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Transitioning

Although it sure doesn’t feel it here in Massachusetts,
spring is rapidly approaching. The end of the school year is busy with report
writing, testing, IEP meetings and discussions of transitions to the next grade
or school. I’ve been thinking about one of my preschool students who will start
kindergarten next year. He will be in a new building with a new teacher, a new
SLP and a new special education teacher. Many people in the building are
familiar with hearing aids (I work with another student in that building as
well), but they may not have experience with cochlear implants. I am fortunate
that his team has already begun to think about what kindergarten will be like
for this little guy and that they have welcomed my request to observe the
kindergarten classrooms now in order to find the best fit for next year.

As teachers of the deaf, it can be helpful to observe the
upcoming teachers and classrooms to think about the optimal placement for our
students with hearing loss. This requires a trusting relationship with
administrators in the district, as well as the ability to explain why we want
to observe and what we are looking for. Additionally, such observations require
time. Knowing that IEP meetings will occur throughout the spring, I start
observing in March so that I have time to thoughtfully consider all options and
work with the school team to make a recommendation. I cannot demand a
particular classroom, but I can certainly make a case for optimal placement!

With my preschool and elementary students, I begin by
working with each student’s case manager to explain why I want to observe and
what I will be looking for. Many times I am told by the case manager why one
teacher may be a better fit than another, which is helpful information to have
when I go in to observe. Sometimes the case manager facilitates arranging the
observation, other times I send an email or speak to teachers directly in order
to set up the observation. My email explains my role as the teacher of the deaf
as well as the purpose of this observation. Here are the things I look for in
the classroom:

  • Where is the classroom located? At the end of a
    quiet hall? Beside the music room? Some noise sources can be reduced, others
    cannot.
  • Use of technology in the classroom – a teacher who appears comfortable using the
    Smartboard, computers and other classroom technology may be more comfortable
    using an FM system than a teacher who appears to avoid or get frustrated with
    the classroom technology.
  • Classroom acoustics – Is the room carpeted? Are
    there high ceilings and cinderblock walls? What about hallway noise? Is this
    classroom near a “heavy traffic” area? Sometimes within a building, classrooms
    may have different acoustical treatments. Again, some sources of noise can be
    adjusted such as re-routing the path classes travel to get to gym to avoid
    constant noise outside the classroom, others may not be so easy to fix.   Once students get to junior high and high
    school, there is less flexibility. Many times there is only one eighth-grade
    English teacher etc., and so there are limited or no options. In such cases, I
    may still observe if I am not familiar with the school in order to get an idea
    of what instruction will be like for my student, but it is rarely possibly to
    observe every classroom in the spring. At the middle school level when there
    are choices of “teams” rather than choices of specific teachers by subject, it
    can be beneficial to observe and compare the different teams in terms of best
    overall fit for the student with hearing loss and weigh the overall
    characteristics of one team vs. the other. If a student is particularly strong
    or weak in a certain subject area, it is important to look more closely at
    those teachers which can make the difference in team choice. Additionally,
    observing even when there are not many choices can help identify specific
    things for teams to consider and adjustments to be made ahead of time (i.e.
    ordering coverings for chair bottoms, addressing noisy ventilation systems; a
    transition from one elementary teacher to several middle school teachers who
    use the smartboard may mean suggesting multiple splitters be purchased, etc.)

When I am watching teachers, I am looking to see:

  • Is the teacher using visual supports? A teacher
    who incorporates visuals as part of her teaching will be more likely to refine
    visual supports for my student with hearing loss than a teacher who does not
    use them inherently.
  • How does the teacher handle group discussions?
    When there is a clear, organized system in place for how group discussions will
    occur and the teacher demonstrates strong management skills, the student with
    hearing loss will benefit.
  • What do small group and independent work times
    look like? Is the room noisy? Are there quieter areas in the room where
    students can work? Are the expectations clear – do students appear to
    understand what is expected of them? The more organized and clear the
    expectations are, the more likely that the student with hearing loss could be
    successful in this classroom.
  •   How does the teacher speak to the students? If
    the teacher uses a lot of sarcasm, figurative language, lengthy explanation and
    tangential discourse, lessons will be difficult for the student with hearing
    loss to follow. In contrast, a teacher who is explicit in her instruction,
    breaks down information and notices when students do not understand may be a
    better fit for my students.
  • How do students talk to each other? Peer
    interactions in the classroom can be a reflection of what the teacher models or
    tolerates. When students are permitted to be short with each other, subtly
    tease or giggle when mistakes are made, or resist working with particular
    partners, this will create uncomfortable situations for our students with
    hearing loss. However, when such behavior is not observed or when teachers quickly
    put an end to it, these could be signs of a more supportive social environment.

There is no sure formula for identifying the perfect classroom
and the perfect teacher, but observations are one way to help the team make an
informed decision about placement for the upcoming school year.  The ability to observe and make
recommendations is dependent on the relationships that have been built throughout
the year. What role have you been able to play in making recommendations? What
difference has this made for your students?

Hear Me Out

Hear Me Out is produced by Mainstream Services at Clarke Schools for Hearing and Speech as part of our mission to support children with hearing loss and the professionals who serve them.

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About the Hear Me Out Blog

Itinerant teachers of the deaf (TOD) provide direct services to children with hearing loss in mainstream schools, consultation to their teachers, and professional development to school staff. Itinerant TODs travel to a child’s neighborhood school to provide one-on-one educational support, foster listening and spoken language development, and help children build social and self-advocacy skills. They also act as a liaison between the family and their mainstream school. Hear Me Out provides a unique forum for these special teachers to share their experiences as they grow as professionals.

Hear Me Out is produced by Mainstream Services at Clarke Schools for Hearing and Speech as part of our mission to support children with hearing loss and the professionals who serve them.

1 Comment
Unknown

I have just discovered this blog today. It has given me so much to think about and do. I'm am itinerant DHH teacher. This is my 3rd year and I have so much to learn. I came from regular ed and am still rather new tk the Deaf ed world. Thanks for posting.

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About the Author

Heather Stinson (CAGS, MED, S/LP-A) received her master’s degree in Education of the Deaf from Smith College in 2006 and a graduate certificate in Children, Families, and Schools (with a concentration in research methodology) from the University of Massachusetts in 2012. In addition to her many years of experience working with children with hearing loss who communicate using listening and spoken language, Heather has also worked as a preschool classroom teacher.

Heather has presented both locally and nationally on issues related to mainstreaming students with hearing loss and is a contributing author to Odyssey magazine. Heather currently works as an itinerant teacher of the deaf and hard of hearing at Clarke Mainstream Services, a program of Clarke Schools for Hearing and Speech.

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