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.
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.
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.
1 comment:
a.) Definition
Definition of deafness is a concomitant hearing impairment which causes severe communication and other developmental and educational needs that cannot be accommodated in special education programs solely for children with deafness.
Definition of asthma is a condition caused by narrowing of airways accompanied by inflammatory changes in the lining of the airways, may result in severe difficulty in breathing with chronic coughing. Health care needs include appropriate medications, environmental modifications, and monitoring and frequently result in no limitation of activities.
Similarities – Both need to have accommodations made for a child, and need to be monitored
Differences – deaf cannot be accommodated in special education programs, but asthmatic children can be placed in regular classes.
b.) Developmental Characteristics
Similarities –
Children who are deaf are able to do everything that others can do with a few setbacks; with regard to physical activities and their level of functioning a child should not think that they can’t be part of a team because he or she has asthma. If a child loves a sport or activity, chances are that by working with a healthcare team they will be able to figure out a way to play. Hearing loss can lead to social isolation because when hearing is limited it confines individuals’ communication and access to orally presented information. In addition, parents said their children with asthma often felt isolated, and complained about their children being left on the sidelines. Either children who are deaf or children with asthma do not have any physical deformities
Differences –
Emotional factors are not the cause of asthma; however emotional stress such as anxiety, anger and frustration can occasionally trigger asthma. Anxiety is related to feelings of not being able to breathe, and are embarrassed to have an attack in front of peers. Moreover, children who are deaf have different reasons of becoming emotional by becoming lonely and depressed as a result of isolation from not being able to communicate, and have a hard time fitting in with children who are not deaf. Children have a hard time reading because they don’t know how to pronounce words, and have a low intelligibility of speech. Socially, kids don’t know how to communicate because they don’t know how to use their oral communication skills. Although children who are deaf suffer greatly with communication, asthma causes absences, less participation in activities including gym and recess, and academic performance is at risk for those who suffer with asthma.
c.) Classroom strategies, needs, and strengths
Similarities –
Teachers with asthmatic or deaf children in their classrooms both want to make a real difference in their academic lives, and are responsive to the individual learning needs they bring to school. If teachers and schools are aware of the degree of a child’s disability then modification and alterations need to be made to ensure that the classroom environment is comfortable for them. For children who are deaf, their modifications might include moving children closer to the speaker so he or she can see facial expressions, gestures, movement of the lips etc. so that he or she will be able to understand information that is being provided. Furthermore, children who have asthma have modifications including reducing triggers in the classroom such as chalk dust, animals, foods etc. because their academics can be adversely affected if they are in an unhealthy environment. It is important to educate the students in a teacher’s classroom to sensitize children to, in this case, asthma or deafness. If non-asthmatic or non-deaf children are aware of the factors that trigger asthma attacks or what accommodations are useful for a child with deafness then that would be helpful not only to those with the disability but to the teacher too. Also, if there is a zero tolerance policy of bulling the classroom environment will be a comfortable, supportive, and enjoyable learning environment.
Differences –
Children who have asthma do not need any modifications or accommodations other than to help eliminate triggers and create a healthy learning environment; yet, it is important for a child with deafness to encounter visual aids, PowerPoint presentations, an outline of the lesson or written materials before the class meets, handouts, reduce background noises, and visual overheads to provide a clearer understanding of the material being taught. Also, an interpreter could be brought into a classroom to aid a child so that they are able t learn along with the rest of the class at the same pace. There are no limitations to children with deafness in the sense of physical sports; however, teachers play an important role by helping individuals with asthma find activities that reduce asthma triggers and unsafe physical exertion. Technology is not a necessity for children with asthma, but it is often an important part of providing both an appropriate and meaningful instruction to students who are hard of hearing such as hearing aids, audio loops, and FM transmission devices. Children who have asthma are able to learn easily; on the other hand, 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.
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