What Can S DS D Offer Me? Audiology Outreach External Evaluations Educational Programs
Being deaf or hard In the United of hearing can Recent studies States, affect learning and show that school approximately 3 of development. age children who every 1,000 babies are deaf or hard of • Speech and language are born deaf or hearing is between • Social interaction hard of hearing. • Emotional 11.3 and 14.9% or 95% of deaf development 131 of every 1,000 children are born • Academic children. performance to hearing parents. ASHA Audiology Information Series (2000). Hearing Loss and Its Im plications for Learning and Com m unication.
SDSD may 35 to 69 dB: provide SD special service to education criteria SD children that are for “hearing loss” deaf or hard of hearing 70 dB or as deemed m ore: appropriate SD special by our education audiology criteria for department. “deafness” http://www.nciua.org.uk/Audiograms.html
Partners in Educational Success • Program Shift – 2009 • New Logo & Mission Statement • Redesigned website http://www.sdsd.sdbor.edu/ • Facebook page ▫ Like us at SouthDakotaSchoolfortheDeaf • Pinterest: www.pinterest.com/sdsdoutreach
Audiology An Audiologist available on campus Sioux Falls: (605) 367-5200, ext. 100 1 Audiologist and 2 Audiology Technicians Full diagnostic evaluations on-site Hearing test@sdsd.sdbor.edu
Outreach Services include: • Basic overview of what it means Staff to be Deaf or Hard of Hearing • Assist in troubleshooting (FM Education Systems, Cochlear Implants, Hearing Aids, BAHA’s) • Staff training and strategies given on best practices for In-Service educating students who are deaf and hard of hearing. • Peer In-service within the classroom
• In-home visits/daycare Parent trainings • Attend IFSP/IEP/ 504 Meetings Education • Information and educational activities on hearing, speech, language and listening • Classroom observations Consultants and consultations with staff in Aberdeen • Conference Presentations and Pierre • Social Luncheons with Students
• Family Functional Sign Consultants Language Class in collaboration with in Sioux Augustana College Falls • Deaf Teens in Action (Transition Topics) • Sign Language Clubs Consultants • Remote CI Mapping with in Deadwood USD and Hot • Provide social and educational opportunities Springs for children and families
External Evaluations MDT reports: Children/families join us on campus for a MDT reports: Children/families join us on campus for a comprehensive evaluation (including background information comprehensive evaluation (including background information summarizing the child’s social and medical information) summarizing the child’s social and medical information) Speech Transition (ages 13 Cognitive Social Behavioral Academic Language Audiology through Listening graduation)
Educational Program s Overseen by SDSD Adm inistration • Serves Preschool and Elementary students who are working on listening and spoken language Auditory Oral • Brandon Valley School District Program • Serves Elementary through High School students whose primary mode of Bilingual/ communication is ASL Bicultural • Harrisburg School District Program
Technology and Providing Access
Behind the Ear, In The Ear, and In The Canal Hearing Aids
Bone Conduction Hearing Aids and Cochlear Implants
Assistive Listening Devices Compilot
Personal FM System s http://www.youtube.com/watch?v=ln8NHzVfJkQ
Fact • It does not make sounds louder, but gives a “boost” over background noise. Know • It brings sound directly to the student no matter where the teacher is located in the classroom. DAI • Direct Auditory Input- DAI - allows student direct access to sound from TV, computer, and Ipods.
Classroom Sound Field System Without, hear & understand 10,000 words per day With, hear & understand 15,000 words per day
Interpreter Services for the Classroom
D Foundation Board DS S
Scholarship Support for Deaf Statewide Community Family and Activities Student Activities
Shared Reading Project Midwest Conference on Deaf Hands in Motion Education • The Shared Reading Project • Summer Enrichment (SRP) is designed to teach • MWconference.org program that allows parents and caregivers how to children who are Deaf or read to their deaf and hard of Hard of Hearing the hearing children using opportunity to expand American Sign Language, and their knowledge and to use strategies to make book language through field sharing most effective . trips and hands on experiences . Collaboration
SDSD Contact information SDSD Main Office Outreach Personnel: 2001 E. 8 th Street Dr. Marjorie Kaiser, Superintendent Sioux Falls, SD 57103 Kim Wadsworth, Outreach Director Laura Scholten, Service Coordinator http://www.sdsd.sdbor.edu/index.asp Eileen Anderson, Aberdeen Carol Johnson, Pierre Free audiological exams for Sarah Lingle, Pierre children, contact (605) 367-5200 Nina Ringstmeyer, Rapid City ext. 100 Kerry Ruth, Rapid City Julie Delfs, Sioux Falls Mobile audiology lab, email Naomi Mangan, Sioux Falls hearingtest@sdsd.sdbor.edu Jodi Schnider, Sioux Falls Kami Van Sickle, Sioux Falls
Transition considerations and needs for Deaf/Deafblind/Hard of Hearing Students Naomi Mangan, MA, Professional School Counselor
Deaf/Hard of Hearing/Deaf blind – …In a recent comment filing to the Access Board by NAD, it was noted that the often quoted number of 38 million deaf and hard of hearing Americans, we have been using, is too low. – …According to a recent study done by John Hopkins University the number is more likely 48 million Deaf and Hard of Hearing people over the age of 12.1 – …Legal arguments and comments are being made for the accessible future of deaf, deaf blind, and hard of hearing children and adults. 1. http://www.nmsd.k12.nm.us/outreach/documents/CanYouHearMeNow.pdf 2.http://www.hopkinsmedicine.org/news/media/releases/one_in_five_am ericans_has_hearing_loss
To achieve what typical children can by graduation • The goals are for all Deaf and Hard of Hearing students to become – Self ‐ determined – Prepared for college and/or employment – Knowledgeable in all aspects of independent living – Understand their hearing status and advocate for their needs
Barriers to Post ‐ secondary education and employment for Deaf/Hard of hearing/Deafblind Systemic Physical Communication Attitudinal
Systemic barriers • Barriers created unintentionally that excludes accessibility for a specific group of people. – Examples: • Overhead paging in stores, gas stations, schools, etc. • Movies without captioning • Braille unavailable for textbooks
Physical barriers • Physical barriers occur when the environmental structure/design prevents a person from physically accessing the service. – Examples: • Poor lighting • Background noise • Poor acoustical environment, • Overhead paging systems, • Warning beeps in industrial settings • Thick accents
Communication Barriers • Communication Barriers occur when a person experiences difficulty communicating or accessing and understanding accurate information. – Examples: • Lack of effective communication or technology available • Lack of information written in basic language • limited American Sign Language ability • Barriers to lip ‐ reading includes thick accents, facial hair, gaps in teeth, unusual mouth movements
Attitudinal Barriers • Attitudinal barriers are inaccurate beliefs or assumptions about another person’s ability or quality of life. – Examples: • Hearing loss is a terrible tragedy • They are unsafe to work with • We must do their work for them • They can’t do the job • They talk funny ‐ they are not very bright
Attitudinal Barriers, continued • It’s VERY important to note ‐ the attitudinal barriers are not solely by hearing people ‐ many deaf/hard of hearing/deafblind individuals internalized these beliefs as well.
Transition Areas • Transition goals are made with these barriers in mind and the team works together to resolve them. – Transition goals include the following areas: • Self Determination • Self Advocacy • Independent living skills • Employability skills • Recreation and leisure • Community
Self ‐ determination/Self ‐ Advocacy • Self ‐ determination is comprised of eight key components that include a class of behaviors and skills that continually become more sophisticated and complex. The components are in order from basic to more complex: – • Choice ‐ making – • Decision ‐ making – • Problem ‐ solving – • Goal ‐ setting and attainment skills http://www.cadbs.org/resources ‐ spring ‐ 2013/ – • Independent living skills (risk ‐ taking and safety skills)
Independent Living Skills • Financial needs: – Budgeting, checking, ATM, credit cards, credit unions, banking, lost/stolen cards, paying bills, penalties for late or non ‐ payment, bankruptcies, good /bad credit • Auto/Home Maintenance – Furnace filters, lawn mowing, shoveling, emergency contacts, maintenance requests (apartments), energy savings, utilities, technology needs at home • Home keeping
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