The reflection questions from this week include: When planning for assessment of a student with hearing loss, what considerations should you keep in mind? Should you only use tests designed for this population? Why or Why not? Some considerations to keep in mind when planning for assessment are ensuring that the amplification the student has (CIs and/or Hearing aids) are functioning properly prior to assessment, making adaptions as allowed concerning the student's communication modality, what is or are the reasons for assessment, the environment, and the student's behavior. Personally I believe that we should include assessments that are normed for hearing students as well as assessments designed for D/HH students. By conducting these assessments, we can get information and data on how our students are functioning compared to their hearing peers. Just because our students have a hearing loss, doesn't mean that they are not capable of performing as well or even better than their hearing peers.
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? When introducing myself to a teachers, I would set up a meeting to talk with staff and teachers face-to-face. I feel that face-to-face interactions are more personable and allows the teachers and deaf educators to get to know each other in a friendly and non-threatening environment. The key to open communication is to let the teachers know that we are a team, we as deaf educators are here to work with the teachers. There are times that email communication is effective and appropriate, for instance quick, non immediate questions, information that is to be shared and/or when a teacher is not available to meet.
I had the same response regarding assessments that are normed for students with normal hearing. Also, taking on the Cultural Model that was discussed by Paul & Whitelaw (2012) the student's hearing loss should simply be view as a "difference" rather than a "disability." This "difference" does not mean they are not capable of performing at the expected level of their hearing counterparts. Perhaps someday there will be a research on assessment scores of students who are d/Deaf or hard of hearing compared to scores of normal hearing students. I think they would find some similarities and hopefully would see an overall increase in reading scores of students with hearing loss. Hopeful thinking!
ReplyDeleteI had the same thoughts in terms of assessments whether the assessments are normed for hearing students or normed for deaf students. Amanda, research is needed on assessment scores of students who are d/Deaf or hard of hearing compared to scores of normal hearing students. I remembered having a conversation with a former graduate student and this person wished that a project similar to what you are thinking about has been conducted. Maybe you can talk to the first year students and share this possible graduate project with them.
ReplyDeleteSonia, I like the way you think in terms of communication with teachers and how we are a team. Do you think it is appropriate to leave notes in teachers' mailboxes?
I'm interested to see what the data would show with conducting research on scores comparing the 2 populations. It would be interesting to see how our students who are Deaf/Hard of Hearing are at in comparison to hearing peers. Someone should suggest this to Dr. Wang!!
ReplyDeleteAs for communication, I agree with your approach. Encouraging a team approach would be a smart way to go. Isn't it true that it takes a village to raise and educate a child!