Week 2

When planning for assessment of a student with hearing loss, what considerations should you keep in mind?  Should you use only tests designed for this population?  Why or why not?

The student’s primary mode of communication should be considered, as well as the student’s residual hearing and use of amplification.  For example, if you are planning to assess a student who has a severe-profound hearing loss and does not use amplification, should he/she be given a test that is solely for the purpose of determining auditory skills?  I think that would (more than likely) be a waste of time and very frustrating, particularly for that student.  Accommodations should  be made for the student, especially in providing an interpreter if the student uses any type of manual communication.  Other accommodations, such as frequent breaks and things to make the test more visual (i.e. providing tactile representations, etc. if appropriate, only uncovering one question at a time to improve focus/attention, etc.) should be provided, as well.  

No, tests designed specifically for the deaf and hard of hearing population should not be the only assessments used.  There are not enough sufficient, up-to-date assessments designed for the deaf and hard of hearing population to rely solely on them.  Other assessments can and should be used, but accommodations should be provided (if needed) and any modifications/accommodations need to be recorded in the assessment report.

Communication with teachers and staff is a vital part of Deaf Education.  Do you think face-to-face is better or email?  Why and how do you plan to communicate with staff?

I think face-to-face communication is better, because it gives both people in the conversation the opportunity to ask any questions that come to mind, and make clarifications.  Things do not always come across in the intended way through emails—this is much less of an issue in person!  Face-to-face communication also helps build relationships, which I think is going to be hugely important in working with other teachers.  I will need to have good rapport and (at the very least) a comfortable and respectful working relationship with my colleagues.  However, my personal preference is email because it is very convenient—I can respond when I have time.  I imagine I will use a mixture of the two.  I want to establish relationships with other members of the staff through face-to-face communication and be approachable for them.  I do think email communication is convenient though, and do intend to use it when I feel it is appropriate.