Deaf Education and IEPs

Early Detection of Hearing Loss

• Early detection of hearing loss is critical because it allows deaf and hard of hearing students to develop language that is more age-appropriate.

Deaf and Hard of Hearing Students

• The majority of deaf and hard of hearing students are born to hearing families.
• From ages 6 to 11, students develop notions about their ability to achieve (industry vs. inferiority) in addition to the capacity to work and cooperate with others.

Inferiority Development

• Inferiority develops from negative experiences at home, at school, or with peers,leading to feelings of incompetence.

Interpreters and Student Maturity

• As a student matures, interpreters should not increase the amount of support they provide.
• Interpreters should consider the student's level of maturity.

Adolescence

• The period of adolescence is important to identify formation.
• Young people experience identity confusion and may be unprepared for the challenges of adulthood due to a weak sense of trust, autonomy, or initiative.

Approaches to Cognitive Development

• A Piagetian approach assumes that cognitive development is independent from language development.
• It is more important to have high skill for younger children.
• Younger students are still developing language skills and are less capable of repairing an interpreter's errors

How to Understand a Student's Functioning

• Interpreters should review a student's IEP with other members of the team to understand the student's level of functioning.
• Students do bond with interpreters, however the interpreter needs to maintain professional boundaries.

Gender of Interpreter

• The gender of the interpreter does not matter.

Social Awkwardness

• Peers may view a student to be socially awkward if the student does not have age-appropriate pragmatic skills.

Social and Cognitive Development

• Social and cognitive development throughout the school years is gained through peer relationships.

Cognitive Development Defined

• Cognitive development means the student's understanding of concepts and ability to think and reason.
• Students who are deaf or hard of hearing have the same capability for cognitive development as students with normal hearing.

Educational Interpreters

• Skilled educational interpreters must be able to handle the complex task of using language to communicate concepts that are new, abstract, or difficult.

Cognitive Skills

• Cognitive skills are developed through the ability to interact with others while using language.

Stimulating Cognitive Development

• Information enters the mind to stimulate cognitive development through the perceptions of sound, visual information, speech, and touch.

Cultural Background

• Cultural background affects cognition providing what we know, what is important, how we approach new tasks, and how we interact.

Cognitive Skills and Abstraction

• Teacher's questions can require different levels of abstraction in terms of cognitive skills.
• Taxonomy is the level of abstraction in terms of cognitive skills,demonstration of knowledge, comprehension, application, analyis, synthesis, evalulation

Cognitive Organization

• Organizing a text spatially may help a student organize the text cognitively.
• Cognitive organization helps students store and remember concepts.

Repetition and Learning

• Providing students with repetition allows them to see patterns, parallels, comparisons, and similarities
• Students learn when there is a conflict between what they think and new information that they receive

Cognitive Schemes

• When a student faces a conflict between what they think and new information,they learn and accommodate, or modify a new cognitive scheme, based on the new information.
• A cognitive scheme is a cognitive structure that organizes information, making sense of experience and students develop such schemes in many different domains: motor, language, thinking, social, etc.
• Cognitive schemes are developed on previous experiences.
• Students interpret the world and experiences using cognitive schemes.

Contextualization

• Contextualization involves breaking down concepts.

Student Comprehension

• A student's ability to repeat a concept doesn't ensure the student understands it. Students can memorize language without understanding what it really means
• However, understanding a concept and being able to talk about a concept often helps a student understand it.

Goal of Education

• Education is for students to acquire thinking skills, not to just memorize facts.

Students as Scientists

• Students are like little scientists: trying to explore and figure out how the world works based on what they see, do, and hear

Exploration and Learning

• Students learn a great deal from exploration, making mistakes, and self-correction.

Behavior Approaches to Learning

• Behavioral approaches to learning propose that positive behavior can be increased by the use reinforcers.
• Negative behavior can be decreased via the use of punishment or withdrawal of privileges.

Strict Behaviorism

• Strict behaviorism does not recognize the active cognitive construction on the part of the student.

Interpreter Knowledge of Students

• An interpreter needs to know the student's language skills (both expressive and receptive), cognitive potential, and the educational goals as outlined in the student's IEP.

Language Evaluation

• A language evaluation should be conducted by a professional who has training specific to language and students who are deaf or hard of hearing.

Stimulating Cognitive Development

• Language stimulates cognitive development.

ASL development

• Language development in ASL parallels the development of spoken languages

Impact on Ability to Learn New Concepts

• A student's ability to learn new concepts is impacted by their language level, world knowledge, and vocabulary skills.

Language Delays

• DHH students have language delays due to environmental limitations for language access.

Academic vs Conversational language

• Academic language is generally more complex in terms of vocabulary and syntax. It provides students with fewer contexts to understand the topic, has less turn-taking with longer monologues

Deaf Students And Interpreters, and concept faciliation

• As deaf students learn language while also learning concepts, interpreters may need to include an explanation of a concept in the interpretation in order to facilitate learning.

Communicating concepts

• Communicating concepts that are easy, or used often, are different than concepts that are new, abstract, or difficult

Student errors and what adults should do when young make errors

• When young students make errors, they continually make the error since it often goes unnoticed - Adults should model proper language and not expect an immediate fix

Gestures and linguistics

• Gestures are useful in communication and are also used with both adults and children, however gestures are not linguistic.

Language production timeline

• Students begin to produce their first words around 1 year.
• Students begin to combine two words or signs into a sentence around 2 years.
• Students begin to produce complex language around 3 years.
• Hearing students and deaf students learning ASL from deaf families are able to use English morphology or verb agreement correctly most of the time around 3-4 years.

Early elementary years

• During the early elementary years, students are still learning to use language.

Decontextualized language

• Refers to language that refers to people and events that are not in the here and now.
• The ability to talk about past events is one of the earliest forms of decontextualized language.
• In early language development, children talk about the here and now.

Prosody

• Young students use prosody in language to help determine how to segment language at the word and sentence level. Prosody includes a great deal of information about the speaker's intention, which may particularly benefit students in the process of learning language.

Language Demands Increase

• Language demands increase in textbooks around 3rd grade. Students who were able to read first and second grade textbooks may experience more difficulty at this level

Classifier use develops

• Classifier use develops slowly, children continuously make errors until around 8 or 9

Mistakes and learning language vs hearing loss

• Making mistake while learning language is not abnormal.
• Hearing students mispronounce words and DHH may misproduce signs

Affecting Student learning and listening vs teacher hearing issues

• Students learn best when a teacher understands what they know and what they don't
• Deaf and hard of hearing students who have ASL as their first language typically do not learn English from fingerspelling.
• Also hearing and DHH students do not need to be taught language unless there are unique exceptions. DHH students need specific and explicit instruction in learning English.

Learning new words

• Students learn new words through multiple exposures to the word, not from just a definition.
• Learning sign language will not interfere with a student's ability to learn speech.

Learning Linguistic Rules

• Students learn linguistic rules by internalizing it, using it, and then metalinguistic instruction; Deaf students often do not get this explicit metalinguistic ASL instruction

Peer language

• When students correct their peers' language, it provides a chance to be less inhibited with language use (when adults are not around).

Peer Interaction

• Having an adult present during peer interactions affects the interaction because the pragmatics of interacting with peers is different from the pragmatics of interacting with adults.
• Our cultural background affects our language.

Students and Hearing loss

• The early detection of hearing loss is critical; It allows deaf and hard of hearing students to develop language that is more age-appropriate.
• The majority of deaf and hard of hearing students are not born to hearing families who will provide them access to a fluent language early in development
• Interpreting can change when the student has a cochlear implant and it may mean student is receiving some of the teacher's spoken message as well as the interpreted message.
• Also students who had a hearing loss before learning language are not same as students who learned speech and language and then experienced a hearing loss.
• Environmental factors cause most DHH students to be delayed in language development.

Home classroom and student affect

• A student's language use at home and the language use at school may differ - this may affect the student's classroom performance and his ability to see connections between home and school.
• Also if a student does not have age-appropriate pragmatic skills this can cause a peer to view them as socially awkward

Sign systems in the deaf community

• Sign systems designed to represent English were developed by educators and are not naturally developed languages.
• The adult deaf community doesn't use the sign systems.
• When interpreters “invent” signs: They make the student's linguistic system unique from that of other peers, interpreters, and deaf adults. In addition, this may offend and alienate the deaf community

Sign Language

• Iconicity does not make sign language easier to learn.

Sign Systems usage

• Educators who use sign systems believe that exposure to visual English will facilitate English development, although this has not been proven to be the result for all deaf or hard of hearing students.
• They also believe that English signing is easier for hearing people to learn.

What is IDEA

• IDEA is a federal law that protects the rights of students with disabilities.
• IDEA mandates that all students with disabilities receive a free and appropriate education How schools make sure an interpreter is qualified: EIPA written and expressive

IEP

• An IEP : A legal document detailing each student's developmental program - Individual education plan The student's educational team develops the IEP including a qualified interpreter and the student's family, the general classroom teacher, a speech-language pathologist, the audiologist, an administrator, a deaf education

Essential member of the IEP team

• The interpreter is an essential member of the IEP team - he or she must help ensure that the student's language and communication needs are met, including opportunities for direct communication and instruction in the student's identified language and communication mode

Additional services on an IEP

• Occupational or physical therapy, counseling, note-taking, tutoring, training in the use of assistive technology are additional services that may be on an IEP.

What LRE means

• LRE is the least restrictive environment - students can be educated in the most appropriate environment for that student and the LRE for all DHH students will not be the same,
• The LRE for all DHH students will also may differ depending on the student's skills and abilities, as well as the availability of opportunities for interacting with other students

IEP,IDEA require and school curricilum

• IDEA requires IEPs to be reviewed annually and DHH students must have a comprehensive communication assessment done annually for their IEP.
• Assessments must be conducted in the student's native language and desired mode of communication. The classroom curriculum won't be the same for DHH students and hearing students

Interpreter's role and functions

• When interpreting for multiple DHH students: Use the context of the educational team and may include strategies from experienced educational interpreters from outside the immediate team
• Interpreters should work with the IEP team to understand the student's current level of functioning and how this should guide their interpreting. Direct interpretation of classroom content is not always used.
• A decision may be made to modify interpreting in order to support a student's learning.

School conflicts

• School districts typically try to resolve conflicts with families by keeping it in the district and having the aid of the educational team.
• Families can request an independent review by a hearing if there is no resolution.

Roles and responsibilities of the interpreter

• All members within a classroom, teachers, and students shoulder understand the roles and responsibilities of the interpreter and how to interact within the interpreted classroom
• Professionals working with students are required by law to report any suspicion of student abuse.

Tutoring

• Interpreters should receive additional training in order to tutor. The classroom teacher or teacher of the deaf should supervise all
• The classroom teacher has the responsibility for educational planning, teaching, and evaluation for all students in the classroom.

School workers

• Not only teachers who work in a public school have the responsibility for behavior management and student safety. All staff does. The chain of command in schools: local schools to the district - district to state department of education

Education funding

• The education of deaf and hard of hearing students is funded by;A combination of local tax funding as well as state and federal funding that is specific for students with disabilities

School Finances and resources.

• A school districts financial resources are typically related to the income level of the surrounding community Students with disabilites: All students with disabilities are entitled to free and appropriate education, even if that requires an interpreter

The various agencies for schools, their role

• The State Education Agency (SEA) has a regulatory role in the education of students in terms of credentialing teachers, establishing minimal standards for curriculum, requiring annual achievement tests
• The local education agency (LEA) is responsible for complying with state and federal requirements and they are responsible for staffing, placement, and delivery of services.
• SEA determines qualifications for interpreters.

Educational Assessments standardized in school

• The interpreter's role for standardized educational assessments: Often the instructions can be interpreted, but not the actual test. It may be appropriate for an interpreter to interpret a test if the goal of the test is to assess content knowledge and not literacy.

Tests used

• Standardized educational tests are used for: Knowing how much progress a student has mase - achievement tests are used to determine a students improvement in reading, writing, and other content subjects.
• A major problem with most standardized tests is that they have been developed and standardized with hearing students, so some items may not be appropriate for students who are deaf or hard of hearing and may not reflect their underlying abilities

Tests and Skills

• Criterion-referenced tests use target skills that a student is expected to have mastered by a given age.
• Intelligence tests attempt to measure the cognitive abilities and processing strategies of a student, however intelligence tests that use language often underestimate the intelligence of a deaf or hard of hearing student.
• A problem with classroom checklists for expected skills is that they standandard for checking them off is not standardized. An interpreting product that is accessible to the student is the top goal for an educational interpreter.

Interpreting Concepts

• Interpreting a concept does not make it accessible.
• When a student who is hard of hearing is working the product will typically be interpreting what is said- not transliteration.

Goals of Education

• General education aims for literacy- it serves as the foundation for learning throughout life so that students use what they know about the world to help them read, and eventually read to learn about the world.
• Deaf education’s major goal is to help a student acquire sufficient language skills to participate in the general curriculum

Curriculum

• Curriculum specifics what a student should learn and the sequence in which it should be taught.
• an Interpreter should ask to see curricilum and ask the teacher about their philosophy of the curriculum so they can understand the teacher's expectations. When schools have a small number of students and adults who sign fluently development is not as likely to develop.

Deaf Adults

• Deaf adults agree that students should have open and free communication.
• Students who are deaf or hard of hearing should educated so that ASL can be involved.
• A self-contained deaf education classroom is typically located within a public school, but for only deaf and hard of hearing students. Mainstreaming: When a deaf or hard of hearing student receives his or her education within a general education classroom, often with the use of an interpreter. Inclusion is another name for it

Learning In The Classroom

• Students may need an interpreter in order to access all information in the classroom even though they can obtain some information without an interpreter so hard of hearing studetns.
• In order to interpret foreign languages, tech, physics, etc. interpreters may need to:Get specialized training
• Technically, what occurs when an interpreter conveys information following the conventions of American sign language (ASL) and english- is interperting. Educational interpreting is not simply standing in the front of the classroom relaying information from the teacher to the student and vice versa as that would be false

Educational Interperters

• The roles of the educational interpreter: Facilitates all communication in the classroom, adapts his or her signing level to the communication needs of the student, interprets at school functions as needed and prepares for content and message delivery. He or she also assists students and professionals in understanding the role of the interpreter, ensures appropriate logistics and provides clever and appropriate information for substitute interpreters.
• The interperter works for the whole class, including the teacher and all the students The interperter is working for the whole class including the teacher and all students

Teamwork

• The interpreters’ role on the IEP team: His or her role on the team is to provide consultation regarding strategies to promote student independence, encourage direct communication across various interactions
• The interpreter is also responsible for promoting student participating in classroom discussions and activities, addressing discipline problems and procedure, and being alert to a student’s needs.
• Educators are also to to note others regarding regarding the implications of hearing loss

Tutor Entail

• What does the role of tutor for interpreter entail? Reinforces concepts and class content under the direction of a certified teacher includes preparing for content, implementing instructional strategies as identified by the IEP team, reinforcing the role of the Interperter, and providing clear and appropriate information for the substitute. Interperters can help understand and breakdown the Interperters role

Interpreting

• The interpreter can understand process models of interpreting with the use of: Analyze breakdowns in his or her own interpreting.
• Also There are multiple levels or layers to analyzing a message with are: Lexical, phrasal, sentential, and discourse

What Can Break interpreting

• The goal of interpretation or transliteration: Message equivalency
• The student often does not have equal access to the classroom content is message equivalency ( it consisten)
• Influences That Affect Message Equivalency: the rate of delivery, discourse organization, communicative intent, and register

Language Skills

• How can the teacher provide information that will help the interpreter improve the message equivalency: . Relaying the goal of the lesson, expectations for student mastery
• Not all language has a function that is true
• Some Transition and relational words and phrases are: ASL and english.

Concepts

• What happens to concepts: Concept that can be learned, in some cases the intended concepts cannot be learned by the studnet what happens to the student may not learn the intended content or concept.
• Encoding is not the same as message equivalency
• What a student do: Thier student is not thier same, like in skill, thier student would like to learn the potential

Signs what can happen in class

• What happens when interpreters invent signs There should be systematic assessment what the interpeters
• When some interpteter is in class , what they should go in, look and be awear of whats there.
• Interpreters who are doing that are not getting paid there is the other way
• The helpers model is what: Involves the concepts of pity, dependency, and paternalism

Goals or interperters

• Dependency,inhibit independence andidentity development instudents,and alienate deaf and hard of hearing students fromcommunicating directly with their hearing peets
• An inrepreter convey information with. An interpreter conveys information from one language to another without a personal cultural context.

Goals of the Interpreters

• Doing what between both english and ASL. Is required by the interpreter fo. Semantic equivalence ina bilingual-bicultural model of interpreting.
• The allyl model of interpreter: decisions regarding interpreter and there the
• Howdo class materiak: understand the content more ahevly
• Help community for the blind. Help community for the blind.

Break Time and Fatigue

• what are breaks and there uses:Phsical breaks and future lessons, learn textbook assemnments what s Linguicts - the langauge What Language: Is the rule What are classifers grammar.
• It may not the students to get the right thing
• There most be more to an interperter
• To see the class , what you want to see
• There should not be more words in the what they are doing ( if cant)
• 100 % what they are doing
• Need to know what do in the class room
• The more you see the class that the other way to see it
• What a student has with the class after is that (they should know)
• Interperters need to know: What what
• If help you can see what is doing , it can. Verfiy their role
• The help model is what: involve the concept of pity and depended.

Linguistics, Language, and grammar

• Linguistics is the systematic study of language.
• A language is a rule-governed system composed of symbols that is shared by a group of people.
• the form is the Sentence and meaning but productive meaning that users can produce and that and the langauge they can use.

Languages

• community of language users share a common set of rules- and it major the three deminsons the form and functions and the work
• The word is learned from the context
• The are all the same between stories and interview.
• The speech and the comminatatione and the langue is all the same

Vocabulary, grammar, and language learning

• Register refers to variations in language based on whom we are taking with and in what setting.
• Syntax refers to rules that govern how we organize words into sentences
• Pragmatic
• What is for: is the langaues
• What is ASL mor _ what is enlish: Is to see the stucutre.

Signs, Classifiers and ASL

• ASL morphology: internal structure of the word.
• English Morphology: Uses the order of words to structure the sentence.
• Phonology : sounds or the individual sign of a parts
• The mode: Is the form/ mode is what the sound is in the mode: The way that ASL language is doing.
• In what the interperter: Is to give stress on the words to and phares that they have
• What are the classifiers: This see how the structure for the words.

Signs in Language

• What are Iconic signs: Look like their what the r doing-

Signs and ASL knowledge vs English

• True or false their are more language- Arbtinary
• Learning the truth for class- false
• What lingustic: to k ow what you can teach and know
• Sign language of the langauge
• Facial is ASL: To know what and how

Space in Language

• How is space used in asl: Conpare and how can be done it
• How long for this- year old (no) How- what how they are They -cold they
• Is interperter
• What are system: Are sign, coded and what

Encoding and English

• Who the code that you can code: And that
• The enlglish code is what they get: False here
• Intpteren can know if the they are- Can be able to
• Most hear think: Can they get it easy
• Are they not in the ASL
• Most borrow one: All of thens
• The they: Ture and false
• Can interpters do the best: trure
• What the interpters can get help with and that can help there class
• What the is better that the teacher: What that the teacher is know
• What the true: is not bad and that there are more problems

Understanding, Concepts, and Sign Language Comprehension

• What the: Understnd it
• What the means: Must maintain confiditaly
• What they are: Do better
• Who can the: Class
• How behabits in that : With the class
• If the class is: False, they have that there

Deaf Community and Communication

• Why they don't like hearing issues: That are fix

Deaf Community

• The do not do: Be deaf in the what what How do the com: As a method to
• Intergre : As the change
• The sum: Is the culture
• Is what is to: is to awear

Deaf studetns

• What they do: How read

Communication tools and strategies

• How to get their the:
• What are the - ABC Pomen
• Be for the - Before things
• Who is the - Def. com
• What that are - Culture
• The - 2 is the is of all.

This lesson covers the use of sign systems in education, IDEA requirements for students with disabilities, IEP development, and the role of interpreters. Additionally, it addresses potential issues with sign language use, language delays in DHH students, and the differences between academic and conversational language.