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Special Education
Part 1
I have chosen Kate from among the students described in the case to complete this part. Kate is an 11th grader with moderate bilateral hearing loss (i.e., asymmetrical or symmetrical loss of hearing in both her ears). She barely scrapes through exams and has ceased to use personal amplification at school. She had already ceased using her FM system during her middle school days when she started cycling through classes. Symmetrical bilateral hearing loss implies an equal loss of hearing in both the ears, whereas in case of asymmetrical hearing loss, one ear will be able to hear better as compared to the other; nevertheless, in either case, both ears are affected (Hear-it, 2020).
Access to curriculum
Equal learning opportunity calls for hard-of-hearing or deaf students like Kate to be able to access information that the majority of their peers (i.e., normally-hearing peers) can access via listening. Captioning, sign language interpretation, and other visual supports might be required for providing Kate with access to a specialized instruction-based syllabus.
Accommodations
Acoustic changes are capable of offering hearing-loss students, such as Kate's major benefits. However, they might be rendered impossible in certain instances and might not suffice for access to communication. Various hearing technologies may be utilized for Kate, in specific, and this student population, in general. To different extents, such technologies will be able to improve talker voice audibility and diminish the adverse impacts of echo, distance, and noise. In Kate's case, traditional ear-level aids may be utilized in class. Such hearing aids function best if the listener and speaker are relatively closely situated to each other. Specialized seating arrangements may, thus, be made to allow Kate to sit closer to the teacher, besides simplifying things for her through enhanced speech-reading conditions.
Goals
The goals described below have been determined with the aid of the Standard Aligned System of Pennsylvania State:
Distinguishing between, and identifying, consonants and vowels in quiet/noise
Using alternate terms
Objectives
The above goals possess the following supporting objectives:
Distinguishing between and identifying, consonants, and vowels in quiet/noise: The three objectives, in this case, are: 1) Kate can distinguish between consonants and vowels when provided with flashcards. 2) She can ascertain whether or not they are the same, with 80 percent accuracy (decided by educator observation). 3) She can discern words beginning with consonants and vowels.
Using alternate terms: The objectives linked to this goal are: 1) Kate can utilize alternate terms when answering requests for clarifications two-thirds of the time as gauged by the educator. 2) She knows...…interpreter at all times. Kevin's lesson plan encompasses flashcards, charts, maps, diagrams, and practical/hands-on resource and material demonstrations. The above modifications are necessary for compensating for his deafness.
Instructional procedure modifications will be carried out in Kevin's case, including signed English usage, fingerspelling, and Cued Speech, for clarifying differences between printed English and ASL as he requires ongoing help in the areas of vocabulary development and English writing assignments.
Two or more presentation modes will be adopted in case of abstract concepts, including manipulatives (e.g., action figures, cubes, puppets, etc.), pictorial (e.g., timelines), symbolic (e.g., graphic organizers), and verbal (e.g., debates, word problems, equation-matching, and role-playing) modes.Kevin will be urged to connect between different presented modes and translate between English and sign language. Pictures, action pantomiming or visualization, and drawing sets can help migrate from tangible to more non-concrete representations, which will aid Kevin in acquiring better insights into the concepts.
Lastly, Kevin will learn sign language for effectively delivering classroom presentations using it. He can practice with his interpreter before the presentation for familiarizing the interpreter with the content and ensuring his work is accurately represented. One must not forget the fact that language comes before literacy. Students cannot comprehend written language until they can comprehend spoken language, Cued Speech, sign language, etc. Further,…
References
Arnoldi, K. (2011). Building skills for success in the fast-paced classroom. Retrieved from https://successforkidswithhearingloss.com/wp-content/uploads/2013/06/Examples-of-IEP-Goals-Common-Core-Stds.pdf
Gallaudet University. (2017). Cochlear implants: Language and communication. Retrieved from https://www3.gallaudet.edu/clerc-center/our-resources/cochlear-implant-education-center/navigating-a-forest-of-information/language.html
Hear-it. (2020). Bilateral hearing loss. Retrieved from https://www.hear-it.org/bilateral-hearing-loss
Rose, S. (n.d.). Monitoring progress of students who are deaf or hard of hearing. Retrieved from https://files.eric.ed.gov/fulltext/ED502455.pdf
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