Introduction

Clyne, M., Wolfe, J., Blaha, R., Hertzog, T. (2015)

Do you know someone...

• Who wears glasses?
• Or hearing aids?
• Who holds the newspaper far away so the print is clearer?
• Who says “Can you say that again in my good ear?”

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These are everyday examples of ways that people maximize their vision and hearing.

The Deaf-Blind Experience

For students who are deaf-blind, maximizing vision and hearing can make the difference between success and frustration.

Let’s experience it for ourselves

In this clip you will hear someone reading in the background. Can you differentiate what she is reading from the background noise? There is no visual image.

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Transcript

Which of the following did you hear?

• Directions on how to fix a flat tire.
• A secret about national defense in Uruguay.
• A fairy tale involving a magic carpet.
• A history of football in the United States.
• A story that explained why a person’s left arm was shorter than his right arm.

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Answer

• The woman read the first paragraph of “To Kill A Mockingbird.”
• The character, Scout, is saying that her brother, Jem, broke his arm, which caused his left arm to be shorter than his right. His major concern was how the injury would affect his ability to play football.
• You probably missed most of this information because of background noise.
• Many students who are deaf-blind experience this on a regular basis.

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Hunter’s Experience

In this video Hunter discusses how noisy environments affect his ability to hear.

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Transcript

Let’s Consider A Visual Experience

On the following slide you will see a photo. Imagine yourself walking to the front desk to check in for your appointment. The glare of the fluorescent lighting makes it hard to see. Everything looks blurry.

What did your blurry vision hide?

On the next slide, see the items that were blurred because of poor lighting (we’ve continued to blur the faces of the people in the photo to protect their identities).

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How much did you miss?

Audrey’s Experience

In this clip, Audrey gives an example of how poor lighting affects her ability to see.

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Transcript

What is Maximizing V&H

• As you know, most students who are deaf-blind have some partial (or residual) vision and hearing.
• Maximizing vision and hearing simply means that we make the most of what vision and hearing they do have.
• This may involve medical devices like glasses, hearing aids, cochlear implants.
• It may involve assistive technology devices like enlarged print on computer screens.
• It may involve specific education strategies, such as special lighting.

Accommodations and Modifications

• You will notice as you go through this module that many of the strategies for maximizing vision and hearing are accommodations or modifications to materials, settings, or instruction that help a student access information and communication.
• Before we move on to the other sections of this module, we want to take a minute to explain what these are.

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What are Accommodations and Modifications?

IDEA does not specifically define accommodations and modifications, but there is general agreement that they involve changes or adjustments in the following areas:

• Scheduling (e.g., giving the student extra time)
• Setting (e.g., working one-on-one with a teacher)
• Materials (e.g., using large print books)
• Instruction (e.g., reducing the difficulty of assignments)
• Student Response (e.g., using sign language or a communication device)

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Source: Family and Advocates Partnership for Education, 2001

What are Accommodations and Modifications? (cont.)

• Needed accommodations and modifications are based on the student’s needs and strengths.
• They are determined during the IEP process and should be written into the IEP.

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For more about the IEP process, see the “Additional Resources” section in this module.

Interveners Play a Critical Role

• In this module you will learn how interveners, as part of educational teams, can help students succeed by helping them maximize their vision and hearing.
• This is done by following through on the use of prescribed devices, participating as requested in evaluations and assessments, and supporting IEP accommodations.

OHOA Deaf-Blind Intervener Learning Modules

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A national resource designed to increase awareness, knowledge, and skills related to the process of intervention for students who are deaf-blind. Developed by National Consortium on Deaf-Blindness.

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For more information, contact NCDB at

info@nationaldb.org.

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The contents of this presentation were developed under a grant from the U.S. Department of Education #H326T130013. However, those contents do not necessarily represent the policy of the The Research Institute, nor the US Department of Education, and you should not assume endorsement by the Federal Government. Project Officer, Jo Ann McCann.

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