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Social EmotionalSocial EmotionalDeaf and Hard of Hearing Students: Navigating Complex Social Environments

Maine Educational Center for Deaf and Hard of HearingConrad Strack M.S. Ed.Public School Outreach ConsultantConrad.Strack@MECDHH.org

GoalsGoals

Develop an understanding of the relationship that incidental learning and communication access has on social/emotional growth

Gather suggestions and ideas to help mitigate the extra challenges that Deaf and Hard of Hearing face in accessing incidental learning

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Topics Topics

Importance of social/emotional growth

Social/emotional growth takes place where, how

How Deaf / Hard of Hearing needs differ from hearing classmates

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TopicsTopics

Deaf needs, Hard of Hearing needs

Encouraging social/emotional development

Opportunities available through MECDHH

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How important is social How important is social growth?growth?

School successCollege successWork successRelationship success

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How does social development How does social development happen?happen?

Books? Classroom?School hall, cafeteria, recess?Friends? Family?Social Media?Communication?

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CommunicationCommunication

Formal classroom communication (teaching)

Informal/Incidental communication (between peers / classmates and at home)

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Deaf or Hard of Hearing needs Deaf or Hard of Hearing needs differ from those of their differ from those of their hearing classmates?hearing classmates?

Brief interactions with other studentsSmaller vocabulary base especially pragmatic

language due to missing incidental learningLimited number of communication contactsCommunication often superficial in natureLess access to social groups

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Differences continuedDifferences continued

Use of a different language (ASL)Not hearing or mishearing what was saidUsing assistive technology that no one else

in their class or family has – helps in classLess exposure to TV, radio, music, etc.Fewer friends

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Differences can lead to:Differences can lead to:

Frustration in dealing with hearing loss 24/7

Anger at being different, struggling to understand what is said, missing information

Feeling embarrassed Becoming extremely tired from working

twice as hard to make sense of fragmented language

Differences can lead to Differences can lead to continued:continued:

Not asking questions due to embarrassment, struggle or fatigue

Withdrawing because communication is a struggle

IsolationLow self esteemEmotional health

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Two types of learningTwo types of learning

Effortful (Intentional) Learning– Learning that is consciously undertaken, with

intention of retaining information for later use

Incidental (Unintentional) Learning– Acquisition of information without directed

effort

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Incidental learningIncidental learning

Foundation for inferential learning and executive functioning

Incidental learning forms the neural and cognitive basis on which formal academic learning is built

The brain is designed to learn incidentally

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How does the social How does the social needs/opportunities of students needs/opportunities of students who are deaf differ from those who are deaf differ from those who are hard of hearing?who are hard of hearing?

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Deaf social developmentDeaf social development

• Has its own subculture in US and world

• Has its own language – Pride

• Has its own sports programs, community, events, social gatherings (all wonderful opportunities for informal social learning)

• Students are visibly “different”

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Hard of Hearing social Hard of Hearing social developmentdevelopment

• Same language as family• Hearing assume hard of hearing are the same

as hearing• Limited positive role models• Language, socialization and incidental

learning can be a struggle• Inconsistent access to pragmatic/social rules

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Encouraging communication Encouraging communication with deaf and hard of hearing with deaf and hard of hearing studentsstudentsSmall group workAllow student to go to peers/classmates for

helpLunch buddies Involvement in organized clubs, sports teams

*** Teach ASL as a classEncourage all informal communicationPermit use of social media **

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Encouraging communication Encouraging communication with deaf and hard of hearing with deaf and hard of hearing studentsstudents

Formally teach incidental learningExplain to class how to include hard of

hearing studentEncourage friendsFormally teach social skills/emotional

skillsPush student out of comfort zone

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Encouraging Self-Esteem and Encouraging Self-Esteem and ConfidenceConfidenceBelonging to a group, club, teamHaving a unique skillDevelop advocacy skillsEncourage sense of worthFeeling competentdevelop hobbiesEncourage taking risks and challenges

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MECDHH ProgramsMECDHH Programs

W.I.S.E.Kids Like Me (1st-5th grade)Kids Like Me (6th-12th grade)Participation in GBSD school sports activitiesSpecial Events at GBSDStudent Awareness ProgramsSocial/Pragmatic language skills class

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How important is How important is social/emotional development?social/emotional development?More important than academic ?

EQ > IQ

SummarySummary

Need for Social/Emotional growth

Importance of incidental learning

Providing access to incidental learning

Every student is different

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“Intellectual growth should commence at birth and cease only at death”

• Albert Einstein

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Social/Emotional growth should commence at birth and cease only at death

• Conrad Strack

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Self-Science:The Emotional Intelligence Curriculum, Karen McCown

Emotional Intelligence, Daniel Goleman Social Intelligence, Daniel Goleman Executive Functioning in Education: From Theory to

Practice, Linda Meltzer Building Emotional Intelligence: Techniques to Cultivate

Inner Strength in Children, Linda Lantieri, Daniel Goldman Family Learning Day, Amy Szarkowski, BCH, June 21 Successforkidswithhearingloss.com

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ResourcesResources

Those that know………….. Do

Those that understand …….Teach

• Aristotle

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