COMMUNICATION PLANS: Addressing the Needs of Students with Hearing Impairment Gillis Ward, Director Local Education Agency Support Services for the Hearing.

COMMUNICATION PLANS:COMMUNICATION PLANS:Addressing the Needs of Addressing the Needs of

Students with Hearing Students with Hearing ImpairmentImpairment

Gillis Ward, DirectorGillis Ward, DirectorLocal Education Agency Support Services for the Hearing ImpairedLocal Education Agency Support Services for the Hearing [email protected]@asd.k12.ar.us501-324-9523501-324-9523

Shelly Wier, ConsultantShelly Wier, ConsultantEaster Seals Outreach ProgramEaster Seals Outreach Program

[email protected]@ar.easterseals.com501-221-8415501-221-8415

Low Incidence DisabilityLow Incidence Disability

Low incidenceLow incidence

BIG IMPACT

A. “Deafness” means a hearing impairment that is so severe that the child is impaired in processing linguistic information through hearing, with or without amplification, that adversely affects educational performance.

B. “Hearing impairment” means an impairment in hearing, whether permanent or fluctuating, that adversely affects a child’s educational performance but that is not included under the definition of deafness.

1. Audiological indicators:

a. An average pure-tone hearing loss in the speech range (500-2000Hz) of 20dB or greater in the better ear.

b. A fluctuating hearing impairment, such as on resulting from chronic otitis media.

c. An average high frequency, pure-tone hearing loss of 35dB or greater in the better ear at two or more of the following frequencies: 2000, 3000, 4000, and 6000 Hz.

d. A permanent unilateral hearing loss of 35dB or greater in the speech range (pure-tone average of 500-2000 Hz).

Arkansas DefinitionArkansas Definition

Why a Communication Plan?Why a Communication Plan?

Students with hearing impairments have Students with hearing impairments have unique communication needsunique communication needs

All staff need to understand the implications All staff need to understand the implications of the communication barriersof the communication barriers

All aspects of the child’s day must be All aspects of the child’s day must be consideredconsidered

PurposePurpose

Since the use of this document is Since the use of this document is notnot a state a state

requirement, our purpose in presenting it is requirement, our purpose in presenting it is

to provide a procedure or script within the to provide a procedure or script within the

IEP process that facilitates a more in-depth IEP process that facilitates a more in-depth

discussion among IEP team members about discussion among IEP team members about

the critical issues which impact the the critical issues which impact the

development and communication of children development and communication of children

who are deaf or hard of hearing.who are deaf or hard of hearing.

“Consideration of Special Factors” (IDEA 2006, 34 CFR 300.324 (a)(2)(iv))

The IEP team for a child who is deaf or hearing-

impaired must . . .

"consider the child's language and communication needs, opportunities for direct communications with

peers and professional personnel in the child's language and communication mode, academic

level, and full range of needs, including opportunities for direct instruction in the child's

language and communication mode."

Four ComponentsFour Components

Consider . . .Consider . . .1.1. Student’s language and communication Student’s language and communication

needsneeds2.2. Opportunities for Opportunities for directdirect communication in communication in

the student’s language or primary the student’s language or primary communication mode (peers/personnel)communication mode (peers/personnel)

3.3. Academic levelAcademic level4.4. Full range of needs, including opportunities Full range of needs, including opportunities

for for directdirect instruction in the student’s instruction in the student’s language or primary communication modelanguage or primary communication mode

II. Consider the child's language . Consider the child's language and communication needsand communication needs

What is the student’s primary language and/or communication mode?

What language(s) and model(s) of communication do the parents use with their child?

II. Consider the child's language and . Consider the child's language and communication needs communication needs (cont.)(cont.)

What language(s) and models(s) does the student use to communicate at home, with his/her friends, in the community and in school?

How successful is the student’s ability to communicate in a variety of situations?

II. Consider the child's language and . Consider the child's language and communication needs communication needs (cont.)(cont.)

How does this student access information in noise or in a room with poor acoustics?

Have we adequately considered the “fatigue factor?”

II. Consider the child's language and . Consider the child's language and communication needscommunication needs (cont.)(cont.)

Have we objectively measured this student’s ability to access information in his/her preferred mode of communication?

What type of technology does this student use?

II. Consider the child's language and . Consider the child's language and communication needs communication needs (cont.)(cont.)

What is the back-up plan when communication breaks down?

How can we assess his/her sign language or oral skill level?

II. Consider the child's language and . Consider the child's language and communication needs communication needs (cont.)(cont.)

Does this student need an interpreter? What kind?

How can we assess functional hearing (beyond the audiogram)?

II. Consider the child's language and . Consider the child's language and communication needs communication needs (cont.)(cont.)

How are tests administered in the classroom? Orally? Written?

How does the student access inferential learning?

IIII. Consider opportunities for . Consider opportunities for directdirect communications* with peers and communications* with peers and

professional personnel in the child's professional personnel in the child's language and communication language and communication

mode.mode.

**Direct communication occurs person to Direct communication occurs person to person, not through an additional source, person, not through an additional source,

e.g. educational interpreter, captioner.e.g. educational interpreter, captioner.

This may be provided by the school or family.

1. Opportunities for 1. Opportunities for directdirect communication with peers.communication with peers.

Small group activities/projects with other Small group activities/projects with other studentsstudents

Extracurricular activitiesExtracurricular activities

Sign classes for classmatesSign classes for classmates

Friends who know sign languageFriends who know sign language

Club membership and participationClub membership and participation

Activities at ASD or with other programs where Activities at ASD or with other programs where there are students who are D/HHthere are students who are D/HH

2. Opportunities for 2. Opportunities for directdirect communication with professional staff communication with professional staff

and other school personnel.and other school personnel.

Certified teacher of the Certified teacher of the deaf/hard of hearingdeaf/hard of hearing

Training for staffTraining for staff

Staff who know sign languageStaff who know sign language

IIIIII. Consider academic level. Consider academic level

1. Does the student have the communication 1. Does the student have the communication and language necessary to acquire and language necessary to acquire

grade-level academic skills and concepts grade-level academic skills and concepts of the general education curriculum? of the general education curriculum?

YesYes

What supports are needed to continue proficiency What supports are needed to continue proficiency in grade-level academic skills and concepts of in grade-level academic skills and concepts of

the general education curriculum?the general education curriculum?

NoNoWhat supports are needed to increase the What supports are needed to increase the student’s proficiency in his/her language and student’s proficiency in his/her language and

communication to acquire grade-level academic communication to acquire grade-level academic skills and concepts of the general education skills and concepts of the general education

curriculum?curriculum?

Examples of SupportExamples of Support

Speech-language services Speech-language services

Educational interpreter Educational interpreter

Accommodations/modifications as stated in Accommodations/modifications as stated in

the IEP, e.g. preteaching vocabularythe IEP, e.g. preteaching vocabulary

TutoringTutoring

Placement in other Special Ed ServicesPlacement in other Special Ed Services

2. Do the specialists delivering the 2. Do the specialists delivering the communication plan to the student have communication plan to the student have demonstrated proficiency in the student’s demonstrated proficiency in the student’s

primary communication mode or language?primary communication mode or language?

Make plans for

staff to gain

needed skill…•Teachers

•Interpreters

•Other staff

IIIIII. Consider academic level. Consider academic level (cont.)(cont.)

IVIV. Consider full range of needs, . Consider full range of needs, including opportunities for including opportunities for directdirect

instruction* in the child’s language instruction* in the child’s language and communication mode.and communication mode.

** Direct instruction occurs person to person, not through an additional source, e.g. educational

interpreter, captioner.

Classroom teacherClassroom teacher

SLPSLP

Resource teacherResource teacher

OthersOthers

1. Opportunities for 1. Opportunities for directdirect instruction instruction in the child’s language and in the child’s language and communication mode.communication mode.

2. Opportunities for interaction with 2. Opportunities for interaction with deaf and hard of hearing role models.deaf and hard of hearing role models.

CommunityCommunity

ASDASD

Local Deaf clubLocal Deaf club

Church activitiesChurch activities

3. The communication-accessible 3. The communication-accessible academic instruction, school academic instruction, school services, and extracurricular services, and extracurricular

activities the student will receive activities the student will receive have been identified.have been identified.

Assistive TechnologyAssistive Technology

Soundfield systems

Hearing aids Personal FM systems

Video phones

CaptioningCaptioning

TelevisionTelevision

MoviesMovies

DVD’sDVD’s

Computer Computer programsprograms

Extracurricular Activities Extracurricular Activities

Let’s Take a Break!Let’s Take a Break!

We will resume promptly in We will resume promptly in 15 minutes.15 minutes.

Practice with a Practice with a Case StudyCase Study

Please form groups of 3-5.Please form groups of 3-5.

EvaluationEvaluation

Speech-Language Impairment vs Hearing Speech-Language Impairment vs Hearing

Impairment: Required DataImpairment: Required Data

Program PlanningProgram Planning

General GuidelinesGeneral Guidelines

Recommended Tests and ToolsRecommended Tests and Tools

Spoken LanguageParameters

Linguistic Material

Phonemes Words Sentences Discourse

Reception

Comprehension

Production

Intelligibility

ConversationalCompetence

Written LanguageParameters

Linguistic Material

Graphemes Words Sentences Paragraphs

Comprehension

Production

Coherence/Lucidity

Academic Standard

EvaluationEvaluation

Speech-Language Impairment vs Hearing Speech-Language Impairment vs Hearing

Impairment: Required DataImpairment: Required Data

Program PlanningProgram Planning

General GuidelinesGeneral Guidelines

Recommended Tests and ToolsRecommended Tests and Tools

General Testing GuidelinesGeneral Testing Guidelines

Check hearing aids to be sure they are Check hearing aids to be sure they are functioning correctly.functioning correctly.Position yourself where the student can see Position yourself where the student can see your face.your face.Be sure lighting is good. Never sit with your Be sure lighting is good. Never sit with your back to a window.back to a window.Choose a place where there is very little or Choose a place where there is very little or no background noise.no background noise.Use a natural speaking voice. Do not over Use a natural speaking voice. Do not over exaggerate lip movements.exaggerate lip movements.

General Testing GuidelinesGeneral Testing Guidelines

Ask the student to repeat directions and all Ask the student to repeat directions and all verbal stimuli to ensure comprehension. Do verbal stimuli to ensure comprehension. Do not ask “Do you understand?” and accept a not ask “Do you understand?” and accept a head nod.head nod.Repeat, then reword, directions the student Repeat, then reword, directions the student does not understand.does not understand.Give auditory or signed directions first, then Give auditory or signed directions first, then show picture stimulus. Students can only show picture stimulus. Students can only look at one thing at a time.look at one thing at a time.Provide several practice items to ensure that Provide several practice items to ensure that the student understands the task.the student understands the task.

General Testing GuidelinesGeneral Testing Guidelines

Use visual aids whenever you can (and it is Use visual aids whenever you can (and it is appropriate).appropriate).

Use isolated words in a meaningful sentence Use isolated words in a meaningful sentence when possible.when possible.

Be aware that due to vocabulary deficits, Be aware that due to vocabulary deficits, students who are hearing impaired may not students who are hearing impaired may not know the names of even simple objects and know the names of even simple objects and pictures.pictures.

If using an interpreter, remember that some If using an interpreter, remember that some signs are iconic.signs are iconic.

General Testing GuidelinesGeneral Testing Guidelines

Review test items prior to giving the test to Review test items prior to giving the test to ensure they are clear and understandable.ensure they are clear and understandable.

Keep in mind what skill you are evaluating. Keep in mind what skill you are evaluating. For example, if it’s syntax (word order), be For example, if it’s syntax (word order), be sure the student knows the names of the sure the student knows the names of the objects, otherwise you’re making it into a objects, otherwise you’re making it into a vocabulary test.vocabulary test.

Report performance using percent-correct Report performance using percent-correct and percentile scores as these are more and percentile scores as these are more informative.informative.

Appropriate Tests and ToolsAppropriate Tests and Tools

Listening-- CASLLS-- CASLLS -- DASL-II-- DASL-II -- ESP-- ESP

-- SPICE-- SPICE -- TAC-- TAC** -- CFAPI-- CFAPI

Language-- GAEL-- GAEL -- MacArthur-- MacArthur -- OWLS-- OWLS

-- RDLS-III-- RDLS-III -- SALT-- SALT -- Scales-- Scales

-- SKI-HI-- SKI-HI -- TAGS-- TAGS -- TERA-- TERA

-- TOSS-P-- TOSS-P -- TOSS-I-- TOSS-I -- TTFC-2-- TTFC-2

Articulation-- CID-- CID Phon InvPhon Inv -- CID SPINE-- CID SPINE -- IEPNCHI-- IEPNCHI

-- Paden-Brown-- Paden-Brown -- Ling’s -- Ling’s -- SSR-- SSR

Let’s Go To Lunch!Let’s Go To Lunch!

We will resume promptly We will resume promptly in 1 hour.in 1 hour.

Functional Listening AssessmentFunctional Listening Assessment

PurposePurpose

To determine how a student’s listening To determine how a student’s listening abilities are affected by noise, distance, abilities are affected by noise, distance,

and visual input in a situation that is and visual input in a situation that is more representative of his or her actual more representative of his or her actual

listening environment than a sound listening environment than a sound booth.booth.

Functional Listening AssessmentFunctional Listening Assessment

Materials NeededMaterials Needed

Environment for Testing/Physical Set-UpEnvironment for Testing/Physical Set-Up

Types of Evaluation MaterialsTypes of Evaluation Materials

Presentation LevelsPresentation Levels

Presentation ProtocolPresentation Protocol

ScoringScoring

Variations in ProtocolVariations in Protocol

Interpretation (Matrix)Interpretation (Matrix)

Therapy PlanningTherapy Planning

Listening SkillsListening Skills

Language SkillsLanguage Skills

Articulation SkillsArticulation Skills

ListeningListening

For children who are D/HH, it is not For children who are D/HH, it is not a passive activity, but a major a passive activity, but a major

active forceactive force

Auditory Skills HierarchyAuditory Skills Hierarchy

AAwareness/Detectionwareness/Detection

DDiscriminationiscrimination

IIdentification/Recognitiondentification/Recognition

CComprehensionomprehension

AAwareness/Detectionwareness/Detection

The student can respond to presence or absence of sound.

DDiscriminationiscrimination

The student can perceive similarities &

differences among 2 or more speech sounds.

IIdentification/Recognitiondentification/RecognitionThe student can reproduce speech stimuli by:The student can reproduce speech stimuli by:

Suprasegmentals:

•Pitch

•Loudness

•Duration

•Angry vs. Sad

•Male, Female, Child

Segmentals:

•Initial sound vocabulary

•Words varying in # of syllables

•Words with constant consonants but varying vowels

•Words with constant vowels but varying consonants

•Two critical elements

•Naming•Repeating

•Writing•Identifying a picture

CComprehensionomprehensionThe student can demonstrate understanding of speech by:

•Familiar expressions

•1 direction/ 2 directions

•Classroom instructions

•Sequencing 3 directions

•Multi-element directions

•Sequencing 3 events

•Answering questions about a story: open, closed set

•All of the above in a noisy environment

•Following a direction•Answering a question

•Participating in a conversation•Paraphrasing what was heard

Continuum of DifficultyContinuum of DifficultyEASY DIFFICULT

LOOK and LISTENwith: vibrotactile, cued speech, signs

LISTEN ALONE

CLOSE DISTANCE

QUIET NOISE

NONVERBAL RESPONSE VERBAL RESPONSE

CLOSED SET OPEN SET

SUPRASEGMENTALS SEGMENTALS

GROSS CONTRASTS MINIMAL CONTRASTS

CONTEXT BOUND CONTEXTUALLY LIMITED

Language and LiteracyLanguage and Literacy

Normal sequence of language developmentNormal sequence of language development

– 4-1/2 to 5 Years4-1/2 to 5 Years

– 5 to 6 Years5 to 6 Years

– 6 to 7 Years6 to 7 Years

ReadingReading

ArticulationArticulation

Respiration, Phonation, and RateRespiration, Phonation, and Rate

Speech RhythmSpeech Rhythm

Vowel ProductionVowel Production

Articulation of ConsonantsArticulation of Consonants

Sample Therapy TargetsSample Therapy Targets

Speech Reception (Listening)Speech Reception (Listening)

Speech ProductionSpeech Production

VocabularyVocabulary

Morphology and SyntaxMorphology and Syntax

PragmaticsPragmatics

VocabularyVocabulary

Use a description line to define new words Use a description line to define new words by comparing them to known vocabulary: by comparing them to known vocabulary:

Also new vocabulary can be compared and contrasted with other words based on spelling, parts of speech, or categories.

Love Admire Like Tolerate Ignore Hate

Teach multiple meanings when developing new vocabulary.

Sample Therapy TargetsSample Therapy Targets

Speech Reception (Listening)Speech Reception (Listening)

Speech ProductionSpeech Production

VocabularyVocabulary

Morphology and SyntaxMorphology and Syntax

PragmaticsPragmatics

Environmental ModificationsEnvironmental Modifications

Speak naturallySpeak naturally

Keep hands and books away from faceKeep hands and books away from face

Be sure your classroom is well lightedBe sure your classroom is well lighted

Use visual aids whenever possibleUse visual aids whenever possible

Environmental ModificationsEnvironmental Modifications

Provide preferential seating at the front Provide preferential seating at the front and to the side of the classand to the side of the class

Be aware the student may not hear bells and alarms

Keep background noise to a minimum

Instructional ModificationsInstructional ModificationsBe sure you have the student’s Be sure you have the student’s attentionattention

Check for understanding; ask Check for understanding; ask open ended questionsopen ended questions Repeat the responses of other Repeat the responses of other students.students.

Teach the use of an assignment notebookTeach the use of an assignment notebook

Introduce new topics with short key wordsIntroduce new topics with short key words Be aware that hearing levels may decreaseBe aware that hearing levels may decrease

if the student has a coldif the student has a cold

Instructional ModificationsInstructional Modifications

Allow the student breaks; Allow the student breaks; attending to listening is attending to listening is tiringtiring

Repeat and rephrase instructions

Older students might need a note taker

Establish a peer support or buddy system Establish a peer support or buddy system to assist both you and the studentto assist both you and the student

Thanks for your attention. Thanks for your attention. Let’s Go Home!Let’s Go Home!

Please complete the evaluation form.Please complete the evaluation form.If you need an additional 30 minutes If you need an additional 30 minutes

of continuing professional of continuing professional development, you are welcome to development, you are welcome to

stay and watch a short video.stay and watch a short video.