Research the CAEBER (Center for ASL/English Bilingual Education and Research). How could you incorporate some of these techniques into your classroom?
While I am not proficient in my ASL skills, I would love to gain more of those skills. By attending this training, I think skills in ASL would improve and the understanding of what CAEBER really is and how I could apply it to my classroom. From basic research, there were some tips from Pennsylvania School for the Deaf who attending the conference and is attempting to apply what they learned for their school. Something that they mentioned that I want to apply to my classroom is making sure they the educators know where their students stand as far as their language abilities. Whether their students are more proficient in ASL or English and if they process information better given to them in ASL or English; I think that is a great method for all schools/classrooms to use. Knowing where a student is at can help you as their teacher to better provide them with what they need in the classroom.
Wednesday, October 3, 2012
Wednesday, September 26, 2012
Reading Methods.
Several
approaches and suggestions were mentioned by the authors,
however challenges continue to impact educating students who are D/HH. In
thinking of your classroom, what components of reading and writing do you feel
are important to teach and how will you teach them?
There are SO many reading methods and programs out there that I think it's important to focus on the one that works for a particular student. I think all students should have the same start with reading, with letter recognition and letter-sound correspondence. Whether that's through auditory only or with the aid of visual phonics, it is important to teach the students this basic stepping stool for reading. I have personally used visual phonics and seen it work phenomenally so I will definitely be using it in my future classroom. I also like cued speech, and if that would help the student I would be willing to fine tune my cueing abilities if that is what they would need to succeed. From there, I think it would depend on the student; if one student would benefit more from the Reading Milestones program, than that is what I would focus on, but that might not be what another student would succeed with. We mentioned in class about consistency and sticking with the same program, and I think that's key. Once a program is helping a student to succeed, I think it's important to continue with that program. If a student is excelling with the aid of visual phonics, then it is important to continue using it.
There are SO many reading methods and programs out there that I think it's important to focus on the one that works for a particular student. I think all students should have the same start with reading, with letter recognition and letter-sound correspondence. Whether that's through auditory only or with the aid of visual phonics, it is important to teach the students this basic stepping stool for reading. I have personally used visual phonics and seen it work phenomenally so I will definitely be using it in my future classroom. I also like cued speech, and if that would help the student I would be willing to fine tune my cueing abilities if that is what they would need to succeed. From there, I think it would depend on the student; if one student would benefit more from the Reading Milestones program, than that is what I would focus on, but that might not be what another student would succeed with. We mentioned in class about consistency and sticking with the same program, and I think that's key. Once a program is helping a student to succeed, I think it's important to continue with that program. If a student is excelling with the aid of visual phonics, then it is important to continue using it.
Wednesday, September 19, 2012
Stages of Development
Stages of Development vs. Common Core Standards vs. Curriculum Scope and Sequence vs. Hierarchy of Skills--Which do you think is important when teaching students with hearing loss?
I think that it is important to focus on goals that a student can meet. By creating goals that students will not meet, it's going to see seem like the students are not going to meet goals, when really it could be that the goals that have been written are above their skill level, while goals from other areas have been met. I think it's important to make goals that a student can meet, versus creating goals for them to meet standards.
What will be your focus as the student expands and progresses in skill?
I think my focus would be to create new goals for the students to meet. If they are working on an expressive language skills and they have met their goal, I would create a new goal for them to meet. Whether it's expanding the goal they just met or creating an entire new goal, I think it's important to keep challenging the students and making goals for them that they can possibly meet.
I think that it is important to focus on goals that a student can meet. By creating goals that students will not meet, it's going to see seem like the students are not going to meet goals, when really it could be that the goals that have been written are above their skill level, while goals from other areas have been met. I think it's important to make goals that a student can meet, versus creating goals for them to meet standards.
What will be your focus as the student expands and progresses in skill?
I think my focus would be to create new goals for the students to meet. If they are working on an expressive language skills and they have met their goal, I would create a new goal for them to meet. Whether it's expanding the goal they just met or creating an entire new goal, I think it's important to keep challenging the students and making goals for them that they can possibly meet.
Monday, September 10, 2012
Placement and Data Collection
Educational placement for students with hearing loss has been a long debate. what are your thoughts about educating students within the "mainstream" versus in a centralized program/school?
I think each student is different. While some students may thrive in and prefer a mainstream environment, some students with a hearing loss would not succeed as much in a mainstream environment. I think each student needs to be looked at differently. Their family also plays a key part in the decision of where the student would be best fit. Some families have more of a preference where their children are placed, where are some families are less involved. Each student is going to have different families, different communication modes and different goals, so each student should be placed in the environment where they are going to succeed most. If one placement doesn't appear to be working, I think the decision should be re-assessed.
How do you plan to take data? Will you take data every day vs. once in a while? When is it important to take data?
I think it is important to take data when working on assignments that will be meeting IEP goals. For example, if one of the student's goals is to be able to add two digit numbers with 100% accuracy, I would keep track of the students assignments or problems that are worked on during your time together. Also if the student is going through any evaluations, for example transitioning from elementary to middle school, it is important to collect data on what is worked on and how they are doing for the next teacher. I plan on taking data every day through observations and through +/- systems. I plan on making notes of how the student was that day, and also about their amplification, if it was working etc. I also like the +/- system for keeping track of a students progress. If you want to work on listening for their name, every time their name is presented, put a plus if they responded, plus/minus if they responded after multiple attempts, and minus if they didn't get it. That method is easy to keep track of and easy for people to read if another teacher or staff member needs the data.
I think each student is different. While some students may thrive in and prefer a mainstream environment, some students with a hearing loss would not succeed as much in a mainstream environment. I think each student needs to be looked at differently. Their family also plays a key part in the decision of where the student would be best fit. Some families have more of a preference where their children are placed, where are some families are less involved. Each student is going to have different families, different communication modes and different goals, so each student should be placed in the environment where they are going to succeed most. If one placement doesn't appear to be working, I think the decision should be re-assessed.
How do you plan to take data? Will you take data every day vs. once in a while? When is it important to take data?
I think it is important to take data when working on assignments that will be meeting IEP goals. For example, if one of the student's goals is to be able to add two digit numbers with 100% accuracy, I would keep track of the students assignments or problems that are worked on during your time together. Also if the student is going through any evaluations, for example transitioning from elementary to middle school, it is important to collect data on what is worked on and how they are doing for the next teacher. I plan on taking data every day through observations and through +/- systems. I plan on making notes of how the student was that day, and also about their amplification, if it was working etc. I also like the +/- system for keeping track of a students progress. If you want to work on listening for their name, every time their name is presented, put a plus if they responded, plus/minus if they responded after multiple attempts, and minus if they didn't get it. That method is easy to keep track of and easy for people to read if another teacher or staff member needs the data.
Wednesday, September 5, 2012
Assessment
When planning for assessment of a student with hearing loss, what considerations should you keep in mind? Should you use only tests designed for this population? why or why not?
When planning for assessment for students with a hearing loss, you need to keep in mind why you need the assessment, how it will be completed, students behavior, and environment. There are not too many tests that are normed for students with a hearing loss, so I think it's important to give assessments that are going to test what you need tested. If a test that is not normed for students with a hearing loss but it's the test that will best show their abilities, that assessment should be used. It is important to note what modifications were made, for example if the assessment was given in sign language.
Communicating with teachers and staff is a vital part of Deaf Education. Do you think face-to-face is better or email? Why and how do you plan to communicate with staff?
I think it depends on the situation and staff member. Some staff members are not going to be able to reached except through email, so that may be the only method. I think that if it's something important or I need a response as soon as possible, I will talk to them face to face. If it is something not as important, email will suffice. If I don't get a response then I will try and communicate with them through other means.
When planning for assessment for students with a hearing loss, you need to keep in mind why you need the assessment, how it will be completed, students behavior, and environment. There are not too many tests that are normed for students with a hearing loss, so I think it's important to give assessments that are going to test what you need tested. If a test that is not normed for students with a hearing loss but it's the test that will best show their abilities, that assessment should be used. It is important to note what modifications were made, for example if the assessment was given in sign language.
Communicating with teachers and staff is a vital part of Deaf Education. Do you think face-to-face is better or email? Why and how do you plan to communicate with staff?
I think it depends on the situation and staff member. Some staff members are not going to be able to reached except through email, so that may be the only method. I think that if it's something important or I need a response as soon as possible, I will talk to them face to face. If it is something not as important, email will suffice. If I don't get a response then I will try and communicate with them through other means.
Sunday, August 26, 2012
Instructional Strategies
What have you learned about instructional strategies?
In the beginning of class when asked to define instructional strategies, I couldn't think of how to describe it. I knew that it was the way that we as teachers present various information, but could not think of specific examples. After class discussion and videos, I have a very strong grasp on what instructional strategies are and examples that I can use in my own classroom. I learned that there are 5 different categories of instruction, and I will most likely utilize the direct, indirect, and interactive instruction. It was also great in class to learn where we could access this information and learn ways to find the methods or strategies. I was given multiple websites to use which I will place links to at the end of the post.
What would you like to learn during this class?
I think so far we are on a great path! I would love to learn different strategies and methods to be able to provide students with the best education I can. By learning all these different instructional strategies, behavioral management techniques and much much more, I will feel a lot more confident going into student teaching.
Research has shown that students with hearing loss often times do not achieve higher than a 3rd grade reading level. What are your thoughts about this and who do you plan to face this?
Every time I hear that statistic it makes me sad and frustrated. I think that the more I learn about the different methods and techniques to helping a student with a hearing loss learn to read can help to make the concept easier for students. By learning about Cued Speech, Visual Phonics and learning about current ideas and studies about reading, I think that will help to start to make that statistic not true any more.
Here are the links for the instructional strategies websites:
Deaf Education
Raising Deaf Kids
Clerc Center--Gallaudet University
In the beginning of class when asked to define instructional strategies, I couldn't think of how to describe it. I knew that it was the way that we as teachers present various information, but could not think of specific examples. After class discussion and videos, I have a very strong grasp on what instructional strategies are and examples that I can use in my own classroom. I learned that there are 5 different categories of instruction, and I will most likely utilize the direct, indirect, and interactive instruction. It was also great in class to learn where we could access this information and learn ways to find the methods or strategies. I was given multiple websites to use which I will place links to at the end of the post.
What would you like to learn during this class?
I think so far we are on a great path! I would love to learn different strategies and methods to be able to provide students with the best education I can. By learning all these different instructional strategies, behavioral management techniques and much much more, I will feel a lot more confident going into student teaching.
Research has shown that students with hearing loss often times do not achieve higher than a 3rd grade reading level. What are your thoughts about this and who do you plan to face this?
Every time I hear that statistic it makes me sad and frustrated. I think that the more I learn about the different methods and techniques to helping a student with a hearing loss learn to read can help to make the concept easier for students. By learning about Cued Speech, Visual Phonics and learning about current ideas and studies about reading, I think that will help to start to make that statistic not true any more.
Here are the links for the instructional strategies websites:
Deaf Education
Raising Deaf Kids
Clerc Center--Gallaudet University
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