Strategies in teaching hearing impaired children in an inclusive setting
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Transcript of Strategies in teaching hearing impaired children in an inclusive setting
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Strategies in Teaching Hearing Impaired Children
in an Inclusive Setting
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Fear
Prejudice
PreparationSkills
OpennessKnowledge
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Resources
Support
CreativityResourcefulness
CollaborationCommunication
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Terms to remember:
• A modification means a change in what is being taught to or expected from the student.
• An accommodation is a change that helps a student overcome or work around the disability.
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how
Modifications or accommodations are most often made in the following areas:
• Procedure• Physical• Scheduling• Grouping• Delivery• Evaluation• Psycho-social
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STANDARD OPERATING PROCEDURES
– Subject to same rules, but procedures may be modified
–Written rules and procedures posted in locations that students can see
– Optimize use of bulletin boards– State rules in a positive way– Announcements made regarding class
times, activities, field work, industry visits etc. should be given in writing
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PHYSICAL CONSIDERATIONS
– Seat students near the teacher to maximize use of residual hearing– Seat students away from windows where
glare or unnecessary distractions are present– Seat students in a position where they can
take advantage of all visual cues
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SCHEDULING
–Provide visual time reminders for students during class period so that they know how much time is available– Establish routines and visual cues for
period transitions and other changes
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GROUPING
–Establish a buddy system/peer support system –Encourage peer
tutorials/cooperative learning arrangements
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DELIVERY
–Do not speak when facing the blackboard. You may need to adjust the lighting in your teaching environment.–Assign note-takers.–Use appropriate gestures and facial
expressions
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– Provide a study guide of the key concepts, questions, vocabulary, and facts when introducing new material. Include page numbers where information can be found in textbook.
– Pre-teach important vocabulary and concepts. – Ensure that lists of the subject-specific jargon
and technical terms which students will need to acquire are made available early in the course.
DELIVERY
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– Encourage students to request clarifications and to ask questions–Check comprehension by asking students
to summarize or by asking them to answer questions that require substantive answers.
DELIVERY
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–Utilize a variety of instructional formats– Emphasize main points visually–Use visual aids and other instructional
materials to facilitate learning–Any videos or films used should, where
possible, be captioned.
DELIVERY
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EVALUATION
–You are NOT expected to lower standards to accommodate students with a disability but rather are required to give them a reasonable opportunity to demonstrate what they have learned.–When their range of vocabulary is limited,
students may require the use of a thesaurus or dictionary during exams
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–Modify vocabulary used in test items to
match student abilities. –Allow more time to complete
assignments. –Use cooperative learning experiences to
develop cooperative small group projects. –Use peer tutors, paraprofessionals, or
volunteers to work with student on task.
EVALUATION
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- Allow students to make models, role play, develop skits, and create art projects to demonstrate their understanding of the information. - Allow written or drawn responses to serve as an alternative to oral presentations.
EVALUATION
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PSYCHO-SOCIAL CONSIDERATIONS
• Home-school contracts • Use corrective feedback • Increase frequency of descriptive praise • Use a behavioral contract • Use response cost procedures• Make books about hearing loss and deafness
available. • Implement a circle of friends program • Structure activities and experiences for deaf and
hearing students to work together.
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General Strategies
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ORGANIZATION SKILLS
FILE SYSTEM•Communication Notebook•Master Folder/Portfolio of Works•Reference Notebook
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ORGANIZATION SKILLS
ChunkingOutliningGraphic organizersMnemonics
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Strategies for Specific Subjects
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• Basal reader approach• Whole language approach–Authentic Reading Approaches
• Direct Instruction
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• Computing Skills –Breakdown of tasks step
by step• Use of Manipulatives –Concrete to Abstract
• Problem Solving• Model-Lead-Test
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• Hands-on/Experimentation• Unlocking
Scientific Terms• Linking Prior
Knowledge
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• Rhythm • Auditory Training• Speech
Subjects
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