As the excitement of summer break draws to an end, and the stores are filled with displays of school supplies, the start of a new school year arrives with a blend of excitement and anxiousness. The anticipation of a new school year creates moments brimming with emotions for teachers, students, and parents alike. It is a time to let go of the past and look forward to new opportunities in a spirit of renewal as the school year approaches.

As Helen Keller said, “Optimism is the faith that leads to achievement. Nothing can be done without hope and confidence.” Embodying a spirit of optimism is vital in helping children and teachers alike approach the year with a positive mindset. Keeping a positive attitude, setting attainable goals, creating a growth mindset and giving yourself the necessary time it takes to get acclimated to a new year can help the transition be more tolerable.

When teachers of the deaf and HH, educational audiologists and speech and language pathologists, receive their new caseload, it can be overwhelming trying to set up a schedule that will accommodate the needs of all of those involved. Trying not to pull students at the same time as other sessions are scheduled, trying to avoid scheduling student sessions during classroom instruction, and trying to avoid pulling students out of enrichment classes, can be a task that seems impossible. Creating a schedule only to have to redo it for what seems like the 100th time, can be a daunting task that leads to discouragement, right out of the gates. Here are a few tips to help you start the year off right and provide optimism for a seamless transition.

It’s important to remember that ACCESS to curricular information is paramount, so assessing the student’s ability to access information in ALL their classes needs to be a priority. Take the first few weeks to observe the students in a variety of settings, to be sure they are able to access information. This is a GREAT time to fill out the ATCI forms for the team. This information can be used in the IEP but also gives insight to the student’s accessibility and creates baselines for future monitoring. BUNDLE – ATCI – Access to Curriculum Inventory Checklists & Observational Record of Behavior of Deaf or Hard of Hearing Students.

Use the progress reports from the fourth quarter of the previous year, to start testing, now, after summer break and assess if there is regression and calculate the time for recoupment of skills. This information will be needed when it’s time to write the IEP and determine ESY eligibility.

If you are a Teacher Tools Takeout Subscriber, pick a couple of Kool Kidz Vidz to show to your student and discuss similarities/differences between them and the students in the videos. If possible, get students with similar technology together on a Zoom call to go over care and operation of HAT and ways to handle teacher issues and student reactions. The MOST POWERFUL support for continued hearing device use comes from facilitated discussion with peers who also have hearing devices.

Starting a new school year is not merely a return to routine but an opportunity to envision a brighter future. Teachers, students, and parents are united in their collective goal: to make this year memorable and impactful. Have a wonderful school year!

“Education is the most powerful weapon which you can use to change the world.”
~ Nelson Mandela

Additional Information

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The Simple View of Reading:

The Simple View of Reading posits that reading comprehension is the product of two essential components: decoding and language comprehension. Decoding involves the ability to translate written symbols into spoken language, while language comprehension involves understanding the meaning of spoken or written language (Gough & Tunmer, 1986). According to this model, reading comprehension can be represented by the formula: RC = D x LC, where RC stands for reading comprehension, D for decoding, and LC for language comprehension.

Implications for Literacy Acquisition in Deaf Children:

Literacy acquisition in deaf children presents unique challenges due to their limited access to spoken language and auditory input. The Simple View of Reading offers valuable insights into understanding these challenges and designing effective interventions for deaf learners.

1. Decoding Challenges: Deaf children often face difficulties with decoding due to their reliance on visual forms of communication, such as sign language or written language. While sign language provides a rich linguistic input, the transition to reading written text can be challenging. Research by the Center on Literacy and Deafness suggests that explicit instruction in phonological awareness and phonics is essential for developing decoding skills in deaf children (Paul, 2008). Teachers need to provide explicit instruction in letter-sound correspondence and decoding strategies tailored to the unique needs of deaf learners.

How can a TOD and SLP help enrich literacy skills in a 30 min session? -Increase background knowledge by using videos, hands on materials, provide conceptually similar books -Provide supplement to phonics with Visual Phonics

2. Language Comprehension: Language comprehension is another critical component of reading comprehension. Deaf children may experience delays in language development, which can impact their ability to understand written text. The Center on Literacy and Deafness emphasizes the importance of fostering language development through exposure to rich language input and meaningful interactions (Mayer, 2007). Teachers should provide ample opportunities for deaf children to engage in discussions, storytelling, and other language-rich activities to support their language comprehension skills.

3.  Integration of Visual and Linguistic Cues:For deaf children,
   visual cues play a significant role in reading comprehension. The Simple View of Reading underscores the importance of integrating visual and linguistic cues to support reading comprehension (Luckner & Handley, 2008). Teachers can use visual supports such as pictures, diagrams, and graphic organizers to enhance comprehension and make abstract concepts more accessible to deaf learners.

The Simple View of Reading provides a valuable framework for understanding the process of reading comprehension and its implications for literacy acquisition in deaf children. By addressing the unique challenges faced by deaf learners in decoding and language comprehension, educators can design effective interventions to support their literacy development. Through collaboration between researchers, educators, and families, we can ensure that all deaf children have access to high-quality literacy instruction that empowers them to succeed academically and beyond.

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Understanding Multilingualism and Deafness

Multilingualism among deaf students is a complex concept shaped by various factors, including their exposure to sign languages, spoken languages, and the cultural contexts in which they interact. Sign languages, such as American Sign Language (ASL) or other sign languages, serve as the primary mode of communication for many deaf individuals. However, deaf individuals may also be exposed to spoken languages through cochlear implants, hearing aids, or lip-reading.

When working with multilingual deaf students, educators must recognize the diversity within this population. Some students may be influenced by multiple languages, while others may rely more heavily on written or spoken languages. Additionally, cultural factors influence language use and identity formation among deaf individuals, further complicating the multilingual landscape.

Challenges in Education

Educating multilingual deaf students presents unique challenges that require innovative approaches and accommodations. One significant challenge is the lack of resources and instructional materials tailored to this specific population. Traditional teaching methods may not effectively address the linguistic and cultural needs of multilingual deaf students, leading to barriers in communication and learning.

Furthermore, the intersection of deafness and multilingualism can impact academic achievement and language development. Deaf students may face delays in language acquisition, particularly if they are navigating multiple languages simultaneously. This delay can affect their literacy skills and overall academic performance if not adequately addressed in educational settings.

Inclusive Practices and Strategies

To create an inclusive learning environment for multilingual deaf students, educators can implement a variety of practices and strategies. First and foremost, it is essential to recognize and celebrate the linguistic diversity within the classroom. Embracing students’ languages and cultures fosters a sense of belonging and validates their identities as multilingual individuals.

Communication accessibility is paramount in supporting multilingual deaf students. Providing access to sign language interpreters, captioning services, and visual aids ensures that information is conveyed effectively across languages and modalities. Additionally, employing bilingual educators or support staff who are proficient in sign language and spoken languages can facilitate communication and understanding.

Differentiated instruction plays a crucial role in meeting the diverse learning needs of multilingual deaf students. Educators should tailor their teaching approaches to accommodate various language proficiencies and learning styles. This may involve incorporating visual aids, hands-on activities, and scaffolded instruction to support comprehension and language development.

Collaboration between educators, families, and community stakeholders is vital in supporting the academic and socioemotional well-being of multilingual deaf students. By working together, stakeholders can share valuable insights, resources, and best practices to enhance the educational experience for these students.

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Theory of Mind (ToM) is a fundamental cognitive ability that enables individuals to understand and attribute mental states—such as beliefs, desires, intentions, and emotions—to themselves and others, and to recognize that others may have different perspectives from their own. However, the development of ToM can be influenced by various factors, including sensory experiences. In the context of deaf and hard of hearing individuals, exploring how their sensory experiences shape their understanding of ToM becomes crucial.

The Influence of Deafness on Theory of Mind Development:

Deafness or hearing impairment presents unique challenges to the development of ToM. For individuals who are deaf or hard of hearing, the lack of auditory input can impact their ability to access social cues and linguistic information, which are crucial for ToM development. As Carol Westby, a prominent figure in the field of language and communication disorders, highlights, “Children who are deaf or hard of hearing may have difficulty understanding and interpreting the subtle nuances of language and social interactions that are essential for ToM development.”

The delay or absence of language acquisition, particularly in cases where early intervention is lacking, can further hinder the development of ToM in deaf and hard of hearing individuals. Tiffany Hutchins, a researcher specializing in developmental psychology and autism spectrum disorders, emphasizes this point, stating, “Language delays in deaf and hard of hearing children can impede their ability to engage in sophisticated mentalizing tasks, as language serves as a vehicle for understanding and expressing complex thoughts and emotions.”

Challenges and Strategies in ToM Development:

Despite these challenges, research indicates that deaf and hard of hearing individuals demonstrate ToM abilities comparable to their hearing peers when provided with appropriate support and interventions. Westby notes, “Through visual and tactile modalities, deaf and hard of hearing individuals can compensate for their lack of auditory input and develop alternative pathways for understanding others’ mental states.”

Strategies such as:

• visual communication systems,
• sign language, and
• explicit instruction

Concepts have been shown to facilitate ToM development in deaf and hard of hearing individuals. Hutchins underscores the importance of early intervention and targeted interventions tailored to the unique needs of this population, stating, “Early exposure to visual communication modalities and explicit instruction in ToM can mitigate the impact of deafness on ToM development and promote socio-emotional competence.”

Fostering a supportive and inclusive environment that values diversity in communication styles is essential for enhancing ToM skills in deaf and hard of hearing individuals. As Westby emphasizes, “Creating opportunities for meaningful social interactions and promoting positive peer relationships can foster the development of ToM in deaf and hard of hearing individuals, enabling them to navigate the complexities of social interactions more effectively.”

The development of Theory of Mind in deaf and hard of hearing individuals is influenced by a myriad of factors including:

• sensory experiences,
• language abilities, and
• social environment.

By understanding the unique challenges faced by this population and implementing targeted interventions and support strategies, we can enhance ToM development and promote socio-emotional well-being in deaf and hard of hearing individuals. As Carol Westby and Tiffany Hutchins’ insights illustrate, empowering deaf and hard of hearing individuals to navigate the social world with confidence and competence is essential for fostering inclusive communities where all individuals can thrive.

Maine Educational Center For The Deaf /GBSD-Youtube video

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In today’s digital age, screen time has become an integral part of children’s lives, including  those who are deaf and hard of hearing. While screens offer numerous educational and entertainment opportunities, excessive screen time can have significant implications for the development and well-being of children particularly those with hearing loss.

Language Acquisition:

One of the primary concerns regarding screen time for children who are deaf and hard of hearing is its potential impact on language acquisition. Language development is crucial for all children, but it is especially important for children with hearing loss, as they rely heavily on visual communication methods such as sign language, speechreading, facial cues, and information gathered from their environment.  Excessive screen time can limit opportunities for face-to-face communication and interaction, which are essential for language learning. Research suggests that children who are deaf and hard of hearing, who spend excessive time on screens, may experience language acquisition deficits as well as deficits in cognitive development when compared to their peers who have limited screen time.

Social Development:

Screen time can also have implications for the social development of children with hearing loss. Social interaction plays a vital role in the development of social skills, empathy, and emotional intelligence. Excessive screen time can reduce opportunities for children who are deaf and hard of hearing to engage in face-to-face interactions with their peers and family members, potentially leading to social isolation and difficulties in forming meaningful relationships. Additionally, prolonged screen use can contribute to a sedentary lifestyle, which may further exacerbate social and overall health issues.

Attention:

Attention is a fundamental cognitive skill that plays a crucial role in learning and academic achievement. Excessive screen time can negatively impact attention in children with hearing loss, as it can lead to decreased focus and increased distractibility. Research suggests that children with hearing loss who spend more time on screens may have shorter attention spans and difficulty maintaining focus in classroom settings. This can impede their ability to absorb information and participate actively in learning activities, potentially affecting their academic performance.

Executive Function:

Executive function refers to a set of cognitive skills that help individuals plan, organize, control emotions, impulsivity, working memory, focus, task initiation/completion, stress tolerance, ability to adapt in environmental situations, time management and execution of tasks. Executive functioning develops throughout childhood into early adult years and plays an instrumental role in academic success, as it enables students to manage their time effectively, set goals, and regulate their behavior. Excessive screen time can impair executive function in children, as it can disrupt the development of these skills. Studies have shown that children who are deaf and hard of hearing who spend more time on screens may have poorer executive function skills compared to their peers who have limited screen time. This can manifest as difficulties in planning, organizing, and completing tasks, which can hinder their academic progress.

Academic Performance:

The impact of screen time on the academic performance of children is a growing concern, especially since the implications of COVID are still not fully known. Excessive screen use can interfere with learning by reducing the time spent on educational activities and homework. It can also disrupt the development of critical thinking and problem-solving skills, which are essential for academic success. Studies have found that children who are deaf and hard of hearing who spend more time on screens may have lower academic achievement compared to their peers who have a reduced amount of screen time. This highlights the importance of promoting healthy screen habits and providing alternative activities that support cognitive development and academic success.

Cognitive Development:

The pervasive use of screens in modern society has raised concerns about its impact on children’s cognitive development. For children with hearing loss, who already face unique challenges in communication and learning, the effects of screen time on cognitive development are particularly significant. Neural pathways are constantly developing in young children.  The auditory, visual, and motor cortexes are an integral part of cognitive development in young children.  These neural pathways will establish cognitive strengths and weakness into adulthood, so providing input that will strengthen the pathways and increase the capacity for learning and understanding is essential.  Overuse of screentime may inhibit some of these pathways from fully developing because they are not able to access certain patterns of information from various sources.  

According to the American Academy of Child & Adolescent Psychiatry, there are ways to manage your child’s screen time and devise a plan that is beneficial for parents and children. Recommendations for screen usage:

• Until 18 months of age limit screen use to video chatting along with an adult (for example, with a parent who is out of town).
• Between 18- and 24-months screen time should be limited to watching educational programming with a caregiver.
• For children 2-5, limit non-educational screen time to about 1 hour per weekday and 3 hours on the weekend days.
• For ages 6 and older, encourage healthy habits and limit activities that include screens.
• Turn off all screens during family meals and outings.
• Learn about and use parental controls.
• Avoid using screens as pacifiers, babysitters, or to stop tantrums.
• Turn off screens and remove them from bedrooms 30-60 minutes before bedtime.

While screens can offer valuable educational and entertainment opportunities, it is essential to balance screen time with other activities that promote language development, social interaction, attention, executive functioning skills, academics, cognitive development and physical activity. By providing alternative activities to support the development in these areas, we can help all children reach their full potential and thrive in a digital world.

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National Trends

The National Child Count of Children and Youth Who are DeafBlind is the first and longest-running registry of children who are deafblind in the world (National Center on Deafblindness (NCDB, 2022).  In 2021, there were 10,441 children and youth identified with deafblindness in the United States (NCDB, 2022), and unlike students from earlier times, the majority are dispersed through the country attending their local public schools, rather than attending large, center-based, specialized schools (Nelson & Bruce, 2016).  This fact alone highlights the importance of having qualified personnel in the public school setting who are knowledgeable in best practices for supporting children who are deafblind.

While the total number of children who are deafblind may be a remarkably small population on paper, it is suspected that many more are not identified, leaving some to conclude that the total number of children who are deafblind is much higher than reported (Müller, 2006; NCDB, 2022).  To add to the difficulty with identification, the population itself is incredibly complex and diverse.  Deafblindness can occur as the result of certain congenital conditions, but it can also happen later in life due to progressive illnesses, trauma, or other causes (Anthony, 2016). There is a wide range of hearing and vision differences across the population, and eighty-seven percent of persons who are deafblind have one or more additional disabilities (NCDB, 2022). Trends such as the evolution of the racial, ethnic, cultural, and linguistic diversity of the general population will undoubtedly increase the heterogeneous nature of this low-incidence population. 

With such a diverse population exhibiting a wide range of needs, research suggests that communication and language development should be considered the priority for educational programming for children who are deafblind (Parker, McGinnity, & Bruce, 2012; NCDB, 2017).  The NCDB (2017) conducted a national family needs assessment and asked parents of children who were deafblind what their priorities were for their children. Parents reported communication as their top priority, followed by interacting with qualified personnel in their local schools and having their children socially interacting (NCDB, 2017). Communication and language is also a priority for school-aged children as it provides access to the general education curriculum (Parker, McGinnity, & Bruce, 2012). For special education service providers, including teachers of the deaf or visually impaired and teachers of the deafblind, assisting families in exploring, choosing, and committing to a preferred mode of communication early in the development of their child who is deafblind is therefore crucial. 

The Least Dangerous Assumption

Children with hearing differences, including deafblindness, typically exhibit delays in their communication and language development because of their decreased and different access to the spoken word (Gioia, 2001; Bruce, 2005; Webb, M.-Y., Lederberg, A.R., Branum-Martin, L., & McDonald Connor, C., 2015).  Therefore, it is critical for special education service providers to assist families with their children’s communication and language development as early as possible. When exploring communication mode options with families, special education service providers should maintain an unbiased, neutral approach and assume competence for the child who is deafblind.

According to the Cerebral Palsy Foundation (2017), the least dangerous assumption holds that in the absence of conclusive data, educational decisions ought to be based on assumptions which if incorrect, will have the least dangerous effect on the student. The least dangerous assumption for students with disabilities, including those who have significant or multiple conditions, is to presume competence and assume that a student has intellectual ability. Presuming competence means providing meaningful opportunities for learning, including communication and language interactions, daily reading and writing, and assuming that children want to assert themselves in the world.​

Often, children who are congenitally deafblind present unconventional, individualized, and sometimes, challenging behaviors to communicate their needs. Such attempts at communication are often unrecognized and unsupported by those around them (Parker, McGinnity, & Bruce, 2012). Special education service providers may assume that such behaviors are the result of a developmental delay or assumed intellectual disability (Anthony, 2016). All members of the child’s special education team should fully support families’ decisions regarding communication modes for their children who are deafblind and not seek to make changes until conclusive data has been collected to suggest otherwise. Special education teams, including parents, should then collaboratively review the child’s communication and language data to determine other options.

Communication Mode Options

Because of the extremely heterogenous nature of deafblindness, children who have dual sensory loss utilize a wide range of preferred communication modes.  For families of children who are deafblind, choosing one or a combination of communication modes is not straightforward as there are a variety of options. Such options can include –

• Manual communication including American Sign Language (ASL), Signing Exact English (SEE), Pidgin Signed English (PSE), or Conceptually Accurate Signed English (CASE);
• Tactile sign language, haptics, and Pro-Tactile;
• Listening and spoken language (LSL);
• Cueing systems such as Cued Speech;
• Simultaneous Communication (SimCom) or Sign Supported Speech (SSS);
• Object and tactile symbols;
• Symbol-based communication like Core Vocabulary or Picture Exchange Communication Systems; and/or
• Assistive technology options for communication including low and high tech options.

High expectations for children who are deafblind to develop communication and language are essential. Even though some children who are deafblind with severe to profound degrees of disability may struggle to make the leap from unconventional behavioral communication to abstract, symbolic language, the goal for all children who are deafblind should always be to continue to grow and develop their communication and language skills to the best of their individual abilities, scaffolding as appropriate from pre-symbolic expressions to more formal language structures.

The Importance of Early Intervention

When dual sensory loss is identified early, children are then able to receive timely medical and educational interventions that meet their needs (Purvis et al., 2014).  Medical interventions may include medication, surgery, and/or prescription of audiological or optical devices (Anthony, 2016), and children who are deafblind who use such hearing and vision assistive technologies may benefit from their early use (Parker, McGinnity, & Bruce, 2012). Research that has examined the brain’s plasticity related to hearing and vision perception also strongly suggests that early identification and early intervention lead to improved outcomes (Mitchell & Maslin, 2007).

The early intervention team should work together to design and implement appropriate instructional strategies and accommodations to promote the child’s communication and language development. Such programming should be individually tailored to the child’s needs, consider opportunities for daily interaction, and focus on a systematic instructional approach (Anthony, 2016). The need for children who are deafblind to be supported by qualified professionals who are knowledgeable and skilled in best practices related to the condition has remained constant for many years (Nelson & Bruce, 2016), and as such, early intervention teams should include such professionals.  Should this expertise not be available, then the team should discuss how its professionals will gain knowledge and training specific to deafblindness as expeditiously as possible to support educational programming for the child. Possible starting points include contacting the team’s state deafblind project, examining the Open Hands, Open Access (OHOA): Deaf-Blind Intervener Learning Modules, or Teaching Children who are Deafblind: Professional Learning for Educators.

Conclusion

Though there are only approximately 10,441 students who are deafblind across the U.S., each one of them deserves to receive high-quality instruction by qualified personnel. Early childhood intervention teams and individualized education program (IEP) teams should maintain high expectations and prioritize providing specially designed instruction that is focused on communication and language development. For the child who is deafblind, this programming can be critical to unlocking access to home, school, and community.

Article Written by guest author Marina McCormick, Ed.D.

Dr. Marina McCormick has 23 years of experience in the field of special education as both a teacher of the deaf and as a special education administrator. She currently serves as the Region 4 Regional Day School Program for the Deaf Coordinator at Region 4 Education Service Center in Houston, Texas and works for both the University of Houston and Texas Tech University as an adjunct instructor in undergraduate and graduate studies related to professional leadership and special education. In addition, Dr. McCormick has served on state and national organizational boards including as the acting President of the Texas Association of Parents and Educators of the Deaf and as one of six Directors on the Council for Exceptional Children’s Division of Visual Impairments and Deafblindness Board. 

Anthony, T.L. (2016). Early identification of infants and toddlers with deafblindness. American Annals of the Deaf, 161(4), 412-423.

Bruce, S. (2005). The impact of congenital deafblindness on the struggle to symbolism. International Journal of Disability, Development and Education, 52(3), 233-251. 

Cerebral Palsy Foundation. (2017, April 5). The least dangerous assumption [Video]. YouTube. 

Gioia, B. (2001). The emergent language and literacy experiences of three deaf preschoolers. International Journal of Disability, Development, and Education, 48(4). doi:10.1080/10349120120094293

Mitchell, T.V. & Maslin, M.T. (2007). How vision matters for individuals with hearing loss. International Journal of Audiology, 46, 500-511. 

National Center on Deaf-Blindness. (2022). 2021 National deaf-blind child count. 

https://www.nationaldb.org/products/national-child-count/report-2021

National Center on Deafblindness. (2017, November). Family needs assessment: Summary report. Monmouth, OR: The Research Institute at Western Oregon University. 

Nelson, C., & Bruce, S. M. (2016). Critical issues in the lives of children and youth who are deafblind. American Annals of the Deaf, 161(4), 406–411.

Parker, A. T., McGinnity, B. L., & Bruce, S. M. (2012). Educational programming for students who are deafblind: A position paper of the Division on Visual Impairments. Retrieved from http://community.cec.sped.org/dvi/resourcesportal/positionpapers

Purvis, B., Malloy, P., Schalock, M., McNuity, K., Davies, S., Stremel Thomas, K., & Udell, T. (2014). Early identification and referral of infants and toddlers who are deaf-blind. https://www.nationaldb.org/media/doc/EIR-Infants.pdf

Webb, M.-Y., Lederberg, A.R., Branum-Martin, L., & McDonald Connor, C. (2015). Evaluating the structure of early English literacy skills in deaf and hard-of-hearing children. Journal of Deaf Studies and Deaf Education, 20(4), pp. 343-355.

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One of the toughest questions teachers of the deaf and hard of hearing need to decide when completing an evaluation or annual review is the level of service. The law is designed to provide our students with a continuum of alternative placements and services – options – in order to meet specific needs. This coincides with deciding what model of service delivery is best given the student’s current academic and functional performance.

There are three common levels of service: 1) direct services; 2) indirect services; and 3) consult.  What these three levels of service entail are as follows: 

Direct – Involves regular and consistent contact with the student for the purpose of explicit instruction on goals and/or objectives written by the service provider. Instruction typically occurs in 1:1 or small group setting. TODHH also may have (depending on the point of service) direct and consistent contact with the student’s team of teachers and additional service providers such as speech, OT, PT, etc. Progress monitoring on specific goals is ongoing, and TODHH is responsible for documenting said progress.

Indirect – Some schools also call this level of service consult.  This may involve intermittent contact with student.  Goals are not usually written by DHH provider.  Contact with student does not include instruction, instead for purposes of (including but not specifically limited to)  assessment, check-in on grades, and/or hearing technology. The TODHH makes periodic contact with teachers and staff and is available for providing in-service, answering questions, and attending IEP meetings.

Consult only – TODHH typically has no scheduled contact with the student.  This model is for advising the staff and providing in-service, resources, strategies, and troubleshooting.  

The consult-only model should not be seen as less important than direct service. Fostering relationships, collaboration, in-service training, assisting with progress monitoring and/or performing assessments, contacting parents, overseeing equipment needs, ensuring access to curriculum is being provided takes time and commitment and, most importantly, should be seen as the ‘grease to the wheels that makes it possible for the student’s ongoing success’.

When the consult-only model can breakdown or fail:

1. When communication is not given or returned.

2. When negative personal viewpoints are allowed to dominate the relationship and create resistance between the TODHH and staff.

3. When questions and concerns are not followed up.

In an ideal world, the consult only model of service works, because the TODHH communicates regularly with staff, and the staff is receptive to this communication. In an environment that projects a negative view of students in special education the success of the consult-only service delivery model breaks down. Combine that outlook with teachers who are overwhelmed, understaffed, and/or undertrained, and the consult-only model ceases to be an effective way to provide services. The importance of establishing  good relationships with staff cannot be overstressed. This can avoid awkwardness and tension that might indirectly be projected onto the student. Negative attitudes and resistance may also require more work for the TODHH to ‘break through’ barriers and make sure the student is receiving adequate instruction. However, consultation services ought not be considered any less important than instructional services. Less time-consuming, maybe; less important, no.

What TODHHs can do to help make consult-only services effective:

1. Communicate, communicate, communicate. This cannot be emphasized enough. Regular and consistent communication is key.  Not only with the teacher of record for the student, but other staff members and parents directly involved in the education of the student.

2. Meet the teacher(s) in person if at all possible. Introduce yourself to any other staff working with the student. Include the office staff and campus administrators.

3. Include enough time in the IEP for observation, monitoring, assessing, collaborating, and reporting. Adding the ‘as needed’ phrase is too vague. Specifying a realistic amount of time needed, on average, will go far in allowing TODHH to capture the true caseload requirements and as a way to explain being overwhelmed to administrators.

4. Provide ongoing support by asking specific questions. Avoid using global questions such as, “How is Brian doing?” This question is too general, so the answer is likely to be just as general and unhelpful. Phrase your questions so that you provoke a more detailed answer. Examples: Does Brian have any missing assignments this week? Or, Is the FM/RM being used every day in class?  Where can I find his XXX scores on XXX test?

5. Be proactive. Introducing yourself one time and showing up a grading period or semester later will not ensure the teachers or staff (or student) will remember who you are or your role in the process. The more visible and communicative you are, whether it be in person, video, text, phone call, or email, the more likely those involved will remember and have confidence they can contact you when needed. This will also ensure that teachers remember who to contact.

6. Phrase your comments and questions to teachers so that they are about the student, or the situation. Avoid using accusatory language. Example:  Student focused: Is the student accessing the FM system every day? v. Accusatory: Are you using the FM system every day? Shifting your focus when asking questions is not easy or natural for many of us, but taking the time to phrase your questions in this way may create much more positive and productive communication between you and the staff.

Making the consult-only model an effective way to serve students will fall mainly on the service providers and not the teacher of record. The quality of the relationship between the TODHH and the other professionals is usually in direct correlation with the quality of the consult service. Be aware of the duties and responsibilities of consultation, communicate, and follow through. This will ensure the student receives the maximum benefit from the consult-only model.

See also:

Models of Service Delivery

One Size Does Not Fit All

By Brenda Wellen, Teacher of the Deaf and Hard of Hearing
© Supporting Success for Children with Hearing Loss, November 2023

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What can the Teacher of the Deaf and Hard of Hearing do that other Support Personnel can’t?

If you have been a Teacher of the Deaf and Hard of Hearing (TODHH) for any length of time, you’ve likely been asked the question, “What can you do that the “fill in the blank”(reading specialist, speech therapist, special education resource personnel) can’t?” or “What are you offering this student that my own campus personnel are not already providing?”

As a young teacher, new to the job, I was blindsided with this question in front of an IEP team, and I floundered. The tone in my answer was not confident, my reasons were weak, and I felt as if I was a witness for the defense being grilled by the prosecution on a question I wasn’t prepared to expect, much less answer.

This question often surfaces when a student is doing one or more of these things: 1) making passing grades; 2) has a few class acquaintances; 3) can turn his/her head when name is called; 4) can respond to a to a routine question such as “How are you?” ; or 5) has good articulation when speaking. These are not the only reasons why there is apprehension to include a TODHH; you may have seen others.

So, what is your response?

As trained and skilled professionals in Deaf Education, it is important for our working relationships and to the students we serve or potentially serve to be able to answer “Why is a TODHH needed?” with confidence. We become the educational advocate for the student and ourselves the moment we speak. Whether asked by a genuinely interested member of the IEP team, or by a cynical one, we all need to have a plan for how to answer succinctly and confidently.

Appropriate responses should be based on good data, qualitative and quantitative, presented thoughtfully and confidently when making the case to others that services from a TODHH are (or are not) needed. Shining the light on services in the context of what is mandated by law for students with hearing loss is also important, as many non-DHH educators may not realize the nuances of how special education law applies to appropriate service decisions for our students.

Certainly, services provided by educational professionals may overlap, but only a trained Teacher of the Deaf and Hard of Hearing is sufficiently prepared to, explain, and educate others on the impact of hearing level differences on a student’s functional and/or academic performance.

Presenting your “argument:”

Download a full-page version of this handout by clicking on the photo.

This is what a Teacher of the Deaf and Hard of Hearing is trained to do that other staff members are not:

• Educate school staff regarding the impact of a hearing level difference on a child’s language acquisition, social skills, and learning.
• Plan appropriate instruction to decrease the language andlearning gap that may exist using strategies specific to teaching students who are d/Deaf or Hard of Hearing.
• Provide specially designed instruction for a student who is Deaf or Hard of Hearing.
• Administer specific and appropriate testing, formal and informal, tailored to the vulnerabilities of students who are deaf and hard of hearing as mandated by law, related to how the child functions using his/her residual hearing and/or mode of communication.
• Interpret test results using a d/Deaf lens and explain the assessment results to the IEP
• Recognize needs specific to a child with hearing loss that may go unnoticed by personnel who are not trained in this low-incidence category (i.e., pragmatic language, phonological awareness, syntax, etc).
• Work with the team to plan accommodations, including hearing technology, captioning, etc. to ‘level the access playing field’ as required by ADA.
• Assist teachers, parents, and students in managing hearing technology and knowing when to refer to the student’s audiologist.
• Prepare other professionals on effective strategies when working with a student who is d/Deaf or Hard of Hearing in the classroom, cafeteria, bus, outdoors interactions, assemblies, bullying by peers, etc.
• Understand the social-emotional impact a hearing level difference can have on a student and work to create opportunities for the child that include other DHH students.
• Understand and develop student’s skills related to expanded-core curriculum such as self-advocacy, communication repair, and learning about their hearing ability and hearing devices.
• Know and/or create accommodations and modifications that work for student; monitor the effectiveness of those accommodations and modifications.

These are just a few of the skills that TODHHs use every day to work with students who are d/Deaf or Hard of Hearing. See more information here: Why Involve the Teacher of the d/Deaf and Hard of Hearing, a 2-page handout designed to be shared with other educators and families.

What have you said about the specific nuances of your duties as a TODHH?

According to a survey of 317 Itinerant Teachers of the Deaf and Hard of Hearing conducted by Supporting Success for Children with Hearing Loss in April 2022, five top priorities were identified by YOU:

Your training and experience makes you the professional who knows how to collect data, find answers, and carry out the individualized program of instruction your student(s) need.

Advocate for them!

Relevant Law for the TODHH – IDEA, Sections 300.89(c)(3) and 300.89(c)(5) state:

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 a child’s educational performance.

And

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 in this section.

Notice the phrase, “…adversely affects a child’s educational performance” in each of these definitions. This section does not read, “…adversely affects a child’s academic performance.”

Are academics part of a child’s educational performance?

Is participation in school events a part of the child’s educational performance?

Is participation in extra-curricular activities a part of the child’s educational performance?

Is learning to make friends and be a part of a group a part of the child’s educational performance?

Is learning practical skills such as visiting the school nurse or counselor, communicating with teachers, navigating the school campus, and following the school rules part of the child’s educational performance?

YES!

Though many of the skills outside academics are not required, they are the intangibles that underpin a child’s overall educational success – and Teachers of the Deaf and Hard of Hearing know that.

Teachers of the Deaf and Hard of Hearing are educators and advocates for students. If the data collected supports your involvement in a child’s educational performance, present it with confidence.

For more information we recommend:

• Role Comparisons: Supporting Students Who are Deaf or Hard of Hearing
• Complete 2022 Survey Results
• Resources for Identifying DHH Student Needs: Eligibility Assessment and Beyond
•  Legal Issues
• Why Involve the Teacher of the Deaf?

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The post Why a TODHH? first appeared on Supporting Success For Children With Hearing Loss.

Hack 1: Use end-of-year progress monitoring scores as a starting point for baseline scores for the fall.

You should be able to easily look back at a student’s progress report results and progress notes when you return in the fall. Rather than having to go back into the IEP writing system, student by student, and checking their goals and progress, start a Google Doc or a log. Cut and paste all IEP goals and the 4th quarter progress reports, for each of your students, so it’s easily accessible in the fall when you need to refresh your memory and develop baselines for determining regression.

Hack 2: Document Performance Data

‘Getting up to speed’ is sometimes difficult the first month or so of the school year, especially when students have communication access issues and pre-existing academic performance gaps. Documenting student performance data in a place that you can refer to it when planning for the fall will help keep you sane when the business starts. Keep all student data in a place where you are able to easily access it and are able to easily compare data over time. Create a Google Sheet or an Excel Sheet, so you are able to create graphs of your student’s data.

Hack 3: Download IEPs for student’s you anticipate having in the fall, so you are able to easily access them when you begin planning for next year.

Sometimes we are able to anticipate who we will have for the following school year. If that’s the case, then you can download their IEPs into a folder now, so that you won’t have to rely on being able to access the school’s IEP writing system over the summer. (If you want to read through IEPs while you are off)

Hack 4: Check all HAT (hearing assistance technology) and send in for repairs now, so that its ready to go in the fall.

Have all HAT systems turned in at the conclusion of the school year, so they can be tested, sent for repairs, sanitized and put together for back to school in the fall.

Another helpful tip is to take a picture, print it, and include that picture with the HAT system. Then, compare the items that are being turned in to what you started with.

Hack 5: Have your students create a PowerPoint or Google Slideshow about themselves, to email to their teachers the first week of school.

After state testing is over and students start to prepare for summer vacation, it’s often difficult to keep students focused and engaged. Why not have the students create a slideshow now, that they can easily email to their teachers in the fall. Have the student include information about their interests, hobbies, accolades, perceived strengths, and weakness, wishes and dreams, fears, things that help them learn (accommodations and modifications from the IEP, and discuss their hearing loss. In the fall when things are crazy, it’s easy to start conversations with general education teachers when you send them a slideshow and follow up with an in person visit or in-service meeting.

A few minutes now can save teachers time in the fall. Getting yourselves organized now, can take away some of the anxiety when teachers return after summer break.

Author: Michelle Andros

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The post Teacher HACKS: Make the End-of-the-Year More Productive first appeared on Supporting Success For Children With Hearing Loss.

We all want students to be critical thinkers, problem solvers and decision-makers across academic content areas as well as social and emotional contexts¹.

Smooth social interactions help not only with language learning, but also self-esteem and a feeling of belonging. Social stories and role-playing scenarios are commonly used and can be a great way to target specific social issues but they do not prepare a student for scenarios we can’t predict.    

If you are an educator or provider for a child who has hearing loss, you know language learning and communication skills can be affected due to reduced access to incidental language.  If you are a Teacher of the Deaf/Hard of Hearing, you are most likely familiar with the Expanded Core Curriculum (ECC) for Children with Hearing loss.

The ECC²  defines the following attributes as those needed for a child to be socially and emotionally competent:

• Good communication skills
• Capacity to think independently
• Capacity for self-direction and self-control
• Understanding the feelings, motivations, and needs of oneself and others
• Flexibility in appropriately adapting to the needs of each particular situation (which includes being able to take multiple perspectives in any situation)
• Ability to rely on and be relied upon
• Understanding and appreciating one’s own culture and its values as well the cultures and cultural values of others
• Using skilled behaviors to maintain healthy relationships with others and to obtain socially approved goals

As educators, we know that goals should be functional and person-centered.  Since we have (or should have) moved to student-led IEPs, students should have input on their needs and goals in partnership with their parents and educators.  This should result in functional improvements that are important to both the student and their parents, optimizing their potential to participate in meaningful activities, and have a voice in the outcomes achieved³.

Once goals are established, we must work towards acquiring the skills needed to work and collaborate with others.  We can proactively provide instruction, visual supports, and meaningful learning experiences to build their skills⁴.

Social stories and role-playing scenarios are commonly used and can be a great way to target specific issues (such as nose-picking, turn-taking, greetings, etc.).  They do not prepare a student for scenarios we can’t predict.

So how can we help prepare them for the unpredictability that is life?

By asking questions that help them utilize critical thinking and emotional regulation¹.

1. “What is the problem?”
2. “What are some possible solutions?”
3. “Which of these choices might be the most effective?”

You can practice answering these questions by using common social scenarios or challenges the student has faced in the past.  The goal is for them to develop the ability to transfer these skills when they are faced with a difficult situation.

Provide common scenarios and challenges that our students face (or likely have already faced):

• Questions about their hearing loss (their device, speech, etc.)
• Communication Breakdown situations
• Discomfort or refusal to use technology (devices, captioning, HAT systems, etc.)
• Lack of accommodations (or someone refusing to provide them)

This list could go on, especially for those who have challenges other than their hearing loss.

In later sessions, you can follow with “Did the strategy work?”  “How do you know it worked?”.  We can explicitly teach these skills to students in a 1:1 setting with a person they are typically comfortable with.  Targeting social-emotional skills is vital to student success in their educational setting as well as for their overall well-being. 

References

1. Cohen Richard K 2023 [Power Point Slide] The Metacognitive Student: How to Teach Academic, Social, and Emotional Intelligence in Every Content Area
2. Greenberg, M. T., & Kusché, C. A. (1993). Promoting social and emotional development in deaf children: The PATHS project.University of Washington Press.
3. Manci, Lisa MS CCC SLP (2021) Audiology Information Series: Childhood Hearing Loss (asha.org) Person-Centered Focus on Function: Hearing Loss in the School-Aged Child (asha.org)
4. Giroux, Lindsay N. Ed. 2022 [Power Point Slide] Show Me What to Do: Using Visuals to Teach Social Skills and Emotional Literacy in Early Childhood.

Author: Jessica Lampert, MS Deaf Education, Assistant Speech Language Pathologist.

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The post Preparing Students for Social Unpredictability first appeared on Supporting Success For Children With Hearing Loss.