High-Leverage Practices for Students with Disabilities | |
HLP 1: Collaborate with Professionals to Increase Student Success. | |
Happy October! The theme for this month is based on the first high-leverage practice (HLP) from the CEEDAR Center and Council for Exceptional Children (CEC)’s High-Leverage Practices in Special Education: Collaborate with professionals to increase student success. Keep reading for resources and more! | | | | |
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John Hattie (2018) ranked 252 influences and their effect sizes related to student achievement. He found that the number one for improving student outcomes was “Collective Teacher Efficacy” with a mean effect size of 1.57. Visible Learning (2018) defines Collective Teacher Efficacy (CTE) as “the collective belief [emphasis added] of the staff of the school/faculty in their ability to positively affect student outcomes.” In order to have “collective belief” team members must COLLABORATE. | |
When you see the words “collaboration,” most often people think “working together.” However, the High-Leverage Practices (HLPs) (Friend & Cook, 2017 as cited by McLeskey et al., 2017, p.28) define it as “more about how [emphasis added] individuals share their work, and it is characterized by voluntariness, mutual goals, parity, shared responsibility for critical decisions, joint accountability for outcomes, and shared resources.” The research behind HLP1 suggests that communication skills and trust are the two most important factors in building an effective collaborative environment (McLeskey et al., 2017, p.29). | |
FIN Collaborative Opportunities | |
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There are many opportunities for collaboration not only within districts, but also in conjunction with Florida’s discretionary projects. To support cohesive and comprehensive collaboration among different disability experts within a district, educators working with students who are D/HH may get involved with their district’s inclusion team, specifically the team completing the Best Practices in Inclusive Education (BPIE) assessment at the school or district level. As a member of these teams, educators with expertise in the area of hearing-related disabilities can provide valuable input regarding the needs of students who are D/HH and specifically the unique considerations related to the least restrictive environment (LRE). In addition to the BPIE, inclusion teams also may be privy to opportunities to participate in collaborative teaching training offered by the Florida Inclusion Network (FIN), in which participants will be provided resources and guidance on best practices for collaborating to improve outcomes for all students, including students who are D/HH.
Speaking of collaboration, we are excited to share a statewide collaboration between FIN and RMTC-D/HH! We have developed and published a C.U.E. (Collaboration Unity Equity) card addressing some critical points of consideration for students who are D/HH receiving instruction in general education classrooms. The C.U.E. Card fosters collaboration between general education teachers and their D/HH counterparts. Teachers of the deaf/hard of hearing (ToDHH) can download the C.U.E. Card from FIN’s website or RMTC-D/HH’s website and provide it to general education teachers who are unfamiliar with best practices for this unique population. Another application of this tool is to share it with students who are D/HH to discuss self-advocacy for the topics addressed therein.
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National Bullying Prevention Month |  | |
Bullying. It can feel like a taboo word. But, it needs to be addressed if society is going to effect change in this arena. October is National Bullying Prevention Month. Several studies have shown that students who are deaf/hard of hearing are more likely to be bullied over their hearing peers (Office of Media Relations, 2018, van den Bedem et. al, 2018, Weiner, Day, & Galvan, 2013). Research also suggests that abuse rates are higher among children who are deaf/hard of hearing (Rochester Institute of Technology, 2011, National Child Traumatic Stress Network, 2004, Kvam, 2004).
The question is: How do we stop this trend? Be proactive. Adults can routinely screen for bullying (Johnson, n.d.). Talk about it. Role play it. Don’t be afraid to ask questions.
Supporting Success for Children with Hearing Loss (Snowden, 2018) has an article “Bullying and Students with Hearing Loss” that provides a wealth of information and tips for helping students who are D/HH. PACER’s National Bullying Prevention Center has created a four-week activity kit to help get the conversations started in the classroom to help prevent and stop bullying.
The key is to remember the O.U.R. procedure, Observe, Understand, Respond (Hands & Voices, 2020). Hands & Voices (2020) has created a Safety Toolkit that follows the O.U.R. procedure. This toolkit provides resources to help parents, children, and the community to understand specific skills, knowledge, and practices that can keep children who are D/HH safe and independent.
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National Audiologist Awareness Month | |
October is National Audiologist Awareness Month. The American Academy of Audiology has several resources dedicated to spreading the news about all things audiological, including hearing-related facts, social aspects of varied hearing levels, and even information about balance and dizziness. These providers are an integral component of learning.
Appropriate language access is the starting block for quality education and allows a child who is deaf or hard of hearing (D/HH) to achieve the expectations set before them, not only while they are in the classroom, but throughout their lifespan.
We are grateful for the amazing audiologists, including educational audiologists, who support our students who are D/HH in the state of Florida.
Be sure to thank an audiologist this month!
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TA-Live! HLP1: Collaborate with Professionals to Increase Student Success | |
During the TA-Live! series, RMTC-D/HH is diving deep into the High-Leverage Practices in Special Education. Before the next discussion session participants will be expected to:
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When?
The next discussion session will be October 13, 2021 from 2:00 p.m. to 3:00 p.m. EST (1:00 p.m. to 2:00 p.m. CST).
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RMTC-D/HH is excited to offer Thinking on THIRDSdays, a professional learning community for all educators providing instruction and support to Florida students who are D/HH. Led by RMTC-D/HH staff, this opportunity allows district personnel the opportunity to pose and respond to peer inquiries about the education, planning, programming, and needs of students who are D/HH.
When?
The next event will be October 21, 2021 from 4:00 p.m. to 6:00 p.m. EST (3:00 p.m. to 5:00 p.m. CST).
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Resources:
In order to keep all the resources in one place, RMTC-D/HH has created a LiveBinder that is categorized by the twenty-two High-Leverage Practices for Students with Disabilities from the CEEDAR Center and the Council for Exceptional Children (CEC). To see the resources available by each category, check out the LiveBinder!
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Resources from the RMTC-D/HH Media and Materials Loan Library:
The below resources are from the Media and Materials Loan Library* that have relevance to the high-leverage practice "Collaborate with professionals to increase student success."
Inclusive Education for Children With Hearing Loss: A Practical Guide for Parents and Teachers (Catalog Number: 1961): This book by Dr. M. Uys and E. Selesho aims to empower and educate teachers and parents by providing holistic and practical information about the physical, amplification, social, and academic needs of the child who is D/HH. Inclusive Education also provides the basic expectations for what is required for inclusion in the mainstream classroom to result in expected educational progress for students with hearing loss. Information is provided in an easily understandable manner and supported by various online interactive videos and demonstrations.
Case Studies in Deaf Education: Inquiry, Application, and Resources (Catalog Number: 1951): Case Studies in Deaf Education by Caroline Guardino, Jennifer S. Beal, Joanna E. Cannon, Jenna Voss, and Jessica P. Bergeron provides comprehensive materials that will prepare prospective teachers to work with the diverse spectrum of students who are d/Deaf and hard of hearing (d/Dhh) and empower them to better understand these complex and unique learners. The text presents an extensive series of case studies that are balanced and unbiased in both language and instructional approaches and that encourage readers to use background details, academic data, and evidence-based practices to make informed educational decisions.
How Deaf Children Learn- What Parents and Teacher Need to Know (Catalog Number: 1875): In this guide, Marc Marschark and Peter Hauser, both professors at the National Technical Institute for the Deaf, highlight important new advances in scientific and educational research that can help parents and teachers of children with significant hearing loss.
Language Deprivation and Deaf Mental Health (Catalog Number: 1929): This book by authors Neil Glickman and Wyatte Hall explores the impact of the language deprivation that some individuals who are D/HH experience by not being provided fully accessible language exposure during childhood. Leading experts in mental health care for the D/HH discuss the implications of language deprivation for a person’s development, communication, cognitive abilities, behavior, and mental health.
*Florida stakeholders can borrow these and many other resources from RMTC-D/HH's Media and Materials Loan Library, for FREE. Each material comes with a return label, making even the shipping at no charge to the borrower.
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Clerc Center Online Community | |
The Clerc Center is creating a NEW online learning portal with resources, training, courses, discussions, and live online events all in one centralized location. Do you have a child who is deaf or hard of hearing (D/HH) or do you work with children who are D/HH? Whether you are a parent or a caregiver, a professional, or someone simply interested in topics involving children who are D/HH, you will see content created with you in mind. | |
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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 are deaf/hard of hearing. This email was funded by the Florida Department of Education Bureau of Exceptional Student Education 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. | | |
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References:
Florida Inclusion Network [FIN] and Resource Materials Technology Center for the Deaf/Hard of Hearing [RMTC-D/HH]. (2021). Best practices for including students who are deaf/hard of hearing: C.U.E. card. https://www.rmtcdhh.org/resources/sdi
Florida Inclusion Network. (2021). Collaborative teaching. https://www.floridainclusionnetwork.com/collaborative-teaching/
Fried, J. and Hansson, D. (2018). It doesn't have to be crazy at work. Harper Business.
Johnson, H. (n.d.). Bullying screening dialogue: Student probes. [PDF]. https://img1.wsimg.com/blobby/go/cfcfc524-0296-4e9f-a5f7-fb98eb30f4a1/downloads/1d1m6ajto_526948.pdf?ver=1627415638846
Hands & Voices. (2020, January). Parent Safety Toolkit: O.U.R. children’s safety and success project. https://www.handsandvoices.org/resources/OUR/index.htm
Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. New York, NY: Routledge.
IRIS Center (n.d.). High-leverage practices. Resources. https://iris.peabody.vanderbilt.edu/resources/high-leverage-practices/
Kvam M. H. (2004). Sexual abuse of deaf children. A retrospective analysis of the prevalence and characteristics of childhood sexual abuse among deaf adults in Norway. Child abuse & neglect, 28(3), 241–251. https://doi.org/10.1016/j.chiabu.2003.09.017
McLeskey, J., Barringer, M-D., Billingsley, B., Brownell, M., Jackson, D., Kennedy, M., Lewis, T., Maheady, L., Rodriguez, J., Scheeler, M. C., Winn, J., & Ziegler, D. (2017, January). High-leverage practices in special education. Arlington, VA: Council for Exceptional Children & CEEDAR Center. https://ceedar.education.ufl.edu/hlps/
National Association of State Directors of Special Education [NASDSE]. (2018). Optimizing Outcomes for Students who are Deaf or Hard of Hearing: Educational Service Guidelines, 3rd ed. www.nasdse.org
National Child Traumatic Stress Network. (2004). Facts on trauma and deaf children. U.S. Department of Health and Human Services. https://www.nctsn.org/sites/default/files/resources/facts_on_trauma_deaf_children.pdf
Office of Media Relations. (2018, April 16). Study shows children with hearing loss experience more bullying. University of Texas at Dallas. https://news.utdallas.edu/health-medicine/study-shows-children-with-hearing-loss-experience/
PACER’s National Bullying Prevention Center. (n.d.). October is national bullying prevention month. https://www.pacer.org/bullying/nbpm/
Rochester Institute of Technology. (2011, February 7). Abuse rates higher among deaf and hard-of-hearing children compared with hearing youths, study finds. ScienceDaily. https://www.sciencedaily.com/releases/2011/01/110118154733.htm
Snowden, J. (2019, October). Bullying and students with hearing loss. Supporting Success for Children with Hearing Loss. https://successforkidswithhearingloss.com/bullying-and-students-with-hearing-loss-2/
Visible Learning. (2018, October 12). Collective teacher efficacy (CTE) according to John Hattie. Visible Learning. https://visible-learning.org/2018/03/collective-teacher-efficacy-hattie/
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an den Bedem, N. P., Dockrell, J. E., van Alphen, P. M., Kalicharan, S. V., & Rieffe, C. (2018, August 8). Victimization, bullying, and emotional competence: Longitudinal associations in (pre)adolescents with and without developmental language disorder. Journal of speech, language, and hearing research : JSLHR, 61(8), 2028–2044. https://doi.org/10.1044/2018_JSLHR-L-17-0429
Weiner, M. T., Day, S. J., & Galvan, D. (2013). Deaf and hard of hearing students' perspectives on bullying and school climate. American annals of the deaf, 158(3), 334–343. https://doi.org/10.1353/aad.2013.0029
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Suggested Citation:
Resource Materials and Technology Center for the Deaf/Hard [RMTC-D/HH]. (2021, October). HLP1: Collaborate with professionals to increase student success. Tech Notes. https://www.rmtcdhh.org/tech-notes-archive/
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