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Hearing Assistive Technology

Our theme for March is Hearing Assistive Technology (HAT)! Continue reading for some great resources, information, and news!
HEARING ASSISTIVE TECHNOLOGY
AND THE BRAIN
As many as 86% of students who are deaf/hard of hearing (D/HH) are placed in the regular education environment all or part of the day (Rochester Institute of Technology as cited by Marschark, n.d. ). Studies suggest that the majority of students who are D/HH use listening and spoken language to communicate. This aligns with the statistic that the majority of children who are D/HH are born to hearing parents. Students who are D/HH and use hearing assistive technology (HAT) must receive direct, explicit, and specific instruction regarding their use of HAT.

When referring to students who are D/HH and use listening and spoken language (including those who are bilingual/bimodal e.g. use ASL and spoken English), research indicates one of the most crucial and foundational factors for brain development is HAT usage. A study by Phonak showed only 10% of children wear their hearing aids full-time and 40% use them less than 4 hours a day ( Anderson , 2012).

Think of it this way, if a baby only wears their HAT for four hours each day,
it would take them six years to accumulate as much listening experience as a child who has hearing within normal limits ( House Ear Clinic , 2001).
if brain is not getting right sound it takes intense effort to create meaning
Dr. Carol Flexer puts it this way, “think of your ears as the doorway that gets sound to your brain, which turns what you hear into meaning.” ( Hearing First , n.d.) As Oticon (2019) states,“If your brain is not getting the right sounds to work with, it takes intense effort to create meaning.” So, instead of saying, “Go put your ears on,” try saying, “Go put your brain on!”
RMTC DHH myths in a minute
Myth : Students who communicate via American Sign Language (ASL) don’t need HAT.
Myth : Students who have HAT don’t need/use ASL.


Truth : Students who are D/HH have a variety of needs. A student who uses ASL may need HAT as well. Conversely, students who use HAT may also need ASL. Hearing assistive technology, such as cochlear implants, hearing aids, etc., are precisely that, technology . They do not replace language . A student with HAT may be bilingual/bimodal. In other words, they may communicate in both a visual language (e.g. ASL) and a spoken language (e.g. English); therefore, they may need their HAT in order to receive equitable access to language and/or code-switch between the two languages. Additionally, research suggests that having access to a visual language before children receive their HAT supports spoken language skills after they receive their HAT. Children who are bilingual/bimodal must have access to both languages simultaneously along with strategies and tools to support and promote both languages. For a spoken language, the child would need access to rich spoken language models, have consistent use of their HAT, and have professionals knowledgeable in listening and spoken language strategies. Similarly, in a visual language, the child would need access to rich sign language models, have consistent use of their language in a variety of settings (including the home environment), and have professionals knowledgeable in a visual language and how to facilitate and promote that language through a bilingual approach (e.g. ASL/English bilingual strategies).
TECHNOLOGY & LEARNING CONNECTIONS'
AT & UDL LOAN LIBRARY
AT and UDL loan Library
The Technology & Learning Connections (TLC) Team is a part of Florida’s Multi-Tiered System of Supports (MTSS) through the Problem Solving/Response to Intervention (PS-RtI) Project at the University of South Florida. Their services support the local development of highly effective classrooms for all students based on the Florida Standards through a multi-tiered system of supports in a universal education system. TLC also manages the AT & UDL Loan Library . Available to district/school staff approved by ESE directors, including Local Assistive Technology Specialists (LATSs), the loan library supports assistive technology assessments/evaluations, professional development in the use of assistive technology (AT) in the classroom, and the use of universal design for learning (UDL) strategies to support all students in the core curriculum.

The AT & UDL Loan Library has some hearing assistive technology devices (e.g., REDCAT Classroom Audio System, personal FM systems, etc.) that districts can check out in order to conduct trials before purchasing. Borrowing this type of equipment allows teams to implement and collect data on assistive technology use, a critical component to determining educational benefit and need.

If you are interested in borrowing from the AT-UDL loan library, please reach out to your district’s LATS or to RMTC-D/HH .
survey image of clipboard and pencil
News from RMTC-D/HH
It’s that time of year once again. RMTC-D/HH needs your help in planning activities and services for the 2020/2021 school year. Your input is critical to ensure we are able to effectively assist you in serving students who are deaf/hard of hearing. We know your time is valuable and greatly appreciate your assistance. If you have not already done so, please take a moment to complete the 2020 RMTC-D/HH Annual Stakeholder Survey
spotlight
Teacher of the Deaf/Hard of Hearing (ToDHH) Spotlight
Indira “Vicky” Boodram, M.A. Special Education, is a Teacher of the Deaf/Hard of Hearing certified in Florida. She received her bachelor’s degree and master’s degree at the University of Miami . She also has an ESOL endorsement. She has worked in the field of special education since 1998 and with students who are deaf/hard of hearing (D/HH) since 2003. She currently works at the University of Miami Debbie School as the lead teacher in a self-contained primary (K-2) classroom of the auditory-oral school for children who are D/HH. She is also a Teacher-Child Interaction Training – Universal (TCIT-U) coach for the Debbie Institute’s staff.

Interested in seeing more of the Debbie School? Check out the tour that RMTC-D/HH staff took!

Know a ToDHH who is doing amazing things in their classroom? Email a description of what they are doing to Candace McIntire to appear in an upcoming Tech Notes!
spotlight
Expanded Skills Spotlight
Florida Expanded Skills logo Yellow star with blue bridge underneath Inside the star reads Florida Expanded Skills Skills for Success Bridge from top left to right reads FL ES DHH for Students who are DHH FL ES DHH Bottom left to right reads Communication
Standard: 
SP.PK12.DH.3.4: Maintain (clean, care for, and troubleshoot) own hearing aids, cochlear implants, and/or FM equipment with assistance.


Next month, our Tech Notes theme is on Theory of Mind. Have an idea or lesson plan for Expanded Skills standards related to this topic? Email your idea to Candace McIntire .
Brief description of the lesson plan:
The student will be able to troubleshoot their personal hearing assistive technology. They will use a checklist to troubleshoot a variety of possible problems with the hearing assistive technology. If they cannot fix the problem themselves, then they will request support from an appropriate adult and/or repair from an audiologist.
Teacher Toolkit
Teacher toolbox
News from RMTC-D/HH Media and Materials Loan Library : We have a few DVDs and books related to HAT in our loan library. In the search box, type in the title or number and add it to your queue. Once it’s added, Laura will ship it directly to your school. That is all you have to do! There isn’t a submit button. Here is just a sampling of what you will find related to this topic:
  • #371 Ear Drum Hum - Exploring the Health of Hearing (DVD)
  • #372 Ear Ye, Hear Ye - Exploring the Science of Hearing (DVD)
  • #373 Ear Responsible - Exploring the Skills of Hearing (DVD)
  • #1842 Hearing Loss & Hearing Aids (Book)
  • #1878 Achieving Effective Hearing Aid Use in Early Childhood (Book)
  • #1921 I’m the Boss of My Hearing Loss! (Book)
RMTC-D/HH Family Corner
RMTC Family corner with outline of two parents and one child with RMTC logo in left corner
Family Corner is a section for professionals that will address how professionals can help parents to be more involved and be more collaborative. This section will be from the perspective of a parent of a child who is deaf and has other disabilities and who also happens to be an educational professional. Depending on the topic, this section may deal with how to approach parents on the topic or help you understand the parents’ perspectives on a particular topic or issue. 

Parents and Hearing Assistive Technology (HAT)
“Hearing Assistive Technology,” or HAT is a term that includes all the different devices and tools that can be used to help someone to hear in situations that are not particularly listening-friendly. While it can be used with people who are deaf/hard of hearing or people who have hearing within normal limits (think Universal Design for Learning ), our context today will focus on the school environment and the education of children who are deaf/hard of hearing. These tools include assistive devices that help with delivering sound to a child. Hearing aids, cochlear implants, personally-worn amplification, sound field systems, you name it, all may be considered HAT. According to ASHA , HAT can also include things like vibrating or flashing alarms, closed captioning, note takers, speech-to-text devices and a host of other technologies that let an individual access spoken language. 

So, how does this apply to you, the education professional, when we are working with parents? First, as the teacher, specialist, or other member of the educational team, you are often seen as an expert in relation to educating a child who is deaf/hard of hearing. You may be seen as the trusted source of information for a family. Whether you realize it or not, every parent whose child you work with has some degree of a personal relationship with you. Coupled with your role at school, this usually builds a level of trust on the parent’s part that you will be honest and accurate with information.

Second, parents may, at some point, realize that other sources of information, while helpful, may not always be up to date or may even have a bias that can potentially skew the reliability of the information. Often, parents will then turn to a source they trust, and that source may be you. They will come to you for guidance, information, suggestions, and thoughts. It is imperative that actions taken by persons in this role cultivate and respect that trust.

As a professional in the field of deaf education, you should help educate your students’ families on HAT, what kinds of technology is available, and how it can be used. In addition, you may also need to educate your professional peers, as many may have little knowledge on this subject. While it would not be appropriate to say to the families, “little Johnny needs [fill in specific technology] in school, so go ask for it at the next meeting”, it may be within your purview to inform the parents of the availability of equipment and technology that can help their child learn and participate not just at school, but throughout his or her life. It may also be necessary for you to educate your professional peers to help them understand the importance of HAT and the importance of implementation with fidelity. The IEP team may also look to you for information on why a piece of technology is important for a child, especially when HAT is necessary for the student to be provided FAPE. 

Many of you already act in these capacities. If you are one of these folks, thank you. It’s not an easy job, but parents know and understand, and even if we don’t say it, your efforts truly matter. Go forth and do the good things.
Did You Know?
  • Did you know that March 13-April 15 is Deaf History Month? Check out this article to learn more. How are YOU celebrating? Let us know! Email us at info@rmtcdhh.org

  • Did you know that March 6th is National Deaf Youth Day? National Deaf Youth Day was developed to recognize and bring together youth who are D/HH from schools for the deaf, mainstream programs, and universities. March 6th was chosen to represent National Deaf Youth Day for its proximity to Deaf History Month.

  • Calling All Writers! Use the power of words to express your thoughts and feelings -- and win! RIT is sponsoring a writing contest specifically for 10th and 11th grade students who are D/HH. This year’s theme is “What impact does social media have on your life? How does one’s involvement, or lack of involvement, in social media impact your life or those around you?” Enter your best work today! Deadline to submit is March 15, 2020.


  • 2020 SUMMER CAMP opportunities from around the state and the country for students who are deaf or hard of hearing. This is a list that is frequently updated by RMTC-D/HH staff as new camps are added when advertised. Be sure to share with your parents/families because many have registration deadlines and some even have opportunities for families or siblings to attend along with their children.   

  • April 16-18, 2020 - The 11th annual National American Sign Language and English Bilingual Early Childhood Education (NASLECE) Consortium Summit will be held at the University of North Florida in Jacksonville. Register for the NASLECE Summit today!
  • The Educational Interpreter Project (EIP) has some upcoming workshops. See the EIP website for more information and to view the event flyers.
  • March 7: "Mathematics in ASL" by Paul Glaser in Panama City.
  • March 13: "You're Never Fully Dressed Without Your Prep" and "Let's Talk Testing" by Amanda David at the Florida School for the Deaf and the Blind.
  • March 17: “Collaboration Within the Community” by Melissa “Melmira” Yingst in Boca Roton, FL. 

  • Deaf Education Guidelines have been created to serve as a “home” for the Optimizing Outcomes for Students who are Deaf or Hard of Hearing: Educational Service Guidelines, as well as a hub for states to share information about their activities. In addition, a moderated discussion group is available so that you can connect with others doing this important work.
 
  • LAST CHANCE THIS YEAR! RMTC-D/HH has been working in collaboration with the ACCESS Project and Technology and Learning Connections to support an exciting, invitation-only professional development opportunity. Assistive Technology Lesson Integration is a 1-day training for teachers of students who are receiving instruction by way of Access Points, including teachers of students who are D/HH. In this hands-on training, participants will have a chance to learn about and implement assistive technology practices related to English/Language Arts Access Points in the K-12 setting. The final opportunity of the 2019-2020 school year will be May 5, 2020 in Broward County. If you are interested in attending this event or would like more information, please contact Sherry Conrad. Please include the number of students you serve who receive instruction by way of Access Points. 
Upcoming Events: Save the Date!
  • March 11: TALive! Keeping Your H.A.T. On: Hearing Assistive Technology
  • May 5: Lesson Integration (contact Sherry Conrad)

Check out the   RMTC-D/HH 2019-2020 Calendar   for more upcoming events!
Do More. Be More. Achieve More.
RMTC-D/HH provides Tech Notes as a free resource to teachers, professionals, and parents around the state in order to pass along potentially useful information and expand the knowledge and opportunities available to educators and families of children who have hearing loss. This email was funded by the Florida Department of Education Bureau of Exceptional Education and Student Services through federal assistance under the Individuals with Disabilities Act (IDEA), Part B funds. The information included does not reflect any specific endorsement by any parties involved.