Things Teachers Working With DHH Students Should Know
All DHH students are individuals; possessing different skills, modes of communication, hearing loss, home lives, strengths, limitations, & individual needs. Not all DHH students will benefit from just one mode of communication or way of learning. Not all Deaf students are fluent users of all of the communication modes such as American Sign Language, Contact Language Variety (ASL & English), or any other method used across the Deaf community, just as users of spoken language are not fluent in all oral languages. For example, not all DHH students lipread, many use sign language or rely on the little residual hearing they have. Very few students are truly skilled lipreaders. The best estimates are that only 30% to 35% of English sounds can be lipread. Also it is important to understand that the inability to hear does not affect an individual’s native intelligence.
Sign Language Systems Used at WSHS
There are several types of sign language systems; only a few of which are used at White Station High School.
q American Sign Language (ASL) is a natural, visual language having its own syntax and grammatical structure.
q Fingerspelling is the use of the manual alphabet to form words.
q Contact Language Variety (CLV) combines aspects of ASL & English & is used in educational situations often combined with speech. Most WSHS DHH students use CLV.
Common Accommodations and Modifications
Common accommodations and modifications for DHH students include inclusion teachers, sign language interpreters, hearing aids, FM Systems, notetakers, closed captioning, video transcripts, a typed copy of notes, study guides, modified tests & assignments, preferential seating, video phones, signaling devices, etc.
WSHS DHH Students Are Placed in the Following Environments
q Inclusion:
Inclusion is where DHH students are placed in a classroom with a regular education teacher, a teacher for the deaf, and an interpreter. In an inclusive setting, the responsibility of the classroom is shared between the regular education teacher and the teacher for the deaf. This type of classroom is modified to match the individual needs of the DHH student.
o Studies have shown that inclusion displays academic improvement in performance on standardized tests, mastery of IEP goals, grades, behavior and a student’s motivation to learn. It builds inclusive environments where all students are accepted regardless of their disability or weakness. Inclusion also prepares students for the transition to college or employment.
o With appropriate support and teamwork on the part of the regular education teacher and teacher for the deaf, DHH students can excel academically and socially. Inclusion is not successful if the general education teacher is not willing to work with the TOD, or if the interpreter is not highly qualified.
q Mainstream Environment:
Mainstreaming is where a deaf or hard of hearing student is placed in a classroom with a regular education teacher and an interpreter. The regular education teacher is responsible for providing appropriate accommodations and modifications for the deaf or hard of hearing student. In this classroom the DHH student must adapt to the class. Mainstreaming will only be successful when appropriate support is provided to the DHH student.
q Self Contained Classroom:
A self-contained classroom is a classroom where a deaf or hard of hearing student is taught in their native language by a teacher of the deaf (TOD) that is certified in Deaf Education and highly qualified in the particular subject area.
All three DHH settings can be successful, but every setting is not for every child; the placement depends on the individual DHH student's language and ability. There are advantages to all three educational atmospheres, proving that all three DHH settings can be successful.
Other Adults In Your Classroom
At the beginning of the year, make sure you introduce the interpreter and/or teacher for the Deaf to the entire class. Be sure to let the class know that those individuals are not only there for the deaf students, but also for the hearing students. Feel free to discuss anything else the class might be curious about, such as an FM system, American Sign Language, hearing aids and don't hesitate to ask the inclusion teacher or interpreter for input. It is always helpful when people make efforts to understand each other. It would be beneficial to offer short lessons about sign language or deafness, or even hang wall charts with the fingerspelling alphabet. These can be enriching for any class.
Inclusion Teachers for the Deaf
Teachers for the Deaf (TOD) are certified in deaf education and are placed in inclusion classrooms to work side by side the regular education teacher to teach students with and without disabilities in a shared classroom. Both the TOD and the regular education teacher share responsibility for planning, instruction, achievement, assessment and discipline. It is crucial that both teachers have continuous and ongoing communication with each other. Students with disabilities should receive age appropriate academics, support services, and appropriate modified instruction. Depending on the student’s needs, the subject being taught, and teacher’s preferences, there are several models that inclusion teachers at WSHS may choose to follow.
Inclusion Teaching Models:
¬ One Teacher/One Support:
This style works well for classrooms when one teacher is more of an expert than the other. Even though one teacher teaches the lesson, the students have two teachers to ask questions of and to get help from. The support teacher also does a lot of preparation work by modifying notes, assignments, and tests.
¬ Alternative Teaching:
This model one teacher leads a lesson, while the other teacher re-teaches the material to a small group of students who are having a hard time understanding the lesson. Math works well with this model, since a lot of re-teaching is done.
¬ Team Teaching:
Teachers work together to present the same material to the entire class. They circulate around the class providing immediate help & re-teaching.
In order for inclusion to be successful, it is crucial for the teachers to communicate openly and for the TOD to be prepared. In order for this to happen, the regular education teacher must provide TODs with upcoming lessons, assignments, videos, activities, homework, and tests in advance, so that they can appropriately modify them for the DHH students. Whether which method you use, both teachers facilitate learning by encouraging, prompting, interacting, and probing with good questioning techniques and differentiated learning styles.
Educational Interpreters
WSHS has nine amazing educational interpreters that facilitate communication by relaying auditory information between DHH students, hearing students and faculty/staff.
q An interpreter is placed in the classroom for the benefit of all involved. The interpreter is your interpreter, her interpreter, his interpreter, and “that student over there’s” interpreter.
q The interpreter will sign everything that is spoken, as well as extraneous sounds and voices, to give the student access to the same information that the other students in the classroom receive from hearing. If the student does not speak clearly enough to be understood or feel comfortable using their voice, the interpreter will voice what the student is signing.
q An interpreter distributes, explains, and tutors/assists with classwork of deaf students; and reinforces classroom instruction as needed. When appropriate and under the guidance of the teacher, the interpreter can tutor DHH students. Sometimes this can be a fine line, so make sure that you discuss this with your interpreter. If you ever feel that they are merely giving students answers, talk to them privately. Open communication is the key.
q Interpreters consult and collaborate with IEP team members and others as necessary to facilitate students' learning, track progress and facilitate improved communication skills and abilities. They are a crucial member of the IEP team.
q Remember that the primary role of interpreters is to interpret; they are not note takers, or teacher’s aids.
q If your class has down time, respect the interpreter by allowing them to rest. Even though the interpreter may not have interpreted a lot in your class, it doesn’t necessarily mean they haven’t in their six other classes. It is professional for interpreters to take a break, or bring materials to read and/or prepare for future classes.
q Provide your interpreters with any notes, lesson plans, textbooks, etc. so they can prepare for the assignment by reading ahead or looking up particular signs or definitions. The more time they have to prepare, the better.
q If all of your DHH students are absent, the interpreter will also not be present.
Audiologist/Dr. Debbie Starr
Dr. Starr holds a degree in audiology and is a specialist in testing hearing, and providing rehabilitation services to DHH students. She helps students with their hearing aids and FM systems. Dr. Starr is at White Station once a week. If you have any questions about a students hearing loss, the classroom FM system, or accommodations feel free to leave a note in her box and she will get back with you promptly.
Speech Pathologist/Kitty Cherry
WSHS has a phenomenal speech pathologist, Kitty Cherry. She works with individuals who have specific needs in the area of speech and language. She also supports the HIP program by helping with inclusion classes.
Tips for a Successful Learning Environment for DHH Students
Accept the student and help the student to adjust. All DHH students are ultimately different, having distinctive needs, learning styles, modes of communication and hearing loss’. It is important not to have a preconceived notion of a DHOH child’s ability to function based on the degree of his/her hearing loss or past experiences with DHH students in your class. Regardless of the type or severity of the hearing loss, a teacher can greatly improve a DHOH child’s ability to function in the classroom by making minor changes in his/her style of teaching.
Investigate accommodations and/or modifications each student requires. DHH students vary in what they can or cannot hear, their individual learning styles, and their educational preferences and abilities! Some students may benefit from having a "buddy" or note-taker, others may benefit using an FM system, or interpreter. Be sure to review every DHH students IEP at a glance and work closely with student’s inclusion teacher or IEP case manager.
Keep your Inclusion teachers and interpreters informed on future lessons and assignments. Provide them with any notes, textbooks, etc. so they can prepare for the assignment by reading ahead or looking up particular signs or definitions. It is important for interpreters to be prepared, but it particularly important that inclusion teachers be given materials in advance so that they can modify them appropriately.
Preferential seating is important for DHH students so that they make maximum use of residual hearing. Try to keep front seats open for DHH students and their interpreters. The closer you are to the interpreter, the better. Especially when they may rely speech reading. Students also need to be in a location to better view the speaker's lip movements, gestures, and body language. Depending on a students hearing loss, they may benefit having the teacher positioned on the side of their good ear.
Lighting can significantly affect student achievement. The teacher should be careful not to stand near a window in bright sunlight. This position puts the speaker's face in shadow. Make sure lighting is appropriate during all classroom activities, ex: the student needs access to see an interpreter during movies (in the event they are not captioned).
Speak clearly at a normal (moderate) rate. Speak in a natural tone of voice and volume.
Make sure that your face is clearly visible when speaking. Keep your hands away from your face and mouth while speaking. Sitting with your back to a window, gum chewing, pencil biting, and similar obstructions of the lips can also interfere with the effectiveness of communication.
Keep movement to a minimal. Face DHH students directly and make sure you have their attention before speaking. Use facial and body expressions, natural gestures, and make frequent eye contact with the student. It is beneficial for the DHH student to see the teacher and the interpreter at the same time.
If provided, use the FM system at all times. Get in the habit of wearing the FM mic and turning it on and off when needed. You may think that you talk loud enough, but it’s important to note that an FM system does not only amplify sound, it is also transmits a signal directly to a students hearing aid. Once you get use to using the FM system, you will not only notice how much it benefits your DHH students, but also your hearing students. Remember that if an FM system is in a student’s IEP, it must be used.
Place the responsibility of the FM system on the DHH student. Make them responsible for charging, setting up and giving the FM system to the teacher and/or class to use. This teaches them advocacy skills and responsibility.
Reduce external noise as much as possible by evaluating your classroom on an ongoing basis. Air conditioners, heating systems, computers, projectors and light fixtures can all contribute to internal background noise, making hearing more difficult. Most of us simply “tune out” these sounds unconsciously. But for a hard of hearing students it is not always that easy.
Control the pace of classroom discussions and indicate who is speaking. Be considerate of necessary wait time between speakers or at the end of a spoken message in case the interpreter is not finished interpreting the message.
Have the class speak one at a time, that way the DHH student can access all the information and know whose speaking. Repeat the comments and questions of other students, especially those from the back rows; acknowledge who has made the comment so the DHH student can focus on the speaker.
When getting the attention of Deaf students, a light touch on the shoulder, a wave, or other visual signal will help.
Write on the board without speaking and then face the class when speaking. Face the class while speaking; if an interpreter is present, make sure the student can see both you and the interpreter. Be sure to write assignments, new vocabulary, key words and important information or phrases on the board. Due dates and test date should also be written on the board for the DHH students to see.
Visual Aids should be used whenever possible since visual information is a Deaf student’s primary means of receiving information. Films, pictures, maps, charts, illustrations, overheads, diagrams, hands on activities and other visual aids are useful instructional tools. The connection between illustrations and text is very important. A DHH student does not have the ability to learn vocabulary and concepts vicariously, but the student may have mental picture of a concept without knowing the vocabulary.
Used Closed Captions. Spoken dialogue and commentary in films, videotapes, DVDs, and online course websites, should either be presented in captions or other alternate means such as a transcript, through an interpreter, or all three. Depending on a students reading ability, sometimes captions are not sufficient and it is beneficial for the video to also be interpreted. When buying DVD’s for your classroom collection or borrowing one from the library, try to make sure it has closed captions. You would be surprised how many educational videos do not have captions.
Make sure the student understands. Do not accept a nod or smile as an indication of understanding. Ask the student content questions rather than yes/no questions. Be aware of vocabulary limitations or difficulties with English idioms. Check to make sure major points and assignments are understood. Sometimes it is beneficial to rephrase a sentence or idea rather than repeating to help clarify a topic. When in doubt about how to assist the DHH student, ask the DHH student directly.
When using an interpreter, act like you normally would. Using an interpreter is not meant to be difficult or overwhelming. Working with interpreters should be a rewarding and nearly unnoticed experience. Talk to the student, NOT the interpreter. When talking to a DHH student, talk directly to them as if the interpreter was not there. It is not appropriate to say, “Tell him or tell her.”
Never ask an interpreter to “not interpret that”. As in the hearing culture, it is impolite to tell secrets. A deaf student has the right to hear anything a hearing child would. Interpreters will ask you to slow down or repeat information if necessary.
Be aware that the interpreter is always going to be a few seconds behind. When students are answering questions in class, pause and allow the deaf student to be involved too.
Expect appropriate behavior from the DHH student. Be consistent in disciplining. If a DHH student is signing to another person, he/she is "talking!" Be careful not to overprotect the student. They should be treated just like your hearing students.
Include the DHH student in all class experiences. Include the student in conversations and encourage the student to join in group activities.
Assist the student in understanding words with multiple meaning, figurative language or English idioms. Hard-of-Hearing students typically show about a 2-year lag in vocabulary development and deaf students demonstrate a 4-to 5-year lag.
Teach DHH students’ advocacy skills. The DHH student may not yet have developed skills to advocate for himself/herself in a general education setting. Assist the student in developing advocacy skills and independence in which the student will ask the teacher for more information, for an interpreter, to use an FM system, etc.
Allow the DHH students to complete unit related support exercises rather than "busy work," especially for homework or while there is a substitute teacher. The DHH student may require more time and practice for reading and writing tasks. The student will benefit from concept/unit related practice, especially if they have not mastered the prerequisite information or vocabulary.
Keep in close communication with qualified specialists on the student's team, ex: the deaf/hard of hearing teacher, the interpreter, the audiologist, or resource teacher. Keep in close communication with the family and student.
Communication Methods of DHH Individuals
American Sign Language (ASL)
The language used by the majority of individuals who linguistically and culturally identify themselves as part of the Deaf Community. ASL is its own language with its own set of rules, grammar, and syntax. ASL is not a manual code for English, nor is it a universal sign language. ASL differs from spoken language in that it is visual rather than auditory and is composed of precise hand shapes and movements.
Contact Language Variety (CLV)
Previously labeled as Pidgin Sign English (PSE). When ASL comes in contact with English, the communication is generally represented with ASL signs in English word order. Both native ASL users and hearing people new to ASL tend to shift from ASL syntax to more of an English syntax to accommodate communication needs.
Manually Coded English
Any one of the many signing systems developed to represent the English language through signs. These systems are used primarily in the education of children and youth who are deaf. The most frequently used systems are SEE II and MSS. Other systems may include MCE, LOVE, Sign English, Signed English, and Manual English. These systems are not languages, but are a code meant to support spoken English.
Sim-Com
In theory this approach uses the diversity of ways in which persons who are deaf communicate, signing, speech-reading, gesturing, use of residual hearing, etc. In practice this approach often appears as simultaneous communication, “Sim Com,” or signing and speaking at the same time. This is practiced as a teaching method in the education of children who are deaf.
Sign Supported Speech (SSP)
The simultaneous use of spoken English and use of signs that do not adhere to any specific coded English system. Practiced by people who tend to be more oral and may have learned sign language later in life.
Cued Speech
Cued Speech is a sound-based visual communication system, which in English uses eight hand shapes in four different locations (cues) in combination with the natural mouth movements of speech, to make all the sounds of spoken language look different.
Oral Communication
It is the use of spoken English and the use of residual hearing and speech reading for communication purposes. The use of sign language is not encouraged, but does incorporate gestures.
Signed English
These sign systems use signs from ASL along with invented signs to represent English word order and rules. Some examples are Seeing Essential English (SEE I) and Signing Exact English (SEE II)
Speech-reading
Is the skill of understanding spoken language through movements visible on the mouth, facial expression, body language, & contextual-clues. The best estimates are that only 30%-35% of English sounds can be speech-read.
Rochester Method:
It is the exclusive use of fingerspelling to represent the English language on the hands. Although no longer used as a teaching method for communication, it was the primary method used by the Rochester School for the Deaf.
Fingerspelling
Is the representation of the twenty-six letters of the alphabet through specific hand-shapes. Used primarily to identify proper nouns (names of people, places and things).
Hearing Loss Defined
The causes and degrees of hearing loss vary amongst DHH students, as do the methods of communication and attitudes toward deafness.
Three Types of Hearing Loss
Conductive Hearing Loss
Pertains to the outer or middle ear. It is when sound cannot reach a person’s inner ears. Amplification is usually helpful.
Sensorineural Hearing Loss:
Pertains to the inner ear and auditory nerve. It is caused by damage to some or all of the nerves in the cochlea of the inner ear. The hearing loss is permanent and generally cannot be reduced or eliminated by surgery. It causes both distortion and decreased loudness of sounds. This occurs because some or all of the hair cells or nerves in the inner ear that are responsible for sensing sounds of different pitches are damaged. The extent of hair cell and nerve damage will cause the degree and configuration of hearing loss to vary. Hearing aids are not always helpful.
Mixed Hearing Loss
Pertains to a combination of the two above. It is when there is
both conductive and sensorineural hearing loss.
Other Terms Related to Hearing Loss
¥ Bilateral Hearing Loss: Hearing loss in both ears.
¥ Unilateral Hearing Loss: Hearing loss that is mild to profound in only one ear. Unilateral loss adversely affects the educational process in a significant percentage of students who have it.
¥ Symmetrical Hearing Loss: Hearing loss where the degree & configuration of hearing loss is the same or similar in each ear.
¥ Asymmetrical hearing loss: Hearing loss where the degree or configuration of the loss is different in each ear.
¥ Progressive Hearing Loss: When a person’s hearing worsens over time.
¥ Sudden Hearing Loss: A hearing loss that has an acute or rapid onset and therefore occurs quickly, possibly caused by head trauma, a tumor on the auditory nerve, or large vestibular aqueduct syndrome (LVAS).
¥ Fluctuating Hearing Loss: When a person’s hearing loss changes. It may sometimes worsen or improve.
¥ Congenital Hearing Loss: Hearing loss that is present at birth, happened at birth, or developed in the first few days of life.
¥ Adventitious Hearing Loss: Normal hearing at birth but becomes deaf or hard of hearing later due to illness, accident, or other related causes.
¥ Prelingually deaf: Refers to individuals who were born deaf or shortly there after and occurs before they acquired language.
¥ Post-lingually deaf/late deafened: Describes a person who lost their ability to hear after he or she learned to use and understand spoken language.
¥ Residual Hearing: The amount of usable hearing a deaf or HOH person has.
What Causes Hearing Loss?
The causes of hearing loss vary from child to child. They can be congenital or acquired, partial or total, temporary or permanent, symmetrical or asymmetrical, fluctuating or sudden, mild, severe, or profound or bilateral or unilateral. There are many causes of hearing loss. Hearing loss can be the result of poor development in the mother’s womb, injury, infection, degeneration, or even genetic inheritance.
AUDIOGRAM
An audiogram is a graph that shows the lowest sounds a person can hear at different pitches or frequencies. This is also called the hearing threshold. The degree of hearing loss is measured in decibels (dB)
DEGREES OF HEARING LOSS
NORMAL 0-25 dB
MILD 26-40 dB:
Unable to hear soft sounds. Can hear a normal conversation in a quiet room but has difficulty in a noisy environment. Cannot hear whispered conversation or speech from a distance.
MODERATE 41-55 dB:
Can only understand loud speech. Has difficulty hearing a normal conversation in a quiet room. Must lip-read or use amplification to understand most words. May have errors in their own speech and has a limited vocabulary and struggles with language comprehension and usage.
MODERATE TO SEVERE 56-70 dB:
Can only understand very loud speech close to the ear and loud environmental sounds. May be able to understand vowel sounds, but not consonants. Language development is seriously lacking if amplification is not provided. A person’s speech has many errors.
SEVERE 71-90 dB:
Cannot hear a conversation unless the speaker speaks VERY LOUD near the ear. Is unable to understand words without visual cues. If person is born with this severe hearing loss or it is present the first year of life, understanding of spoken language will not happen unless amplification is provided. This person’s speech is mostly unintelligible.
PROFOUND 90+ dB:
Cannot understand speech even if the speaker shouts. Can only hear very loud sounds such as a motorcycle engine, if at all. Is more aware of vibrations and relies on vision as their primary channel for communication. This person’s speech is unintelligible.
THE SPEECH BANANA:
The loudness levels and frequencies of different speech sounds are presented in the audiograms in yellow. Because of the shape of this speech area, it is also called a "speech-banana". Vowels are low frequency sounds with a higher volume than consonants, which mostly consist of high frequency sounds. Vowels carry the loudness impression of speech, whereas consonants rather carry the meaning, e.g. house or mouse.
How hearing loss affects speech patterns:
Hearing: “My dog has fleas.”
Mild to Moderate Loss: “My do ha flea.”
Severe Loss: “Mu o az vea.”
Profound Loss: “Bu o a v.”
Terminology Describing DHH Students
The current terms in use by the deaf community today are deaf and hard of hearing. In 1991, the World Federation of the Deaf voted to use the official terms deaf and hard of hearing. Each deaf or hard of hearing person is unique in his or her hearing status and ability to communicate using spoken language.
Deaf: Deaf with an uppercase "D" refers to deaf adults and children who share the use of American Sign Language and Deaf culture’s common values, rules for behavior, traditions, and views of themselves and others. People, who identify with Deaf culture and describe themselves as Deaf, may also have a range of hearing levels.
Deaf: deaf with a lowercase "d" is usually an audiological depiction of a person's hearing level. It most often refers to a person who is unable to use his or her hearing for the purpose of understanding everyday communication. Being deaf does not mean the person cannot hear anything at all and not all people who are deaf identify themselves with, or participate in, Deaf culture.
Hard of Hearing or Oral: Hard of hearing usually refers to people who have enough hearing to communicate and feel comfortable communicating through spoken language. The person’s linguistic development is primarily auditory based, with vision serving as a secondary and supplemental channel. There are no specific hearing levels or personal characteristics that determine whether a person will function as HOH.
Hearing Impaired (term no longer accepted and is
considered inappropriate)
Terminology that has been used to refer to persons with any degree of hearing loss, from mild to profound, including deaf and hard of hearing individuals. This term is no longer accepted by Deaf and hard of hearing individuals because of the suggestion of the term “impaired” and how it describes what deaf people cannot do.
Laws Pertaining to DHH Students
Federal legislation protects the rights of deaf and hard of hearing children by ensuring they have equal access in public facilities and at school.
Individual with Disabilities Education Act (IDEA):
It is the primary federal law that addresses the educational needs of children with disabilities. It requires that states and local school districts provide free and appropriate early intervention and education services that address the student’s specific needs, ultimately providing a student a free appropriate education in the least restrictive environment. As a result, IDEA requires public school systems to develop appropriate Individualized Education Programs (IEP’s) for each child and mandates that particular procedures be followed in the development of the IEP.
The No Child Left Behind Act (NCLB):
By focusing on academic achievement, the law’s intent to hold schools accountable for enduring that all students with or without disabilities, meet specific standards. NCLB provides a way for monitoring the quality and impact of services provided under the IDEA.
Rehabilitation Act of 1973 – Section 504:
Supports deaf and hard of hearing student’s access to programs, activities, and technology. It requires all federally funded schools to be accessible to students who are deaf or hard of hearing by providing specific services such as a sign language interpreter. This is the law that truly changed accessibility for all deaf people. It states that “no qualified individual with a disability in the United States shall be excluded from, denied benefits of, or be subjected to discrimination under” any program or activity that either receives federal financial assistance or is conducted by any federal agency.
Also federal agencies must make all electronic and information technology accessible, this includes telephones, televisions, DVD’s, videotapes, multimedia websites, interactive voice response systems, information kiosks, and pagers.
Americans with Disabilities Act (ADA):
The ADA was intended to provide people with
protection from discrimination in all aspects of
their lives.
Title I (Employment) Requires employers with 15 or more employees not to discriminate on the basis of a person’s disability and further to removes barriers that prevent a qualified person from performing.
Title II: (State & Local Gov’t) Ensures that deaf children have access to state and local government services, public accommodations, commercial facilities, transportation, and telecommunications.
Ex. Schools, libraries, recreation, city buses, and social services
Title III: (Public Accommodations) Businesses & non-profit organizations that offer services to the general public must make their services assessable. Movie theatres are not required by law to provide closed captioning, but they are required to provide assistive listening devices.
Ex. Restaurants, hotels, stores, movie theatres, convention centers, doctors offices, sports stadiums, fitness clubs, private schools, and higher education institutions.
Title IV: (Telephones) Phone companies must provide relay services 24 / 7 at no cost to the caller.
Hearing Aid Compatibility Rules for Wireless Telephones, 2003:
Wireless phones must be compatible (able to
connect to a telecoil) with hearing aids.
Telecommunications Act of 1996:
Section 255: Requires that companies make products and services accessible and usable by people with disabilities. Ex. Wireless, Cordless, and wire line phones, answering machines, pagers, services like call waiting, voice mail, and interactive vice response.
Section 713: As of 2006, 100% of all new English television programming must be closed-captioned. There are some exemptions like overnight programming that is on TV between 2 a.m. and 6 a.m.
Unless paid for by the federal government, videos developed by private companies are NOT required to be closed-captioned, although most entertainment videos produced today are captioned.
*Ironically most educational videos created for the
school setting are not captioned.
Technology for the DHH
Hearing Aids
A hearing aid is a small electronic device that a DHH person wears in or behind their ears. Hearing aids do not correct hearing loss but, rather, make sounds louder so that they can listen, communicate, and participate more fully in everyday activities. A hearing aid receives sound through a microphone, which changes the sound waves into electrical signals and sends them to an amplifier. The amplifier increases the power of the signals and then sends them to the ear through a speaker.
Hearing aids work best in quiet settings within close range of the speaker. The efficiency of hearing aids deteriorates rapidly once you are more than three feet from the hearing aid user and/or in a noisy environment. The student should always have spare hearing aid batteries with them, but it would also be advisable to ask the audiologist for a supply yourself.
Three Basic Styles of Hearing Aids: In the Ear, Behind the Ear, & in the Canal
Cochlear Implants
A cochlear implant is an electronic device that is surgically implanted to provide sound for individuals who receive little or no benefit from hearing aids. Hearing aids make sounds louder. However, for children and adults who have severe to profound hearing loss, making sounds louder may not be enough to allow the ear to process sound.
Cochlear implants are used to give people with severe to profound hearing loss access to enough sound to comprehend speech without speech reading. A cochlear implant electronically sorts out useful sounds and transforms them into electrical impulses. Then, these electrical impulses are delivered directly to the nerve that conducts them to the brain. Cochlear implants send sound information directly to the auditory nerve, from which signals are directed to the brain and then are recognized as sound. Unlike a hearing aid that amplifies sound, a cochlear implant bypasses the damaged sense organ of hearing, the cochlea, and directly stimulates hearing through the auditory nerve. A cochlear implant does not restore normal hearing, but it does provide a functional representation of sound to a person who is profoundly deaf.
Cochlear implants are sometimes referred to as a “bionic ear.” It is said that ninety-eight percent of patients who receive cochlear implants can detect some measure of sound. Students should always have a spare battery for his/her cochlear implant speech processor, but it would also be a good idea to have extras on hand.
Assistive Listening Devices
Technologies that work in combination with a student’s hearing aids or cochlear implant and help the DHOH student hear better in the classroom. They are devices other than hearing aids that improve listening for individuals with hearing loss. Some systems improve hearing in noisy situations by positioning the microphone closer to the sound source, or improve the quality of amplified speech or music. Includes FM systems, infrared systems, and induction loop systems.
FM System
An FM system is a device that sends sound directly to a hearing
aid or headset.
How an FM System Works:
q You talk into a microphone. The mic picks up the speakers voice and sends it directly to the person’s ear through a hearing aid. The microphone is connected to a transmitter. The transmitter sends the sounds to a receiver. The receiver gets the sound and plays them back into your child's ear. It can be used with or without a hearing aid.
q An FM system has three parts: A microphone, A transmitter, A receiver
Soundfield System
A Soundfield System is an amplification system, which provides an even spread of sound around the room through a speaker.
A typical 'soundfield' consists of a microphone worn by the teacher, a wall mounted amplifier and wall-mounted speakers around the classroom.
q The microphone is connected to a transmitter. The transmitter sends the sounds to a receiver. The sound is sent to speakers placed all around a room.
q It can help all hearing and hard of hearing students in a class hear the teacher's voice better.
q It is especially helpful for children who are hard of hearing or have a mild to moderate hearing loss.
q A benefit of sound field systems is that the entire class benefits from greater clarity of sound and reduced background noise.
Closed Captioning
Closed captioning allows DHOH individuals to have access to television and/or movies by displaying the words and interpretive audio on the television screen or projector.
Whenever movies are shown in school, they need to be closed-captioned. Deaf and hard of hearing students cannot understand all that is said in movies, and therefore should not be held responsible for the information unless the movie is captioned and interpreted.
q Try to only buy or rent DVD’s that have closed captioning. You would be surprised how many educational videos do not have captioning.
q You Tube has started to use a decoding software that makes many videos closed captioned. Unfortunately it is in its early stages and is not always reliable. So if you watch a video on YouTube, and it says that it is CC, be careful because the words might not match the message.
q Websites like Discovery Education has videos that can become closed captioned, by downloading the VLC program to your computer. http://www.videolan.org/vlc/
q If you have a hard time, make sure you ask your interpreter, teacher for the Deaf, or itinerant teacher for assistant.
OTHER TECHNOLOGY FOR THE DEAF
• Video Phones (VP)
• Video Relay Services (VRS)
• Video Remote Interpreting (VRI)
• TTY’s
• Captioned Telephones
• SIPRelay- Text Relay
• Signaling Alert Devices:
CART Computer-Assisted Real Time Translation is the instant translation of the spoken word into English text using a stenotype machine, a notebook computer, and real-time software. A court reporter types what is said and the text appears on a computer monitor, TV, or projection screen.
C-Print is another computer note-taking system. A trained operator produces text of spoken information in text condensing strategies. The information may be a summarized translation of the content.
CAN: Computer Assisted Note Taking uses two laptop computers. A professional note taker or good typist inputs all classroom interaction, which are transmitted to the student’s laptop.
Specially designed alarm clocks, smoke detectors, doorbells, timers, phone alerting equipment, and pagers are available to provide typically audible information in visual or vibratory ways. Some are designed with built-in lights or vibrators, and others adapt or connect to existing equipment.
