1.)The NJ state definition for "deafness" states that the auditory impairment is so severe that the student is impaired in processing linguistic information through hearing, with or without amplification and the students' educational performance is adversely affected. Deafness refers to being auditorily impaired or auditorily handicapped and further corresponds to the Federal eligibility categories of deafness or hearing impairments. Auditorily impaired means an inability to hear within normal limits due to physical impairment or dysfunction of auditory mechanics. An audiological evaluation by a specialist qualified in the field of audiology is required. The federal definition of deafness states that deafness is a concomitant hearing impairment which causes severe communication and other developmental and educational needs that they cannot be accommodated in special education programs solely for children with deafness. The NJ state definition for "deafness" defines hearing impairment as, an impairment in hearing, whether permanent or fluctuating which adversely affects the student’s educational performance. 2.)The developmental characteristics of people who are hard of hearing are social and emotional. Hearing loss can lead to social isolation because when hearing is limited it confines individuals’ communication and access to orally present information. It is emotional because loneliness and depression can arise as a result of isolation from the inability to communicate with a loved one. Hard of hearing also results in an emotional developmental characteristic because of the difficulty of people accepting their disability. 3.)If I was a teacher in a general education classroom it would be very beneficial for me to know some information about students who are hard of hearing. It is important for educators to understand that students who are hard of hearing find it more difficult than their classmates without disabilities to learn vocabulary, grammar, word order, and language. There are multiple strategies teachers may use to help support children with this disability. Some adjustments include; placing the student as close to the speaker as possible, using an overhead projector so the speaker can face the class when talking, reduce background noise as much as possible, make certain that the student knows who is about to speak and ensure that he is she is able to see each individual who is talking. It is also very important that these students are supported with many visuals such as pictures, graphs, charts, and written notes about the topic of discussion to ensure that the students are not missing any information. As a teacher for students who are hard of hearing, it is important to modify the delivery of instruction. Teachers must articulate clearly, address the student directly, avoid moving around the classroom while speaking, and repeat information by paraphrasing. Technology is often an important part of providing both appropriate and meaningful instruction to students who are hard of hearing. Some examples of assistive technology are hearing aids, audio loops, and FM transmission devices. 4.)As a teacher it is important to have resources to assist children who are hard of hearing. Classroom teachers can meet with the Speech Language Pathologist assigned to their school. SLP’s offer many good ideas about activities that foster better speech and language and they can also provide suggestions about classroom organizers that will help students gain more from traditional classroom settings. Teachers must also use the child’s parents to come to a better understanding of their student’s learning styles and special needs. This is because each child is unique and teachers must take advantage of each child’s strengths. There are various assistive devices developed for people with hearing loss. Silicon Chalk supports class discussion, which becomes permanent notes to use when studying. It posts via the computer the instructors’ lecture notes. IDEA ’04 mandates that school placements and methods of instruction be individually determined for every student with a disability.
1.) How is your disability defined by the federal and state laws?
Federal and State laws for Deafness-
The NJ state definition for "deafness" states that the auditory impairment is so severe that the student is impaired in processing linguistic information through hearing, with or without amplification and the students' educational performance is adversely affected. Deafness refers to being auditorily impaired or auditorily handicapped and further corresponds to the Federal eligibility categories of deafness or hearing impairments. Auditorily impaired means an inability to hear within normal limits due to physical impairment or dysfunction of auditory mechanics. An audiological evaluation by a specialist qualified in the field of audiology is required.
The federal definition of deafness states that deafness is a concomitant hearing impairment which causes severe communication and other developmental and educational needs that they cannot be accommodated in special education programs solely for children with deafness.
2) What are the developmental characteristics of persons with this disability? Developmental characteristics of Deafness-
Deafness and hard of hearing have many distinctive characteristics that make them different. The two have similarities in the characteristics that fall under: educational, physical, social, cognitive, emotional and levels of functioning. Children who are deaf have trouble reading; they do not understand how words sound so they struggle to read them or pronounce them. Their inability to read hinders their educational careers as well as any opportunities to develop in outside sources. Their reading ability is so low that they have trouble reading newspapers, closed captioning, and internet tools. Also, deaf people have trouble speaking due to a number of different factors. Mainly, those who are deaf have very low intelligibility of speech. Since they can not hear words or sounds, they do not know how to pronounce them.
Those who are deaf also deal with many problems in social settings. They do not know how to communicate with their peers because they do not know how to use their oral communication skills. Also, many young children tend to ignore those with a disability making it hard for deaf children to fit in. Deaf children and people do not have any physical deformities that would make their disability obvious to people. People who are deaf do not have any trouble with memory loss or sensory problems; however, their only real deficit is their inability to communicate through oral language. These people are able to do everything that others can do with few setbacks. Children who are hard of hearing face similar characteristics to those who are deaf but are on a different level. Hard of hearing people do not have severe hearing losses like deaf people do. In school, children who are hard of hearing struggle with vocabulary, grammar, word order, and language more than their other classmates. The reason for this is because it takes hard of hearing children longer to process what the teacher is saying and to take notes. Also, deaf students struggle in a noisy environment, for example, having the door open while students walk in the hallway.
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.
Deaf support- In my future classroom, I will make sure that all my students are able to understand everything that is going on and being taught. It might be harder for those with disabilities such as deaf students however I will make it my goal everyday to make sure that every single student understands.
For the deaf students in my class, I will be sure to understand the degree of their disability. By doing this, I will be able to know which modifications and altercations are needed to be done to make sure that the classroom environment is comfortable for them and that my lessons are understandable. I will make sure that the student with the hearing disability is seated up front near the speaker so he/she can see the facial expressions, gestures, movement of the lips, etc so hopefully he/she will be able to understand. Along with this, I will be sure to use a lot of visual aids. I will also use power point presentations, and other teaching aids. As a teacher I will do my best to make the students disability a minor aspect of who they are. For the deaf students, I will ask the school to find an interpreter for those students so they are able to learn along with the rest of the class. Finally, I will do my best to see that all the students get along and fit in together. I will have a zero tolerance policy of bullying or making fun of those with disabilities. I want my classroom environment to be a rather comfortable and enjoyable one.
As a teacher I will also provide outlines of the lesson or written materials to the student before the class meets. The use of visual overheads, handouts, outlines are helpful as well. The teachers "use of a hearing application could assist in the students' comprehension." It is important that the teachers face be visible to the student so that the student can faciliate lip reading. A teacher should use a smile at all times to "encourage, invite and include".
4) What resources would help you as a teacher to serve this child? (This would include websites, agencies, people within your school, curriculum materials; a two to three line description is required for each resource.) Minimum: Five resources.
Interpreter: This person can effectively communicate what I am teaching to the student. He/she will know the best forms of sign language and other skills that will enhance the students education. Also, he/she will allow me to communicate with the deaf students.
Parents/Families: They know how to interact with the child and get the fullest potential out of the child. They could help me learn about the child and how to connect with and better serve the child. Also, they can help me make sure the student does his work so they can learn better.
National Association of the Deaf (www.nad.org): The website provides updated information about support for people with the disability. Also, the website discuses foundations and resources that enhance the lives of the deaf population as well offer opportunities for people to work with the deaf population. It is beneficial for teachers because it provides updates about laws and educational factors regarding the disability.
Division of Deaf and Hard of Hearing http://www.state.nj.us/humanservices/ddhh/index.html ): The website, a division of New Jersey State laws, provides teachers and others with information about deafness and hard of hearing. It offers newsletters and ways to receive assistive technology for students and others with the disability. The website is a good way for people to stay on top of disability.
The Principal of the School: The principal could help me because he or she has more power than I do and therefore can be more influential with the Board of Education if I ever needed anything to help with the teaching of the deaf or hard of hearing student.
Question 1: How is your disability defined by the federal and state laws?
School Phobia- Emotional disturbed is defined by the IDEA as a condition exhibiting one or more of the following characteristics over a long period of time and to a marked degree, which adversely affects educational performance: • An inability to learn which cannot be explained by intellectual, sensory, or health factors • An inability to build or maintain satisfactory interpersonal relationships with peers and teachers • Inappropriate types of behavior or feelings under normal circumstances • A general, pervasive mood of unhappiness or depression • A tendency to develop physical symptoms or fears associated with personal or school problems.
Hard of Hearing- The NJ state definition for "deafness" states that the auditory impairment is so severe that the student is impaired in processing linguistic information through hearing, with or without amplification and the students' educational performance is adversely affected. The federal definition of deafness states that deafness is a concomitant hearing impairment which causes severe communication and other developmental and educational needs that they cannot be accommodated in special education programs solely for children with deafness.
Similarities and Differences- According the definitions above, neither disability can be accommodated with special programs for students with these certain disabilities. It is to my knowledge that there are classrooms with all deaf children. These definitions are different because school phobia seems to have a lot of different ways of explaining the disease whereas hard of hearing it explained consistently the same way.
Question 2: What are the developmental characteristics of persons with this disability?
School Phobia- Developmental characteristics of persons with school phobia are physical aggression, disobedience, destructiveness, extreme fear, guilt, or self doubt, short attention spans, strange movements or postures, no tolerance for frustration, unwilling to face reality, no concept of time, and excessive dependence on the teacher.
Hard of Hearing- The developmental characteristics of people who are hard of hearing are social and emotional. Hearing loss can lead to social isolation because when hearing is limited it confines individuals’ communication and access to orally present information. It is emotional because loneliness and depression can arise as a result of isolation from the inability to communicate with a loved one.
Similarities and Differences- Both disabilities have social and emotional developmental characteristics. School phobia tends to have physical characteristics as well. Most of the developmental characteristics of hard of hearing concern a social life and isolation.
Question 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?
School Phobia- If a student has been absent from school for a period of time without the teacher being notified it is important to call home and see what the reason is. If it seems like the child will not be coming back for a while, the other students should write him letters saying they wish he would come back. If the child does not want to come to school it is important to advise the parents to send him anyway. Assure them that the school has dealt with this problem before and not to argue with him or yell at him before sending him off to school. In most cases the child should calm down after a certain amount of time back in the classroom.
Hard of Hearing- Some adjustments include; placing the student as close to the speaker as possible, using an overhead projector so the speaker can face the class when talking, reduce background noise as much as possible, make certain that the student knows who is about to speak and ensure that he is she is able to see each individual who is talking. It is also very important that these students are supported with many visuals such as pictures, graphs, charts, and written notes about the topic of discussion to ensure that the students are not missing any information.
Similarities and Differences- Accommodations for both of these disabilities all seem to be keeping the student in the classroom as much as possible. With School Phobia keeping the student in the classroom is the problem whereas a hard of hearing student can stay in the classroom but must have accommodations while in there.
This blog is designed as a resource tool for teacher candidates learning about special education and students with special needs. Pairs within the class will create their own blogs about specific students with special needs, such as children with ADHD, and then link that blog to this central site.Each blog will contain information about the federal and state definition of the disability group, the general physical, social, cognitive, and emotional developments, as well as useful resources for teachers.
3 comments:
1.)The NJ state definition for "deafness" states that the auditory impairment is so severe that the student is impaired in processing linguistic information through hearing, with or without amplification and the students' educational performance is adversely affected. Deafness refers to being auditorily impaired or auditorily handicapped and further corresponds to the Federal eligibility categories of deafness or hearing impairments. Auditorily impaired means an inability to hear within normal limits due to physical impairment or dysfunction of auditory mechanics. An audiological evaluation by a specialist qualified in the field of audiology is required.
The federal definition of deafness states that deafness is a concomitant hearing impairment which causes severe communication and other developmental and educational needs that they cannot be accommodated in special education programs solely for children with deafness.
The NJ state definition for "deafness" defines hearing impairment as, an impairment in hearing, whether permanent or fluctuating which adversely affects the student’s educational performance.
2.)The developmental characteristics of people who are hard of hearing are social and emotional. Hearing loss can lead to social isolation because when hearing is limited it confines individuals’ communication and access to orally present information. It is emotional because loneliness and depression can arise as a result of isolation from the inability to communicate with a loved one. Hard of hearing also results in an emotional developmental characteristic because of the difficulty of people accepting their disability.
3.)If I was a teacher in a general education classroom it would be very beneficial for me to know some information about students who are hard of hearing. It is important for educators to understand that students who are hard of hearing find it more difficult than their classmates without disabilities to learn vocabulary, grammar, word order, and language. There are multiple strategies teachers may use to help support children with this disability. Some adjustments include; placing the student as close to the speaker as possible, using an overhead projector so the speaker can face the class when talking, reduce background noise as much as possible, make certain that the student knows who is about to speak and ensure that he is she is able to see each individual who is talking. It is also very important that these students are supported with many visuals such as pictures, graphs, charts, and written notes about the topic of discussion to ensure that the students are not missing any information.
As a teacher for students who are hard of hearing, it is important to modify the delivery of instruction. Teachers must articulate clearly, address the student directly, avoid moving around the classroom while speaking, and repeat information by paraphrasing. Technology is often an important part of providing both appropriate and meaningful instruction to students who are hard of hearing. Some examples of assistive technology are hearing aids, audio loops, and FM transmission devices.
4.)As a teacher it is important to have resources to assist children who are hard of hearing. Classroom teachers can meet with the Speech Language Pathologist assigned to their school. SLP’s offer many good ideas about activities that foster better speech and language and they can also provide suggestions about classroom organizers that will help students gain more from traditional classroom settings. Teachers must also use the child’s parents to come to a better understanding of their student’s learning styles and special needs. This is because each child is unique and teachers must take advantage of each child’s strengths.
There are various assistive devices developed for people with hearing loss. Silicon Chalk supports class discussion, which becomes permanent notes to use when studying. It posts via the computer the instructors’ lecture notes. IDEA ’04 mandates that school placements and methods of instruction be individually determined for every student with a disability.
1.) How is your disability defined by the federal and state laws?
Federal and State laws for Deafness-
The NJ state definition for "deafness" states that the auditory impairment is so severe that the student is impaired in processing linguistic information through hearing, with or without amplification and the students' educational performance is adversely affected. Deafness refers to being auditorily impaired or auditorily handicapped and further corresponds to the Federal eligibility categories of deafness or hearing impairments. Auditorily impaired means an inability to hear within normal limits due to physical impairment or dysfunction of auditory mechanics. An audiological evaluation by a specialist qualified in the field of audiology is required.
The federal definition of deafness states that deafness is a concomitant hearing impairment which causes severe communication and other developmental and educational needs that they cannot be accommodated in special education programs solely for children with deafness.
2) What are the developmental characteristics of persons with this disability?
Developmental characteristics of Deafness-
Deafness and hard of hearing have many distinctive characteristics that make them different. The two have similarities in the characteristics that fall under: educational, physical, social, cognitive, emotional and levels of functioning. Children who are deaf have trouble reading; they do not understand how words sound so they struggle to read them or pronounce them. Their inability to read hinders their educational careers as well as any opportunities to develop in outside sources. Their reading ability is so low that they have trouble reading newspapers, closed captioning, and internet tools. Also, deaf people have trouble speaking due to a number of different factors. Mainly, those who are deaf have very low intelligibility of speech. Since they can not hear words or sounds, they do not know how to pronounce them.
Those who are deaf also deal with many problems in social settings. They do not know how to communicate with their peers because they do not know how to use their oral communication skills. Also, many young children tend to ignore those with a disability making it hard for deaf children to fit in. Deaf children and people do not have any physical deformities that would make their disability obvious to people. People who are deaf do not have any trouble with memory loss or sensory problems; however, their only real deficit is their inability to communicate through oral language. These people are able to do everything that others can do with few setbacks. Children who are hard of hearing face similar characteristics to those who are deaf but are on a different level. Hard of hearing people do not have severe hearing losses like deaf people do. In school, children who are hard of hearing struggle with vocabulary, grammar, word order, and language more than their other classmates. The reason for this is because it takes hard of hearing children longer to process what the teacher is saying and to take notes. Also, deaf students struggle in a noisy environment, for example, having the door open while students walk in the hallway.
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.
Deaf support-
In my future classroom, I will make sure that all my students are able to understand everything that is going on and being taught. It might be harder for those with disabilities such as deaf students however I will make it my goal everyday to make sure that every single student understands.
For the deaf students in my class, I will be sure to understand the degree of their disability. By doing this, I will be able to know which modifications and altercations are needed to be done to make sure that the classroom environment is comfortable for them and that my lessons are understandable. I will make sure that the student with the hearing disability is seated up front near the speaker so he/she can see the facial expressions, gestures, movement of the lips, etc so hopefully he/she will be able to understand. Along with this, I will be sure to use a lot of visual aids. I will also use power point presentations, and other teaching aids. As a teacher I will do my best to make the students disability a minor aspect of who they are. For the deaf students, I will ask the school to find an interpreter for those students so they are able to learn along with the rest of the class. Finally, I will do my best to see that all the students get along and fit in together. I will have a zero tolerance policy of bullying or making fun of those with disabilities. I want my classroom environment to be a rather comfortable and enjoyable one.
As a teacher I will also provide outlines of the lesson or written materials to the student before the class meets. The use of visual overheads, handouts, outlines are helpful as well. The teachers "use of a hearing application could assist in the students' comprehension." It is important that the teachers face be visible to the student so that the student can faciliate lip reading. A teacher should use a smile at all times to "encourage, invite and include".
4) What resources would help you as a teacher to serve this child? (This would include websites, agencies, people within your school, curriculum materials; a two to three line description is required for each resource.) Minimum: Five resources.
Interpreter: This person can effectively communicate what I am teaching to the student. He/she will know the best forms of sign language and other skills that will enhance the students education. Also, he/she will allow me to communicate with the deaf students.
Parents/Families: They know how to interact with the child and get the fullest potential out of the child. They could help me learn about the child and how to connect with and better serve the child. Also, they can help me make sure the student does his work so they can learn better.
National Association of the Deaf (www.nad.org): The website provides updated information about support for people with the disability. Also, the website discuses foundations and resources that enhance the lives of the deaf population as well offer opportunities for people to work with the deaf population. It is beneficial for teachers because it provides updates about laws and educational factors regarding the disability.
Division of Deaf and Hard of Hearing http://www.state.nj.us/humanservices/ddhh/index.html ): The website, a division of New Jersey State laws, provides teachers and others with information about deafness and hard of hearing. It offers newsletters and ways to receive assistive technology for students and others with the disability. The website is a good way for people to stay on top of disability.
The Principal of the School: The principal could help me because he or she has more power than I do and therefore can be more influential with the Board of Education if I ever needed anything to help with the teaching of the deaf or hard of hearing student.
Question 1: How is your disability defined by the federal and state laws?
School Phobia- Emotional disturbed is defined by the IDEA as a condition exhibiting one or more of the following characteristics over a long period of time and to a marked degree, which adversely affects educational performance:
• An inability to learn which cannot be explained by intellectual, sensory, or health factors
• An inability to build or maintain satisfactory interpersonal relationships with peers and teachers
• Inappropriate types of behavior or feelings under normal circumstances
• A general, pervasive mood of unhappiness or depression
• A tendency to develop physical symptoms or fears associated with personal or school problems.
Hard of Hearing- The NJ state definition for "deafness" states that the auditory impairment is so severe that the student is impaired in processing linguistic information through hearing, with or without amplification and the students' educational performance is adversely affected. The federal definition of deafness states that deafness is a concomitant hearing impairment which causes severe communication and other developmental and educational needs that they cannot be accommodated in special education programs solely for children with deafness.
Similarities and Differences- According the definitions above, neither disability can be accommodated with special programs for students with these certain disabilities. It is to my knowledge that there are classrooms with all deaf children. These definitions are different because school phobia seems to have a lot of different ways of explaining the disease whereas hard of hearing it explained consistently the same way.
Question 2: What are the developmental characteristics of persons with this disability?
School Phobia- Developmental characteristics of persons with school phobia are physical aggression, disobedience, destructiveness, extreme fear, guilt, or self doubt, short attention spans, strange movements or postures, no tolerance for frustration, unwilling to face reality, no concept of time, and excessive dependence on the teacher.
Hard of Hearing- The developmental characteristics of people who are hard of hearing are social and emotional. Hearing loss can lead to social isolation because when hearing is limited it confines individuals’ communication and access to orally present information. It is emotional because loneliness and depression can arise as a result of isolation from the inability to communicate with a loved one.
Similarities and Differences- Both disabilities have social and emotional developmental characteristics. School phobia tends to have physical characteristics as well. Most of the developmental characteristics of hard of hearing concern a social life and isolation.
Question 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?
School Phobia- If a student has been absent from school for a period of time without the teacher being notified it is important to call home and see what the reason is. If it seems like the child will not be coming back for a while, the other students should write him letters saying they wish he would come back. If the child does not want to come to school it is important to advise the parents to send him anyway. Assure them that the school has dealt with this problem before and not to argue with him or yell at him before sending him off to school. In most cases the child should calm down after a certain amount of time back in the classroom.
Hard of Hearing- Some adjustments include; placing the student as close to the speaker as possible, using an overhead projector so the speaker can face the class when talking, reduce background noise as much as possible, make certain that the student knows who is about to speak and ensure that he is she is able to see each individual who is talking. It is also very important that these students are supported with many visuals such as pictures, graphs, charts, and written notes about the topic of discussion to ensure that the students are not missing any information.
Similarities and Differences- Accommodations for both of these disabilities all seem to be keeping the student in the classroom as much as possible. With School Phobia keeping the student in the classroom is the problem whereas a hard of hearing student can stay in the classroom but must have accommodations while in there.
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