Learning A New Language

Foreign language instruction is increasingly part of the curriculum for students of all ages. Once reserved for junior high and high school students, I now see elementary school students receiving foreign language lessons as well. Exposure to foreign languages, customs, and cultures is a valuable experience for all students. With some careful planning, our students with hearing loss can be successful as well.

As teachers of the deaf / hard of hearing, we can help foreign language teachers understand and address the unique challenges a second language can present to our students. Here are some key points and suggestions to share with foreign language teachers, and to keep in mind when providing itinerant support to students:

Many of our students are still learning English grammar and syntax, so learning the rules of a new language can be challenging. Explicit instruction, use of visual supports, and copies of charts (such as those used for conjugating verbs) and vocabulary for the student to review independently can all be helpful.

Many languages have subtle auditory differences in words that can be harder for students with hearing loss to discriminate. Consider the masculine and feminine le and la in French, or the /s/ at the end of words in Spanish that denotes verb tenses. The student should have visual access to all new vocabulary, and ample opportunities to practice using and listening for (depending on auditory access) the differences in sounds. Speechreading can help the student gather additional information, so it is important for the teacher to face the student when speaking.

Help the student organize vocabulary with a system. The following presentation offers examples of this: 

            http://www.wou.edu/education/sped/wrocc/forlang_files/frame.htm

While a bit outdated, the suggestions for color-coding would be beneficial for many students, not just those with hearing loss!

Students with hearing loss need extra opportunities to practice listening to and pronouncing new vocabulary words. At times, students may not want to participate in class due to fear of mispronunciations. Providing extra practice (such as utilizing support from the TOD/HOH or SLP) and use of visual supports can alleviate some of this stress,

Provide subtitles for videos and transcripts of any recordings used in class.

Assessments typically include oral and written components, and adjustments will likely be needed for the oral portions. Students with hearing loss should have the oral component read aloud by the teacher (vs. listening to a recording). This will provide visual information for speechreading, maximize auditory access and allow the student to ask for repetition as needed. For students who struggle auditorily, the oral component may weigh less towards to total grade for that student. Additionally, consider the student’s speech abilities. A student who does not have access to all speech sounds, and therefore does not produce them, should not lose points on an oral assessment for those errors.

Just like typically hearing students, there are many reasons students with hearing loss take foreign language classes. One of my students spends time in France with his family and wants to be able to communicate independently while there. Another student is taking Spanish simply because it is required and she wanted to give it a try rather than waiving the class (as many students with hearing loss are able to do). A third student attends a Jewish day school and is learning Hebrew as part of the religious curriculum, which includes reading religious texts. Yet another student has taken Latin as a way of improving his understanding of English. Each student has a different reason for choosing and participating in their language class. For students with hearing loss, there may need to be some adjustments in what is emphasized or weighted more heavily - whether it be speaking, reading, writing, or cultural exposure. But, it is usually worthwhile to consider the benefits of taking a second language before presuming it is not a possibility.

The first year taking a foreign language often goes well as long as the student’s first language is in tact. Because the teacher assumes that everyone is new to the language, the instruction is generally slow paced and very clear. The teacher slowly articulates, is careful about word boundaries and includes a variety of visuals such as posted vocabulary and conjugations of verb forms. Projects and cultural lessons make the experience hands-on and meaningful. Since everyone is working on syntax, the teacher often writes out whole sentences and is very explicit about grammar and syntax. It is helpful to point out these strategies and encourage teachers to keep using them, even more so as the student progresses through the levels. As instruction becomes more conversation based, teachers tend to drop some of the visual supports that the student with hearing loss will continue to need.

Above all, encourage the student with hearing loss to communicate with the foreign language teacher – both when difficulties arise and when strategies are working well.

How do you help students access foreign language classes?

Time to Take Notes!

“Okay, so I get that I tell my teacher why I can’t take notes and then I ask for a notetaker. But what do I say to [peer] when she asks why I’m not taking my own notes?” My eighth-grade student looks at me from across the table, his notecards, history text, and class handouts spread out as we begin to prepare for an upcoming test. Like many students with hearing loss, he is not able to take notes during class lectures despite the fact that his teacher writes key words on the board, paces lectures and class discussions appropriately, maximizes the use of his hearing technology, and provides organized handouts to accompany her lectures. Our one-to-one sessions provide a comfortable, reassuring place for him to practice what he can say. “I can’t listen, lip read, and write all at the same time. When I look down at my paper to write, I miss what [teacher] is saying. And then it’s all confusing and I have to ask her to repeat. That’s why it will be helpful to have your notes. So, you know, I can listen and know what everyone’s talking about,” he rehearses.

In order to help students fully access class lectures and discussions, especially in middle and high school, peer notetakers are a valuable accommodation. Because of the way hearing aids and cochlear implants process sound, students with hearing loss require extra time to listen and make sense of what they hear. Many students also rely on speechreading in addition to their hearing technology, making it nearly impossible to write at the same time. My students have had great success with peer notetakers when there are clear guidelines and when everyone is on the same page. Below are a few tips for setting this up for your students:

•        Communicate with the teacher(s) and explain the rationale for peer notetaking. Sample notes the student has attempted to take and simulations of hearing loss can be helpful when teachers are resistant. Some teachers initially feel that use of a peer notetaker lets the student with hearing loss, “off the hook,” eliminating any sense of responsibility for that student. It is our job to help teachers understand that peer notetakers allow our students to access instruction more completely rather than simply reducing the workload.

•        Involve the student.  Role-play with the student and support him or her in meeting with teachers to advocate for peer notetakers. Teachers are often more receptive when students are able to articulate their own needs. Conversations may include the difficulty involved in speechreading while trying to write, the pace of the conversation or lecture, and the likelihood of missing important details of not just content but also information such as safety and instructions in science labs when using chemicals and hazardous materials. 

•     Support the student in advocating with the peer notetaker. Teachers are often able to identify a peer who would be a good notetaker. This student should be someone who is generally organized, has good attendance, takes clear notes, and is up for the responsibility of supporting the student with hearing loss by sharing notes. Some schools identify a second student as a back up in case the primary notetaker is absent or needs a break. One of my students chose to write a letter to her note taker outlining the specific information she wanted included. Another student chose to have a conversation with her peer with my facilitation. Think about including lecture notes, details of assignments, vocabulary terms, class procedures, rules, and instructions, and peer comments and questions. Many students are just learning how to take notes themselves and may require additional support or supplemental teacher notes.

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•       Decide how the student with hearing loss will get a copy of the notes.  Some students take notes on a computer and email a copy to the student with hearing loss. Others choose to photocopy hand written notes. A popular option is to use our carbonless Note-Writer paper, which provides an instant copy of notes. (Visit clarkeschools.org/store to order.) The student with hearing loss will be responsible for getting the notes from the peer notetaker and as the TOD, we can help facilitate this process.

•        Identify an adult who can monitor the notetaking process. Adults should continue to check in with both students so that any challenges that arise can be addressed with adult facilitation. This way, if there is a problem the students can express their concerns without worrying about hurt feelings or creating tension.

•        Help the student with hearing loss understand their role in class. Having a peer notetaker does not give our students the green light to check out during class. Many of my students choose to copy key terms from the board as a way of staying involved. Students should still be expected to participate in discussions, ask and answer questions, and clarify as needed.

By checking in regularly with the student, teacher(s), and notetaker, nuances of the process can be addressed and modified as needed in order to create a smooth system that benefits everyone involved.

What other strategies have you used with peer note takers?

Making the Most of Consult Time

Cooler evenings, the slow changing of leaves, harvest decorations adorning the front doors of houses, bright yellow school buses… all signal the beginning of autumn in New England.  A less well-known sign is the sight of an itinerant teacher frantically erasing and rewriting her schedule in an attempt to fit a whole caseload into just five days -- all while avoiding lunch, recess, specials, reading support, and the rotating high school schedule. And did I mention consult time?

The start of the school year brings many challenges for us itinerants and some of the greatest challenges come with scheduling consult time. At Clarke, consult time, along with direct service, is included for each student on the IEP grid. But that doesn’t mean that every teacher will be willing to sacrifice prep time to meet! Consult time is a valuable opportunity for itinerants to learn about the curriculum, the goals of an assignment or lesson (which helps with pre-teaching), and the social expectations of the classroom. This can help ensure access for our students and build relationships with classroom teachers. To help start the year off right, here are a few strategies to successfully use consult time.

Set a Regular Time to Meet 

Consult time in an IEP grid will vary for each student with hearing loss. Some students have 30 minutes to an hour each week of consult time, while others may have 30 minutes a month. Some may only have a few hours for the entire school year. Older students typically have different teachers for every subject, making connecting with each person face-to-face a challenge. In this situation, arranging consult time with a primary contact (such as a guidance counselor or special education liaison) might be most practical. Setting a regular schedule with classroom teachers is the best way to ensure that the consult takes place. Not many teachers can leave their classrooms for a meeting. Instead, try scheduling during times when students are at lunch or specials or meeting before or after school.

Observe and Meet in the Same Day

Whenever possible, I try to observe the student in class and meet with the classroom teacher that same day.  That way, the classroom teacher and I can discuss the class, share our observations, and brainstorm strategies to improve access for the student with hearing loss while the lesson is still fresh in both of our minds.

Identify What Went Well

Whenever I meet with a teacher, I begin by identifying what went well during my observation. Genuine acknowledgement such as, “I noticed that every time you wrote on the board, you paused, and then continued talking when you faced the class again. This is really helpful for Jack who needs to speech read,” will encourage teachers to continue these strategies until they become second nature. It can be intimidating for classroom teachers to have someone observing and nobody wants to feel judged! Positive reinforcement will help build trust so that if there is a problem, it’s much easier to approach it in a constructive way.

Ask Questions 

I have observed enough third grade science lessons to know everything there is to know about sedimentary, igneous, and metamorphic rock! That said, each teacher will have different objectives for the same lesson. Asking open-ended questions such as, “What do you hope students will know at the end of the unit?” gives me a sense of what to focus on during my individual sessions. One teacher may want students to know the vocabulary and be able to give examples of each type of rock. Another teacher may focus on having students understand the research process involved in learning about each kind of rock.

Help the Student Access the Curriculum

As a former classroom teacher, I remember having mixed feelings about visits from specialists. Sometimes it seemed like they immediately launched into a laundry list of everything that was wrong with the environment or my lesson. I strive NOT to be that person in my current work! While some modifications are necessary in order for a student with hearing loss to have equal access, these modifications generally do not require a complete overhaul of the classroom or instructional style. In a classroom where the teacher focuses heavily on vocabulary, handing out study guides at the start of a unit (rather than right before a test) will help students with hearing loss prepare throughout the course of the unit.  A class that is taught primarily through the use of multimedia may require some modifications (such as captions or movie notes handed out prior to watching the film in class).  The ultimate goal is not to change the class, but rather to help our students access what is already happening in the classroom.

Provide Ongoing Training on Hearing Loss 

It is common for itinerants to provide an in-service at the start of the school year for all new teachers and staff. This in-service – which we think of as “Hearing Loss 101” – provides an hour-long overview of hearing loss. Regular consult time is an opportunity to provide ongoing training specific to the student with hearing loss you are supporting. Throughout the year, playing DVD simulations of hearing loss can remind teachers that even students with very clear speech have limited auditory access and require support. Sharing informal assessments and student work samples allows the classroom teacher to learn that even errors that appear to be age-appropriate may indicate a need for additional direct instruction due to a lack of incidental learning opportunities (a result of hearing loss). With some preparation, students as young as kindergarten can also briefly attend consult meetings to share their needs directly with the classroom teacher.

When Meeting in Person is Not Possible

There will always be situations where you are not able to meet directly with the teachers with whom you are working.  That doesn't mean that you can’t consult!

• Videotape sessions to share (with parent permission) This has been an effective strategy for some of my younger students. With this method, the classroom teacher is able to see what the student can do in a quiet, structured, one-on-one setting. This can help inform expectations for classroom work. 
• Create a group email so that you are able to communicate with larger teams. Apply the same strategies of pointing out the positive aspects of the instructional period and asking questions. 
• Create a shared online document where each member of the team can contribute to an ongoing discussion regarding effective strategies or modifications.  Teachers are generally receptive to collaborating with colleagues. The itinerant teacher of the deaf can help moderate an ongoing discussion. 
• Use a communication notebook to share ideas and strategies. This is also particularly effective for younger students with hearing loss. 
• Use a system to share monthly objectives among service providers. IEPs can be overwhelming. Identifying a few objectives to target throughout the student’s day will help reinforce skills. 

Smile 

Smile, say “thank you,” follow the rules of the classroom, leave your coffee in your car, and remember that you are a guest in this classroom.  Happy Consulting!

Those are a few of my tips. How do you use your consult time?