Los Angeles Unified School District

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Los Angeles Unified School District Division of
Special Education
Schools for All Children
Donnalyn Jaque-Antón Associate Superintendent
Deaf and Hard of Hearing
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Overview

• Deaf and Hard of Hearing Program
• Itinerant Program
• Special Day Program
• Communication Options
• Accommodations
• Communication
• Use of Interpreters
• Classroom Strategies

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Deaf and Hard of Hearing Program
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Deaf and Hard of Hearing Program

• Provides services to eligible students with a
  documented hearing loss that impacts
• Communication skills
• Access and progress in the core curriculum
• Promotes academic excellence by developing
  receptive and expressive language skills

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Deaf and Hard of Hearing Program

• Services are provided through these models
• 2004-20052260 Total served
• 2005-20061876 Total served
• Deaf and Hard of Hearing Itinerant Program
• 2004-20051245 students
• 2005-20061104 students
• Deaf and Hard of Hearing Special Day Program
• 2004-20051015 students
• 2005-2006 772 students

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Deaf and Hard of Hearing Itinerant Program

• Provides Designated Instruction and Services
  (DIS) to students with hearing loss to access the
  core curriculum by developing and improving
• Listening skills
• Speechreading skills
• Sign language skills
• Hearing conservation
• Self advocacy

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Deaf and Hard of Hearing Itinerant Program

• Services are provided through these models
• Pull out
• One to one
• Small group
• Push in
• Collaboration with classroom teacher
• One to one or small group

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Deaf and Hard of Hearing Itinerant Teachers

• Work collaboratively with classroom teachers,
  school staff, and parents.
• Present professional development on use of
  appropriate amplification and strategies for
  teaching Deaf and Hard of Hearing students.

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Deaf and Hard of Hearing Special Day Program

• Promotes academic excellence by developing
  language and literacy skills utilizing
• Oral Communication
• Total Communication
• Dual Language

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Oral Communication

• Developing literacy through receptive and
  expressive language skills
• Listening with appropriate amplification
• Speech
• Speechreading
• Visual and contextual clues

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A. G. Bell Association, LAUSD, OPTION Programs
Project

• Alexander Graham Bell Association
• Los Angeles Unified School District
• Deaf and Hard of Hearing Infant Program
• Deaf and Hard of Hearing Programs
• Audiology
• Language and Speech Program
• OPTION Programs
• John Tracy Clinic
• Oralingua
• Echo Center
• No Limits

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Total Communication

• Developing literacy through receptive and
  expressive language skills
• Sign Language
• Listening with appropriate amplification
• Visual and Contextual Clues
• Speechreading
• Deaf Culture
• Speech

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Dual Language

• Developing literacy through receptive and
  expressive language skills
• American Sign Language
• English Print
• Deaf Culture

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Special Day Program Teachers

• Work collaboratively with classroom teachers,
  school staff, and parents.
• Present professional development on use of
  appropriate amplification and strategies for
  teaching Deaf and Hard of Hearing students.

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Accommodations for Working with DHH Students

• Guidelines for Communication
• Working with
• Sign Language Interpreter
• Instructional Aide for the Deaf or Hard of
  Hearing-signing
• Note-taker
• Classroom Strategies

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Communicating with a Deaf or Hard of Hearing
Student

• Face the student directly and on the same level
  whenever possible.

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Communicating with a Deaf or Hard of Hearing
Student

• Speak clearly, at a normal rate, and do not
  exaggerate.

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Communicating with a Deaf or Hard of Hearing
Student

• Ensure that light is not shining in the eyes of
  the student.

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Communicating with a Deaf or Hard of Hearing
Student

• Rephrase rather than repeat the original
  statement if a student has difficulty
  understanding.

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Communicating with a Deaf or Hard of Hearing
Student

• Face the class directly when speaking. Avoid
  talking while writing with back to students.

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Communicating with a Deaf or Hard of Hearing
Student

• Allow for flexible seating. Sit the student as
  close to the speaker or sound source as possible.

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Communicating with a Deaf or Hard of Hearing
Student

• Reduce background noise whenever possible during
  direct instruction.
• Cooperative learning groups
• Shuffling papers,
• getting out supplies
• Moving chairs
• Side conversations
• Music

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Communicating with a Deaf or Hard of Hearing
Student

• Recognize that when students are tired or ill,
  communication may be more difficult.

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Communicating with a Deaf or Hard of Hearing
Student

• Obstacles to clear
• communication
• Blocking or covering
• your mouth
• Eating while speaking
• Chewing gum

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Use of a Sign Language Interpreter

• Interpreters facilitate communication between
  hearing and deaf people.
• When using an interpreter
• Speak directly to the student.
• Seat interpreter near speaker for maximum visual
  cues.
• During direct instruction, interpreter should be
  interpreting and not used as a classroom
  assistant.
• If the room needs to be darkened, ensure the
  interpreter is in the light.

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Educational Sign Language Interpreter

• Educational Sign Language Interpreter
• Facilitates communication between DHH students
  and hearing instructors, staff and peers within
  an educational environment
• Classroom lectures and activities
• Group discussions
• Assemblies
• Counseling sessions
• Uses a variety of sign language systems and voice
  interpretation

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Instructional Aide for the Deaf and Hard of
Hearing--Signing

• Instructional Aide for the DeafSigning
• Presents educational materials and exercises
  related to classroom instruction
• Assists students with limited language abilities
  in developing communication skills
• Tutors in academic, vocational, and related
  subjects

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Note-taker

• Assists students with hearing loss by taking
  notes in a variety of educational settings
• Takes accurate notes of teacher lectures and
  classroom discussion
• Writes notes either by hand or on computer with
  screen visible to student
• Writes down assignments, test dates and other
  classroom information
• Makes certain student has copy of notes at end of
  class or end of day

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United States Department of Education Grant

• California Department of Education adopted
  regulatory language for qualified educational
  interpreters
• Assessment and Training of Educational
  Interpreters for Students Who Are Deaf or Hard of
  Hearing
• Requires any educational interpreter for Deaf and
  Hard of Hearing students employed in California
  public school as of January 2007, must be
  certified by the national Registry of
  Interpreters for the Deaf (RID) or equivalent.

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Classroom Strategies

• Establish eye contact with student before
  beginning communication.
• Check for understanding by having the student
  repeat or rephrase the information.
• Preteach concepts and key vocabulary.

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Classroom Strategies

• When classmates ask or answer questions, point to
  the speaker and repeat the information.
• Notify student when a topic or task is changing.
• Support auditory information with visual aids and
  hands-on experiences.

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Classroom Strategies

• Write important information on the board
• Major concepts
• Assignments
• Test dates
• Names
• Provide notes or peer note taker when
  appropriate.

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Outcome 7

• Interesting Data for students with Deaf or Hard
  of Hearing with Primary Disability
• 402 Deaf students spend an average of 80 of
  their time in special education
• 611 Hard of Hearing students spend an average of
  20 of their time in special education
• Total students served1876
• Total students with Primary Disability1013
• Total students with DHH other disability863

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QUESTIONS??????