23. Trading in The One-Time In-Service for Consistent Communication With TeamsSpeakers:
Britt Coffey, Ph.D. and Emily Snow, M.Ed.
Today, most students with hearing loss receive the majority of their instruction in a general education classroom (U.S. Department of Education, 2015). Because only 1% of students are on an IEP because of hearing loss, most general teacher preparation programs do not spend much time teaching about this unique, heterogeneous group. As a result, general education teachers report feeling unprepared for teaching these students (Eriks-Brophy & Whittingham, 2013), and school staff may misunderstand or underestimate the needs of students who are deaf or hard of hearing (Miller, 2014).
This is where teachers of students who are deaf or hard of hearing (TSDHH) come in. The role of TSDHH is becoming increasingly focused on indirect service (Miller, 2014). Training provided by TSDHH can improve preparedness and help classroom teachers feel more positively about inclusion (Sari, 2007).
Commonly, TSDHH provide “in-service training” for teachers at the beginning of the school year to talk about student needs, teaching strategies, and accommodations/modifications. However, research on professional development for teachers shows that one-time team training is often ineffective. In order for professional development to create lasting change, it should incorporate active learning and be of "sustained duration" (Darling-Hammond, Hyler, & Gardner, 2017).
This presentation will focus on concrete ways to structure and sustain consistent communication with teams.
Act 48, ASHA, Psych
Special Education Teachers, Teachers who work with students with hearing loss, General Education Teachers
Britt’s background is in general education, special education, and deaf education. She earned her doctorate in special education from the University of Northern Colorado in 2019, and her Master’s degree in Deaf Education from Smith College in 2011. Prior to that, she taught second grade in Hartford, Connecticut, through Teach for America. Britt has presented internationally on topics related to deaf education; most notably about consultation, which is her primary research interest. She has worked as a college instructor, summer camp founder, itinerant teacher for students who are deaf or hard of hearing (TSDHH), and supervisor for TSDHH. Her published work can be found in The Journal of Deaf Studies and Deaf Education, the Journal of Educational and Psychological Consultation, and the American Annals of the Deaf. She serves as DHH chair for The Division for Communication, Language, and Deaf/Hard of Hearing (DCD) within the Council for Exceptional Children (CEC). On weekends, she can be found practicing yoga or hiking with her family.
Emily Snow is in her 12th year of teaching deaf and hard of hearing students. Starting out as a preschool teacher, Emily is now an itinerant teacher of the deaf working for Clarke Hearing and Speech serving students ages 3-18. Emily has been a Clarke camp counselor, led the Buddies meet up program for deaf students, and facilitated teen groups at the Clarke Mainstream Conference. In her spare time, she likes to hike, garden, practice yoga, and play with her toddler.