Module 4: Aural Rehab for School-Age Flashcards
Atypical hearing can impact:
.. production
.. development
… development
educational ?
speech production
language development
psychosocial development
educational progress
Legislation:
two pieces of legislation have had a significant impact on the education children who are DHH:
2.
No child left behind act (NCLB) - improve education of all children with an emphasis on children from low income families
-replaced by the every student succeeds act in december of 2015
Individuals with Disabilities act (IDEA) :
focuses on the individual child and seeks to ensure specialized services for children with disabilities so that they may benefit from education:
role of educational audiologist
role of SLP
The following are also important:
the rehabilitation act first signed into law in ? and recently reauthorized in? supports and promotes the rights of ?
ADA - The americans with disabilities act or ADA is the major legislation that protects ?
-sections 504 and 508 of the rehabilitation act gives children who are deaf and hard of hearing the right to ?
1973/2004 / individuals with disabilities
the rights of individuals with disabilities against discrimination on the basis of their disability in employment settings
full access to school and public activities and events, including after-school events
Supports and accommodations for students with hearing loss:
students who are DHH may need specific ? in order to make?
those specific services are known as ? and the IEP team must decide ?
support services in order to make adequate progress in the curriculum
related services and supplementary aids and services/ which services each students needs
Deaf Child’s Bill of Rights:
specific state law that recognizes the ?
encourages development of a ? and ? educational delivery system in the state
in the state of florida it requires the department of education to develop a ? for students who are DHH
comm. needs of children who are DHH
communication driven and language driven educational delivery system in the state
comm. model to become part of the individual education plan process
Florida’s Model Communication Plan:
legislation added subsection (6) to section 1003.55 florida statutes which require the DOE to develop a ? which shall be used during the ?
the MCP is a required? for students who have been identified as ?
the MCP helps to gather all data to guide the IEP team discussion on ?
Model Communication Plan/ development of an individual education plan (IEP) for a student who is DHH
component of the IEP process/ DHH exceptionality
discussion on supports and services needed in the areas of language, com., reading, assistive technology, listening and more
Auditory Oral Education Act:
effective date:
revises provisions relating to ? to include?
provides that a parent of a child who is ? may enroll the child in an ? accredited by ? or at a school in which the supervisor and the majority of faculty are certified as?
7/1/2011
public school choice options for parent for parents of students in public schools/ auditory-oral education programs
DHH / auditory-oral education program at a school /listening and spoken language specialists by the AG Bell Academy for listening and spoken language etc.
LSL by the numbers:
… certified LSL specialists worldwide
… certified LSL specialist in the US
… LSL specialists in FL
… certified LSL specialists in other countries
1,019
742
36
277
Role of SLP in the schools
SLPs have integral roles in education and are essential members of school faculties. They:
help students meet the ?
work in partnership with ?
provide direction in ?
performance standards of a particular school district and state by assuming a range of responsibilities
others to meet students needs
defining their roles and responsibilities and in ensuring appropriate services to students
Therefore one of the primary goals of the SLPs working with children who are DHH in the public-school setting is to facilitate?
speech language and literacy skills in order to access the general school curriculum
Educational Interpreters role of the educational interpreter is:
to provide ? to students who are DHH by faithfully and accurately?
ensure that the student can ?
convey both what ?
communication access / representing the classroom instruction, techer/student dialogue, and relevant sound information in the mode of comm. used by the student
fully and effectively access all information
hearing people say and what the student with hearing loss signs (if applicable)
Educational interpreters:
difference between interpreting and transliterating:
interpreting: the process of ? for comm. between ?
transliterating: the process of transmitting ?
transmitting spoken english into american sign language and or gestures/ deaf and hearing people
spoken english into any one of several english-oriented varieties of manual comm. between deaf and hearing people
A comprehensive evaluation:
is critical to develop an ?
SLPs must assess:
effective plan of intervention
speech, language and auditory
diagnostic assessment:
the professional interventionist needs to:
understand ? to ensure ?
when adequate early intervention does not occur the focus should then shift to ?
speech perception, etc., / effective treatment with a child who has not acquired listening skills developmentally
remediation to fill the gaps
Assessment Instruments:
-
early speech perception test (ESP)
2 and older
Auditory perception test for the hearing impaired APT/hi-3
3 AND OLDER
A language processing skills assessment (TAPS-4)
5 and older
Management and service delivery: we must use the most appropriate? everyone should expect ? instructional ? families must be ? all collaborators must be
comm. modality for the individual
typical social linguistic models with high expectations
intensity - practice, practice, practice
involved if sufficient instructional intensity is to be obtained
on the same page
Keep in mind children with: auditory ? auditory ? T...? .. sensory
auditory processing disorders: this impairs the understanding of meaning for incoming sounds
auditory neuropathy (better named auditory dysynchrony as it is a disorder of the timing of the auditory nerve)
tinnitus - yes, children experience this too
dual sensory
Foundations of listening development:
a comprehensive ?
auditory speech program
listening training
assessment
language
auditory -based speech
Foundations of the listening development:
the 3 P’s of typical development
1. .. stage
- .. stage
- … stage
perception stage (auditory perception learning - oral speech and language)
processing stage
cognitive operations: auditory processing, speech programming, language/cognitive planning
production stage : intelligible speech and oral language
Foundations of Listening Development:
the four levels of listening (auditory skills hierarchy)
the 3 p’s and
the 3 p’s and
the 3 p’s and
the 3 p’s and
comprehension
identification
discrimination
detection
Foundations fo listening development:
appropriate?
S.G. Allen’s 3 P’s
behavioral ?
speech ?
…
.. association
amplification
perceive
process
produce
behavioral conditioning
speech banana/string bean
ling 6 sounds
sound-object association ( learning to listen sounds)
Spoken language learning:
factors in developing spoken language:
- early identification and ?
- use of appropriate
- establishing a strong
- consistent exposure to
- optimal ?
- parent/caregiver ?
appropriate intervention and optimal technology auditory foundation spoken language listening environments participation in therapy and at home
Spoken language learning continued:
communication between
age of
age of
prior benefit from ?
consistent use of
additional
…
professionals and parents
onset
cochlear implantation
hearing aids
cochlear implant
use of cochlear implant
motivation
school age considerations: - - - -
outcomes
school specific topics
considerations for the school age population
long-term: post graduation
Transition planning: changes in educational programming - - - - -
infant toddler program pre-k elementary middle school high school
Outcomes: links: language abiltiies supporting ? superior ? - increased level of ... social engagement with ?
literacy development
speech perceptiona bilities
vocabulary
parent involvement
mainstreaming
typically developing peers
School Specific Knowledge: florida ? how to ? the various ? the terminology: impact of ?
model comm. plan IEP and its contents assessments and data: I-Ready, FSA, IOWA Lexile Measures, domains HL and language level on their academics
Considerations: backwards design
long term ?
transitions:
… aspiratiosn
goals and expectations
middle and high school
career and vocational aspirations
What do you need to keep in mind:
Standards plan how partners child family
considerations: collaborating advocacy ... building ?
Across settigns and disciplines
parent and child student
independence
awareness: strengths and areas of opportunity
