FTCE--Hearing Impaired p.2 Exam Study Guide, Exams of Nursing

Download FTCE--Hearing Impaired p.2 Exam Study Guide and more Exams Nursing in PDF only on Docsity! 1 / FTCE--Hearing Impaired p.2 Exam Study Guide (Latest Update 2023) Identify federal and Florida laws, rules, and legal decisions that pertain to persons who are deaf or hard of hearing. Identify philosophical bases of current educational practices. Relate significant historical events, persons, institutions, and con- troversies in the education of students who are deaf or hard of hearing to current events, trends, and theorists. The Individuals with Disabilities Education Act (IDEA) is a law that ensures that students who are deaf or hard of hearing receive an appropriate education. Included in this law is development of an Individualized Education Program (IEP) and an Individualized Family Service Plan (IFSP). Free Appropriate Public Education (FAPE) The provision of a free appropriate public education based on the unique needs of the child is at the heart of the IDEA. Section 504 of the Rehabilitation Act of 1973 is a law that ensures that individuals with disabilities will not be excluded from partici- pation in programs that receive federal financial assistance, such as public schools. The Americans with Disabilities Act (ADA) is a law that en- sures deaf children have access to state and local governments, public accommodations, commercial facilities, transportation, and telecommunications. bilingual-bicultural--use of English and sign total communication--use of English, sign, and other communica- tion methods oral/aural Oralism VS. Manualism Gallaudett--Promoted the education of deaf individuals Bell--Promoted the education of deaf individuals Began at the start of the printing press Identify the primary components and functions of the auditory mechanism. Identify causes of hearing loss and additional disabilities associ- ated with specific etiologies. Compare the nature and characteristics of unilateral, bilateral, conductive, mixed, sensorineural, progressive, and intermittent hearing loss. Identify current educational definitions of hearing loss, identifica- Common etiologies: hereditary (both) cytomegalovirus (sensorineural) meningitis (sensorineural) otitis media/middle ear infection (conductive) aplasia/malformation (conductive) Unilateral--one sided Bilateral--both sides Conductive--problem with outer or middle ear Sensorineural--problem with inner ear (cochlea) Mixed--combination of conductive and sensorineural Progressive--gets worse over time Intermittent--sudden onset (usually sensorineural) "Hard of hearing" refers to a person who has a hearing loss that results in the possible dependence on visual methods to communicate in addition to the use of residual hearing, with or without the assistance of technology, such as hearing aids. "Late-deafened" refers to a person who lost his or her hearing any time after the development of speech and 2 / FTCE--Hearing Impaired p.2 Exam Study Guide (Latest Update 2023) language; often after tion criteria, labeling issues, and current incidence and prevalence the age of adolescence. Late-deafened persons usually have little data . or no residual hearing and depend upon their eyes to understand. "Deaf" refers to a person whose sense of hearing is nonfunctional, with or without technology, for the purpose of communication and whose primary means of communication is visual. For those citi- zens who use a form of visual communication or signed language, there is also an important cultural aspect. National prevalence rate: 4.1% of individuals (>2% of individuals 5 / FTCE--Hearing Impaired p.2 Exam Study Guide (Latest Update 2023) Contrast the linguistic features of ASL with sign systems and with spoken English. Identify the primary components and functions of the speech mechanism. Identify causes, errors, and remediation techniques for articula- tion and voice clarity errors found in the speech of students with various degrees and configurations of a hearing loss. Interpreters should wear dark plain clothes, be in view of the student (moving when necessary), and be in adequate lighting. ASl uses a different syntax than spoken English Speech is produced by bringing air into the body via the di- aphragm, then from the lungs to the larynx (respiration), where the vocal folds may be held open to allow the air to pass through or may vibrate to make a sound (phonation). The airflow from the lungs is then shaped by the articulators in the mouth and nose (articulation). Difficulties with speech sound production include problems with the articulation of vowels and consonants, such as substitutions, distortions, and omissions, excessive use of a neutral vowel, such as schwa the unstressed vowel sound in the second syllable of the word "kitten", lack of adequate differentiation between various vowels, and failure to differentiate between voiced and voiceless consonant sounds, for example "b" and "p". These problems are accompanied by a significantly slowed rate of general speech sound awareness (phonological development) in children with hearing loss. Although many talkers who are deaf or hard-of-hear- ing can correctly produce phonemes in isolation, they may still be unable to smoothly combine the phonemes in connected speech. Thus, reduced speech intelligibility can result. Compare the stages of adjustment that deaf and hearing families Hearing parents of deaf children need to grieve the loss of their may experience when developing acceptance of a child's hearing imagined baby, and cope with the stress of the needs and services loss. Identify common perceptions held by (a) hearing persons con- their new baby needs to be successful. (a)Only old people have hearing loss, Everyone with hearing loss (or who is a TODHH) uses sign language, Just talk louder, Hearing aids are ugly, Hearing aids "fix" hearing, Hearing loss is only hereditary, It's okay to omit missed information to a deaf cerning persons who are deaf or hard of hearing and (b) persons person, Deaf individuals are rude and require a lot of help, Surgery who are deaf or hard of hearing concerning hearing persons. Identify the social effects of hearing loss. can "fix" hearing loss, Hearing loss isn't too important because it's not fatal. (b) They do not understand how they hear, They come across rude when your needs/supports must be met, It is your job to make sure accommodations are in place The social effects of hearing loss stem from language deprivation. DHH individuals almost always have a language delay which leads to problems communicating with peers. This communication barrier can form an isolating situation for deaf individuals, followed by anxiety and depression. Language delays form huge communication barriers between Identify the psychosocial impact of severe language delay and/or DHH individuals and the normally functioning societ . The addition other disabilities on a student who is deaf or hard of hearing. Identify the cultural practices and defining characteristics unique to the Deaf Community. Identify the role of ASL in the Deaf 6 / FTCE--Hearing Impaired p.2 Exam Study Guide (Latest Update 2023) Community. Identify the psychosocial implications for students who are cultur- ally diverse and deaf or hard of hearing. of other disabilities only widens this gap. These individuals need increased support in communication, social, emotional, and edu- cational skills in order to find a functioning place in society View visual as the primary sense Promote the use of ASL or bimodal/lingual communication modes Physical ques (tapping shoulder for attention) Turn-taking procedures to reduce being "cut-off" or ignored while communicating Preferred form of communication Literature shows that culturally diverse and DHH individuals have lower academic achievement compared to their peers of the ma- jority culture who are deaf. 7 / FTCE--Hearing Impaired p.2 Exam Study Guide (Latest Update 2023) Identify provisions of the Florida Administrative Code that apply to the identification and placement procedures for students who are deaf or hard of hearing. Rule 6A.6.03013 Evaluation requires: (a)Audiological evaluation; (b)Evaluation of developmental skills or academic achievement, including information on the student's academic strengths and weaknesses; (c)Evaluation of social development; (d)Evaluation of receptive and expressive communication; and, (e)A comprehensive nonverbal assessment of intellectual func- tioning or developmental scales, if more appropriate, for children under age seven. Services delivered by TODHH, Gen ed teacher, and SLP Enhance typical classroom performance Identify service delivery models for students who are deaf or hard Enhance and Support skills within 1 grade level of peers of hearing. Identify the factors involved in the placement of students who are deaf or hard of hearing related to the least restrictive environment. Identify the roles and responsibilities of the various professionals who provide educational and support services for students who are deaf or hard of hearing. Identify the components of the IEP, IFSP, and TIEP and the re- quired participants and their roles. Support and modify instruction for skills within 1-2 grade levels of peers Modified instruction skills withing 2+ grade levels or peers Least restrictive environment is determined on a case to case basis, based on the needs of the student TODHH--Case manager and responsible for supplementary in- struction General Education--provide accommodations in the classroom and use of FM system SLP--Provides speech/language services and preforms yearly speech/language evaluations Audiologist--Provides hearing level and technology information Psychologist/Social worker--Provide social/emotional therapies Parent TODH H Gen Ed SLP (can interpret evaluation results) School administration team member Components of IEP: Present levels of academic achievement and functional perfor- mance Annual goals with objectives Child's progress Special education and related services and supplementary aids and services (DHH hearing devices) Program modifications or supports for school personnel Extent, if any, to which the child will not participate with nondis- abled children (Pull out instruction times) Individual accommodations Communication plan for DHH and other disabilities All participants are legally bound to the IEP and must follow the Relate the accountability implied by the IEP, IFSP, and TIEP to the guidelines unless another IEP meeting is held. At any point, one procedural safeguards associated with the process Identify postsecondary programs and alternatives for students who are deaf or hard of hearing, given their career interests and abilities. 10 / FTCE--Hearing Impaired p.2 Exam Study Guide (Latest Update 2023) Identifying Early Phonological Needs in Children with Hearing Impairment: this is a standardized test used to assess how young children with hearing loss spontaneously use first-level phonolog- ical patterns. It numerically rates whether the child's patterns are missing, emerging, or mastered. St. Gabriel's Curriculum for the Development of Audition, Lan- guage, Speech and Cognition: this curriculum outlines the devel- 11 / FTCE--Hearing Impaired p.2 Exam Study Guide (Latest Update 2023) Identify informal assessment techniques used for determining communication mode and competency for students who are deaf or hard of hearing. Identify standardized and criterion-referenced tests appropriate for the assessment of developmental, academic, and social-emo- tional abilities of students who are deaf or hard of hearing. Identify methods to informally assess the academic performance of students who are deaf or hard of hearing. Interpret assessment information to determine curriculum needs of students who are deaf or hard of hearing. Recognize the behaviors associated with deaf or hard of hearing students who have other exceptionalities and determine the re- ferral process for evaluation. Identify appropriate and allowable modifications and accommo- dations in formal and informal assessment procedures. Identify current curricula, methods, and procedures of language instruction for students who are deaf or hard of hearing Identify teaching strategies to enhance the acquisition of syntac- tic, semantic, and pragmatic competence of students who are deaf or hard of hearing. opment of early speech, the development of early auditory feed- back skills, and an order for the acquisition of vowels, diphthongs, and consonants. It also provides a developmental checklist of phonological processes. Cottage Acquisition Scales For Listening, Language, and Speech: this curriculum provides a developmental checklist for assessment and diagnostic planning for therapy. The speech section tracks objectives from Phonetic-Phonologic Speech Evaluation Record and also links these objectives to phonetic listening development. Spoken Communication for Students Who are Deaf or Hard of Hearing: A Multidisciplinary: this curriculum includes a Student Speech Record (SSR) which is used to evaluate the following: non-verbal communication (attention, turn taking, eye contact, and breath support) and suprasegmentals, Language samples, acquired during center time Parent/student interview SAT, ACT, state proficiency tests, and psycho educational evalu- ations Provide extended time, one-on-one/small group, ad signed test instructions and some material. Parent, teacher, student interviews Systemic observation techniques Comprehensive Assessment of Spoken Language Second Edition (CASL-2) COW: Children's Outcome Worksheets (2003) ELF: Early Listening Function. Informal Reading Inventories (IRI)--Qualitative Reading Inven- tory-4 (QRI-4). Analytical Reading Inventory-7 th edition (ARI). Steiglitz Informal Reading Inventory-3 rd edition (SIRI). If the student is low on an assessment, then hey need further, potentially explicit, instruction in the assessment area Letter reversals, behavior problems, learning disabilities Conduct an evaluation by school psychologist/social worker. De- termine eligibility of services. Review IEP to add services. Review placement if necessary. Implement new services Provide extended time, one-on-one/small group, ad signed test instructions and some material. Extended Core Curriculum Foundations of Literacy Use of visuals Repeat, clarify, and rephrasing Break down large concepts and provide examples and explicit instruction Use information about language development in hearing and deaf Comparison of hearing age to actual age, how big the gap is, and children to identify an appropriate instructional program for stu- dents who are deaf or hard of hearing. Identify appropriate adaptations of language in academicmateri- 12 / FTCE--Hearing Impaired p.2 Exam Study Guide (Latest Update 2023) what steps to take to get there (increased/explicit instruction, tier 3 inteventinon) Break down large concepts into smaller, more manageable sec- als to the linguistic competence of students who are deaf or hard tions. Rephrase concepts using grade level vocabulary, examples, of hearing. Identify procedures to adapt textbooks and other instructional materials used in general education for students who are deaf or hard of hearing. and explanations. Check for comprehension by asking higher-or- der questions Take the basic material from gen ed textbooks/curriculum, and modify language to better fit the students owned vocabulary and understanding. Use of graphic organizers or time lines