Luckner, John L., Samuel B. Slike, and Harold Johnson. 2012. Helping students who are deaf or hard of hearing succeed. Teaching Exceptional Children 44, (4) (Mar): 58-67,http://search.proquest.com/docview/927126074?accountid=15115 (accessed May 26, 2014).
Synopsis of Article(Retell):
This article provided an overview of the five main issues facing students who are deaf or hard of hearing. These include:
1. Language, vocabulary, and literacy delays.
2. Gaps in background and domain knowledge.
3. Inadequate knowledge and use of learning strategies.
4. Social skills deficits.
5. Reliance on assistive technology.
For each of the above mentioned challenges, the authors described practical advise to help teachers assist students in their classrooms. It is impossible to recite the entire list of excellent advise that the article offers, but there were a few stand-out points to consider.
Essentially, most academic content is delivered through oral communication in today’s classrooms, and there are growing numbers of hard of hearing students attending school in a general education classroom, rather than a specialized school. Due to hard of hearing being classified as a low incidence exceptionality, many teachers are not familiar with the accommodations necessary to create an inclusive classroom for these individuals. In actuality, many of the accommodations teachers can make for hard of hearing students are strategies that can be done to help all student learners. Teachers should provide direct instruction after linking concepts and new learning to past experiences. They should also ensure that they are kept up to date with current trends and student interests in order to engage their learners, ecspecially those with exceptionalities.
There are also a number of accommodations that should be made specifically for those who are deaf or hard of hearing. When students are using one of the many types of assistive technology devices that are available, teachers need to familiarize themselves with this technology and use it in a consistent manner. Teachers should also endeavor to use many visual cues through out their day as a matter of classroom routine.
In terms of student’s social skills, it can be very difficult for those who are hard of hearing to socialize with their peers. The article describes the importance of educating hearing students on hearing impairment while also coaching hard of hearing students on social interaction. The article reads, "Students who are deaf or hard of hearing are often at risk for not developing social relationships because they may not have the language skills or have not learned how to engage in socially appropriate behaviours, such as carrying on conversations, making friends, and dealing with conflict."
Teachers can help foster these relationships by providing social skills interventions, but also by teaching hearing students a bit of sign language to assist in peer interactions. The article also describes how a lack of social skills can increase chances for mental health issues and other illness. This point only serves to prove the important role that teachers play in modeling appropriate social skills in students’ early educational years.
I certainly recommend this article as a great source of practical strategies for teachers to keep in mind when teaching students with exceptionalities. Not only was it worth while for learning about students who are hard of hearing, but also any student in today’s classrooms!
Synopsis of Article(Retell):
This article provided an overview of the five main issues facing students who are deaf or hard of hearing. These include:
1. Language, vocabulary, and literacy delays.
2. Gaps in background and domain knowledge.
3. Inadequate knowledge and use of learning strategies.
4. Social skills deficits.
5. Reliance on assistive technology.
For each of the above mentioned challenges, the authors described practical advise to help teachers assist students in their classrooms. It is impossible to recite the entire list of excellent advise that the article offers, but there were a few stand-out points to consider.
Essentially, most academic content is delivered through oral communication in today’s classrooms, and there are growing numbers of hard of hearing students attending school in a general education classroom, rather than a specialized school. Due to hard of hearing being classified as a low incidence exceptionality, many teachers are not familiar with the accommodations necessary to create an inclusive classroom for these individuals. In actuality, many of the accommodations teachers can make for hard of hearing students are strategies that can be done to help all student learners. Teachers should provide direct instruction after linking concepts and new learning to past experiences. They should also ensure that they are kept up to date with current trends and student interests in order to engage their learners, ecspecially those with exceptionalities.
There are also a number of accommodations that should be made specifically for those who are deaf or hard of hearing. When students are using one of the many types of assistive technology devices that are available, teachers need to familiarize themselves with this technology and use it in a consistent manner. Teachers should also endeavor to use many visual cues through out their day as a matter of classroom routine.
In terms of student’s social skills, it can be very difficult for those who are hard of hearing to socialize with their peers. The article describes the importance of educating hearing students on hearing impairment while also coaching hard of hearing students on social interaction. The article reads, "Students who are deaf or hard of hearing are often at risk for not developing social relationships because they may not have the language skills or have not learned how to engage in socially appropriate behaviours, such as carrying on conversations, making friends, and dealing with conflict."
Teachers can help foster these relationships by providing social skills interventions, but also by teaching hearing students a bit of sign language to assist in peer interactions. The article also describes how a lack of social skills can increase chances for mental health issues and other illness. This point only serves to prove the important role that teachers play in modeling appropriate social skills in students’ early educational years.
I certainly recommend this article as a great source of practical strategies for teachers to keep in mind when teaching students with exceptionalities. Not only was it worth while for learning about students who are hard of hearing, but also any student in today’s classrooms!