GROW
Transcript: 80% of deaf and hard of hearing children are placed in a mainstream setting The Sign Language Interpreter facilitates communication between the deaf student, teacher, and classmates. The interpreter is not responsible for the deaf student or any other student in your class. The interpreter is not responsible for the deaf student's grades. The interpreter only responsible for interpreting what is said and making sure the student has appropriate access to the message. Interpreters adhered to a Code of Ethics which requires impartiality and confidentiality with all assignment related information. www.rid.org The interpreter attends IEP meetings to give feedback and make suggestions regarding communication and accommodations in the classroom. Most of all! Believe in your students' and their futures! We Need to Provide a Program of Excellence Deaf children notice they are different Deaf children feel a lack of acceptance Deaf children have a distorted view of themselves Deaf children often feel "left out" (Moores, 2006) Set up optimal classroom environments Provide high expectations for students Impart sensitivity to context The program has curriculum that is rigorous and relevant. Teachers Explicitly and Implicitly teach language. Students Avoid asking for the interpreter's opinions or comments regarding subject content during class time. Print outlines, notes and PowerPoints for the deaf student before you begin your lecture. (Olivia, 2012) Role of the Interpreter Learn basic signs to allow you to communicate directly with the student on a personable level. Implement Cognitive Strategies (Smith & Allman, 2010) Technology Services Audiological evaluations Daily monitoring of equipment Collaboration with parents and staff regarding the student's hearing status and needs Maintenance of equipment Scheduling of repair Technical support and training Provision of loaner assistive listening devices. "Intertwining language, social, and cognitive development is fundamental to deaf children's construction about the world and the way it works." Marschark and Hauser Require all students to raise their hands, so the Deaf student can fully participate in a class discussion. Interpreting Services Reality (Marschark & Hauser, 2012) Most communication comes through the eyes of deaf people. It is essential that the student can see the interpreter, teacher, and media simultaneous. Language Instruction GROW Deaf and Hard of Hearing Students in the Mainstream Setting Additional Services (Marschark & Hauser, 2012) Teacher's Responsibilities Give the deaf child sense of acceptance. References Captioned films and movies Computer-assisted note taking Computers Smart Board Document Camera Flashing fire alarms/bells TVs with captioning capability Soundfield systems Video Phone Will Access Collaborate with Colleagues Advocate Provide the deaf student with a notetaker in class. It is not appropriate for a deaf student to take notes and attempt to watch the interpreter and the teacher. Teach language based on authentic learning experiences. Sign-Language Interpreters Oral Interpreters Cued-Speech Transliterating Sign Language Interpreters Goals Allow the deaf students to educate their peers about their hearing loss. They can create a power point presentation that discusses their hearing loss, amplification needs, and modifications they need in the classroom. Speech and Language Therapy Occupational Therapy Counseling Bibliography Britton, J. E. (2004, November 24). Deaf Mainstreaming in America. Retrieved from http://spot.pcc.edu: http://spot.pcc.edu/~mdembrow/wr123draft4.htm Marschark, M. P., & Hauser, P. C. (2012). How Deaf Children Learn: What Parents and Teachers Need to Know. New York: Oxford University Press, Inc. . Moores, D. F. (2006). Print Literacy. In D. F. Moores, & D. S. Martin, Deaf Learners: Developments in Curriculum and Instruction (p. 41). Washinton, DC : Gallaudet University Press. Olivia, G. (2012, February 21). Sign Language Interpreters in Mainstream Classrooms: Heartbroken and Gagged. Retrieved from Street Leverage: Amplifying the Voice of the Sign Language Interpreter: http://www.streetleverage.com/2012/02/sign-language-interpreters-in-mainstream-classrooms-heartbroken-and-gagged/ Roy, C. M. (2009). Considerations for Teaching a Student Who is Deaf or Hard of Hearing in the Mainstream Setting. Retrieved from http://www.dhhslancaster.org/sub/education/edman.pdf Smith, C. E., & Allman, T. (2010, June). Meeting the Challenges of Deaf Education Teacher Preparation: Innovative Practices in Online Learning . Retrieved from MERLOT Journal of Online Learning and Teaching : http://jolt.merlot.org/vol6no2/smith_0610.pdf Yelling a deaf student's name is not appropriate. Instead tap the student on the shoulder or wave in their direction. Student to Student Relationship If the student is feeling frustrated or overwhelmed, encourage and reassure them that they can do well in and outside of school. The interpreter will stand next
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