her IEP and then plan my lesson accordingly. The child’s IEP states the degree and extent of hearing loss that the particular student has which would tell me how to interact with the child. This would affect how I plan my lesson and how to make the other child in the classroom interact with the individual. It would be important to know if the child requires special attention and if there is a need to go to resource rooms throughout the week. I would also look up options on how to include the child in everyday lessons, without making the child feel ostracized.
In my classroom, I would sit the child who is hard of hearing in the front of the room. I would make sure that he or she is situated in the front row and in the middle. I would make it a point to other children in the classroom that it is very important that when one person is talking, everyone listens and does not have side conversations in order to reduce background noise. If there were desks with chairs that pull in and out in my classroom, then I would put tennis balls on the bottom of the chairs to reduce noise when the children move in and out of their seats. If the resources were available, I would put my notes up on a projector or in a PowerPoint presentation. This would allow me to either copy or send the lesson to student who is hard of hearing to ensure that he or she got everything from the lesson. I would also make sure that I spoke clearly and in the direction of the child who is hard of hearing.
To ensure that the student with a hearing disability is not ostracized by children who are not disabled, I would make to talk to the class about people who are hard of hearing. This would allow students to learn about the disability so that they can better understand it. I would also explain to the class that just because the person has a disability, it does not make them any different than other school children. There may be some things that the particular child is slow at, but that is no reason for other students to tease and make fun of him or her. It will be very important to me for my classroom to display classroom unity and support of one another.
What resources would help you as a teacher to serve this child? (websites, agencies, people within your school, curriculum materials: 2 or 3 line description for each resource is required.)
NAME: Stephanie Graham TOPIC: Hard of Hearing
Use this template to organize your work for the blog assignment. You MUST turn this sheet in as well as post your research on the blog.
Question
Answer (including fully cited resources)
How is your disability defined by the federal and state laws? (Consider federal education laws such as IDEA & NJ spec ed code.)
IDEA ’04 and NJ special education code define hard of hearing as an impairment in hearing, whether permanent or fluctuating, that adversely affects a child’s educational performance. It is not included under the definition of deafness. A person who is hard of hearing perceives some sound and has sufficient hearing to use auditory-based methods of communication, and sometimes with visual supplements. People are severely hard of hearing have a profound hearing loss that greatly affects their academic achievements, social interaction, and development. These people use oral-aural communication, which combines speech, speech-reading, use of personal hearing aids, and other augmentative and assistive devices. Hard of hearing belongs to the special education category “hearing impairments,” which is the same category that deafness is included in.
What are the developmental characteristics of persons with this disability? (cognitive, social, emotional, physical, and levels of functioning.)
Children who are hard of hearing have a hearing loss which impairs their understanding of sounds and communication. They experience developmental delays and are often behind their peers without disabilities academically. The hearing loss causes impairment in how a child develops language at a young age. Most young children learn language when they are toddlers by hearing what people say around them. Children who are hard of hearing are unable to properly hear the words that are being spoken around them. This also causes them to lack the proper social skills to interact with children of the same age because they do not have to proper speaking techniques. Children who lack proper social skills development tend to not engage in conversations, are shy, and hang in the back of a group. These children need to be assisted in the development of proper social skills, in order to benefit him or her later on in life. Children who are hard of hearing are usually three years behind their peers in function and development.
Children who are hard of hearing are easily overlooked and often times their extent of their disability are minimized. This causes them to not always be included in special education, which can hard them academic achievement in school. These children, who are hard of hearing, find it more difficult to learn vocabulary, grammar, word order, and language. These students require special attention in school in order to keep up with the ability of their fellow, non-disabled peers. Even a hearing loss in one ear can cause a student to struggle academically. This is because it takes extra effort to listen carefully to the teacher, take notes, and process what is being presented all at the same time. Outside noises, such as side conversations and chairs moving, make listening to the teacher more difficult so it is especially important to reduce unnecessary noises
If you were a teacher in a general education classroom, what information and strategies would help you best support a child with this disability? This would include academic and social support.
The first thing that I would do as a teacher would be to find out the history of the child who is hard of hearing. I would read what is included in his or her IEP and then plan my lesson accordingly. The child’s IEP states the degree and extent of hearing loss that the particular student has which would tell me how to interact with the child. This would affect how I plan my lesson and how to make the other child in the classroom interact with the individual. It would be important to know if the child requires special attention and if there is a need to go to resource rooms throughout the week. I would also look up options on how to include the child in everyday lessons, without making the child feel ostracized.
In my classroom, I would sit the child who is hard of hearing in the front of the room. I would make sure that he or she is situated in the front row and in the middle. I would make it a point to other children in the classroom that it is very important that when one person is talking, everyone listens and does not have side conversations in order to reduce background noise. If there were desks with chairs that pull in and out in my classroom, then I would put tennis balls on the bottom of the chairs to reduce noise when the children move in and out of their seats. If the resources were available, I would put my notes up on a projector or in a PowerPoint presentation. This would allow me to either copy or send the lesson to student who is hard of hearing to ensure that he or she got everything from the lesson. I would also make sure that I spoke clearly and in the direction of the child who is hard of hearing.
To ensure that the student with a hearing disability is not ostracized by children who are not disabled, I would make to talk to the class about people who are hard of hearing. This would allow students to learn about the disability so that they can better understand it. I would also explain to the class that just because the person has a disability, it does not make them any different than other school children. There may be some things that the particular child is slow at, but that is no reason for other students to tease and make fun of him or her. It will be very important to me for my classroom to display classroom unity and support of one another.
What resources would help you as a teacher to serve this child? (websites, agencies, people within your school, curriculum materials: 2 or 3 line description for each resource is required.)
- Child-study team
These people help develop a child’s IEP, which means that they have studied and performed tests on the particular child. They would be able to tell a teacher the extent of the student’s hearing loss and what would be the best approach to teaching the child. - Parents and close family members of the child who is hard of hearing
These people interact with the child on a daily basis. They are able to tell the teacher how the child interacts with people and how they have developed thus far. This would allow the teacher to focus on a particular area of development, such as social or academic skills. These people would also be able to tell what has and hasn’t worked in the past. - Previous teachers
The teacher would be able to tell the current teacher what worked and did not work in the past. They would also be able to tell which academic areas that the child struggled in. - Assistive technology
Can be a variety of things such as hearing aids, cochlear implants, FM transmission devices, and audio loops. These would allow the child to better understand the material present to him or her and to interact with peers easier. This would also help make the teacher’s job easier. - The Division of Deaf & Hard of Hearing website
http://www.state.nj.us/humanservices/ddhh/
This website offers programs to people who are hard of hearing and also programs for people who are affected by someone they know who is hard of hearing. This website also offers welfare services, disability programs, and children’s services. - Council for Exceptional Children
http://www.cec.sped.org/AM/Template.cfm?Section=Home
This website is extremely valuable for a teacher because it can keep him or her up to date on current issues about special education. It also offers support to teachers who teach students who are deaf or hard of hearing.
Speech Language Pathologists
These people help the child who is hard of hearing develop proper language. This is extremely beneficial because it improves academic performance and the understanding of the material that a teacher presents.
"
Works Cited
Council For Exceptional Children. Deafness/Hard of Hearing. 2006-2007. 20 November 2007. http://www.cec.sped.org/AM/Template.cfm?Section=Deafness_Hard_of_Hearing&Template=/TaggedPage/TaggedPageDisplay.cfm&TPLID=37&ContentID=5865
"Deaf and Hard of Hearing". Introduction to Special Education: Making a Difference. 6th ed. Smith, Deborah Deutsch. Pearson Education, Inc. MA, 2007.
Easterbrooks, Susan. "Educating Children Who Are Deaf or Hard of Hearing: Overview." ERIC Digest. August 1997. http://www.ericdigests.org/1998-2/hard.htm
State of New Jersey Department of Education. Special Education Programs. Regulations (Federal & State). 2006. 20 November 2007. http://www.state.nj.us/education/specialed/reg/
U.S. Department of Education. Classroom Interpreting. 20 November 2007. http://www.classroominterpreting.org/EIPA/index.asp
Subscribe to:
Posts (Atom)