12/7/2016
Topic:
Students with Disabilities
Ruth Pippin
|
I taught a class of preschool exceptional students for several years. Music was a large part of our curriculum because it lead to self expressive and was engaging. I had a student whose primary exceptionality was hearing impaired. In addition he was nonverbal, ADHD and was just learning some signs. I taught the new songs to the class using an assistive listening device for which I wore the mic and the student received stronger input through earphones. I know sign language which allowed me to sign while singing with the students. Often props were used such as pictures or stuffed animals to make the song more visual. I allowed my hearing impaired student, as well as his classmates, to often hold up the picture or prop on cue to allow for involvement. Keeping the students on their feet and moving helped keep them engaged. |
12/7/2016
Topic:
Tools and Strategies
Ruth Pippin
|
Option 2. I have used an assistive listening device for a hearing impaired student in my classroom. This portable FM unit has two components:the teacher microphone and the student's receiver via headphones (sometimes hearing aids are the receiver). This technology allows the hearing impaired student to hear my voice as the primary sound input. If a CD player or TV is being used the microphone can be placed near the source. If students within the group are speaking the micro (being small) can be handed to the speaker. |
12/8/2016
Topic:
Assessment of Learning
Ruth Pippin
|
I had had numerous hearing impaired students in my class. I found use of accomodations which are nonverbal work well such as response cards. The cards allow the student to post their responses as the interpreter signs the questions. When verbal responses were required the interpreter was the actual accomdation as they would sign my question question and then vocalize the student's response. |