Students who are deaf or hard of hearing have unique linguistic, environmental, and cultural needs.
Each student with a hearing loss is an individual with different strengths, talents and communication preferences that must be considered when designing educational programs to facilitate growth and to prepare the student for adult life.
Since there are varying degrees and types of hearing loss, communication methods are based on a student’s individual needs and preferences as indicated in the Communication Plan[section 14.131(a)(1)(iii) of the Pennsylvania Chapter 14 Regulations] within the individualized education program (IEP). It is critical that all students have access to the general education curriculum with the use of appropriate supports and services, such as a qualified educational interpreter or an amplification system.
Students with disabilities have the same curriculum as students without disabilities; this includes students who are deaf or hard of hearing or deaf-blind. Hearing loss, however, often adds a dimension to learning that requires explicit instruction, specific accommodations, and/or teaching strategies. It is imperative that assessment and instruction meet each student’s unique needs to ensure appropriate and effective educational programming.
The following update from pepnet 2 and National Deaf Center on Postsecondary Outcomes details the transition of the website and related materials. The pepnet website is still active but is no longer supported.
It is natural to focus on the language development of a child who is deaf or hard of hearing as language is the gateway to education. However, we need to ensure that we are looking at the development of the whole child, especially the social-emotional development. A recent article by the Center on Visual Language and Visual Learning offers tips to educator and parents for fostering social-emotional development in various aspects of the child’s life, at home and at school.
Rebecca S. Moore, CT is the Educational Interpreter Advisor at Lancaster Lebanon IU 13 and was recently our after school video conference presenter for educational interpreters. Her presentation, Collaborating with the IEP Team: The Role of the Educational Interpreter, was well received and generated great discussions among attendees.
Described and Captioned Media Program now hosts the Accessible Television Portal project which provides video-on-demand children’s television programming for students who are blind, visually impaired, deaf or hard of hearing.
Schools across the nation are taking steps to ensure the safety of students, staff and visitors through changes in policies, procedures and physical facilities. IEP teams may need to consider additional measures to be implemented to meet the unique needs of students who are deaf, hard of hearing or deaf-blind.
The online Video Sign Language version of the Math and Science portions of the PSSA assessments are now available. Specific information about eligibility and administration is available on the PDE website in the 2014-2015 Accommodations Guidelines. Please contact your PaTTAN consultant for assistance.
New materials are available for educational interpreters in the Short Term Loan library.
- Jane Freeman
Assistive Technology, Deaf/Hard of Hearing, Leadership, Secondary Transition, Educational Interpreters, Deaf-Blind, Students with Complex Support Needs
- Sue Ann Houser
Deaf/Hard of Hearing, Reading, Deaf-Blind
- Michelle Bilinsky
Deaf/Hard of Hearing, Secondary Transition, Inclusive Practices, Deaf-Blind, Procedural Safeguards
- 2014-2015 Educational Interpreter Training Series - Collaborating with the IEP Team: The Role of the Educational Interpreter
January 27, 2015
- Infants Toddlers and Young Children with Hearing Concerns – What Should I Know?
April 2, 2015
- 2014-2015 Educational Interpreter Training Series Ethical Practices and Guiding Principles for Educational Interpreters
April 7, 2015
- Collaborating with the IEP Team: The Role of the Educational Interpreter
April 16, 2015
- Auditory Brain Development: The Basis of Talking, Reading and Making Friends
June 17, 2015
- The CARE Project: Support to Families of Young Children who are Deaf or Hard of Hearing
November 12, 2015
- Early Language Learning by Eye or by Ear
May 25, 2016
- Auditory Teaching Strategies and Techniques to Facilitate Spoken Language through Listening
September 28, 2016
- Creating Comprehensive IEPs for Students Who are Deaf or Hard-of-Hearing
November 2, 2016
- Dually Noted: News from the Deaf-Blind Project - Fall/Winter 2016
November 18, 2016
- Pennsylvania Low Incidence Institute 2016: High Expectations for Achievement (Brochure)
June 1, 2016
- Students Who Are Deaf, Hard of Hearing, or Deaf-Blind: Safety Checklist for IEP Teams
May 1, 2016
- Pennsylvania Agenda for Students Who Are Deaf, Hard of Hearing, or Deafblind
December 1, 2013
- Early Visual Language and Visual Learning in Infants and Children who are Deaf or Hard of Hearing
January 4, 2013
- Dually Noted: News From the Deaf-Blind Project - Spring/Summer 2016
April 1, 2016
- Effective Practices in Secondary Transition - Transition for Students Who Are Deaf and Hard of Hearing
January 21, 2014
- Deafness and Hearing Loss Checklist for Professionals
December 12, 2014
- 2013-2014 Expanding the Literacy Toolkit - Content Engagement Toolkit: Building Comprehension with Quality Questioning
February 19, 2014
- Dually Noted: News From the Pennsylvania Deaf-Blind Project - Fall/Winter 2014
November 24, 2014
- Enhancing Your Toolbox for Supporting Infants Toddlers and young Children with Hearing Loss
December 3, 2014
- Educational Interpreter Professional Development Log
December 12, 2014
- PSSA/ Keystone Accommodations Guidelines (PDE) 2015
December 12, 2014
- Dually Noted: News From the Deaf-Blind Project - Fall/Winter 2015
November 16, 2015
- Pennsylvania Low Incidence Institute 2016: High Expectations for Achievement (date saver)
February 4, 2016