SWEETWATER UNION HIGH SCHOOL DISTRICT
SWEETWATER UNION HIGH SCHOOL DISTRICT
Special Services
Division of Speech-Language and Hearing
MEMORANDUM
DATE: January 15, 2008
TO: Teachers, Assistant Principal, Speech
Therapist, Case Carrier, Counselor, Nurse,
Parent, Psychologist, Student
FROM: Kristina Laipenieks
These students have a significant hearing loss, which will affect comprehension and performance in class.
In order to provide this student with equal access (Americans with Disabilities Act) and to maximize learning, the following accommodations are included on his/her Individual Education Plan (IEP), and must be implemented.
Amplification:
Some teachers will be asked to use a voice amplification system in the classroom. This will improve comprehension for the hard of hearing student, as well as the rest of the class. Some hard of hearing students may use personal amplification systems, where the teacher’s voice is amplified only for this individual student.
Preferential Seating:
Student should be seated close to the teacher with a clear view of the teacher’s face to maximize comprehension through residual hearing and lip reading.
Oral Exams/Quizzes:
Hard of hearing students need to be given questions in writing to ensure comprehension. This student cannot be graded on oral tests unless the test format is modified significantly (i.e.-one-on-one with teacher checking for comprehension).
Note-Taking:
If note-taking is required in class, perhaps you could arrange for another student to share notes with him/her.
I have NCR notebook paper available. It is very difficult for a hearing-impaired student to listen, lip-read and write at the same time. Copying notes from the board or overhead is also difficult if the teacher is talking at the same time.
Movies, Videos and Audio tapes:
Comprehension of material presented in movies, videos and audio tapes is a problem for hard of hearing students due to sound quality and limited lip reading opportunity. This student cannot be held accountable for material presented in movies, videos or audiotapes without written backup. Please use closed captioning, or provide a written script, or summary, or teacher’s notes, etc.
Check for Comprehension:
When possible, check to be certain that the student has understood instruction and assignments.
Repeat What Other Students Say:
Hard of hearing students have a difficult time understanding other students who are located in different parts of the classroom.
Daily Announcements:
Announcements delivered over the PA system or on video are difficult to understand and often misinterpreted by hard of hearing students. A written copy should be provided when possible.
This student should be expected to participate in class and complete all assignments. I will monitor this student throughout the school year.
You may contact me by district e-mail or call me (see above) with any questions or concerns. I am available to work with you on these modifications in order to accommodate the special needs of these hard of hearing students. You may also contact your school’s Speech-Language Specialist.
If you are unable to implement the above-mentioned accommodations as needed, please contact me ASAP.
Thank you.
KL/dj
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