Auditory Training

deafbajagal

deafbajagal

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Due to an IEP that I am obligated to follow, I must provide auditory training in the classroom. I developed lesson plans that either center around auditory training or at least includes it. This posed a challenge because more than half of the students are using ASL (voice-off), one is fully oral (knows no signs), one uses strong M.C.E. signs with some speech, and one is fluent in spoken Spanish but is now learning ASL.

We recently used a common fairy tale and changed it into a rap song after one group rewrote the plot to emphasize story elements and change the ending. The students who were using auditory training were playing with sounds and phonemes to develop the song. Then they had to do a performance, but they knew they had to use their listening skills to know when it was their turn to perform. They took turns interpreting the song for the rest of the group, which also emphasized listening skills. It was actually a fun lesson, and the kids are already asking to do another one.

What techniques and strategies have you used for auditory training that proved to be effective?
 
I don't know what kind of access to sound some of your kids have, but Gallaudet's Clerc Center offers a range of resources and curricula for use with deaf kids who have cochlear implants from which you might find something to adapt to your kid's varied needs.
 
deafbajagal said:
Due to an IEP that I am obligated to follow, I must provide auditory training in the classroom. I developed lesson plans that either center around auditory training or at least includes it. This posed a challenge because more than half of the students are using ASL (voice-off), one is fully oral (knows no signs), one uses strong M.C.E. signs with some speech, and one is fluent in spoken Spanish but is now learning ASL.

We recently used a common fairy tale and changed it into a rap song after one group rewrote the plot to emphasize story elements and change the ending. The students who were using auditory training were playing with sounds and phonemes to develop the song. Then they had to do a performance, but they knew they had to use their listening skills to know when it was their turn to perform. They took turns interpreting the song for the rest of the group, which also emphasized listening skills. It was actually a fun lesson, and the kids are already asking to do another one.

What techniques and strategies have you used for auditory training that proved to be effective?
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This is the problem posed for trying to provide so many opposite accommdation in the same classroom. We discussed a while back why it was completely innappropriate to demand that a bi-bi classroom use spoken language for instruction for one student.

Good luck to you, girl. They have made your job almost impossible. I admire you for doing your best in an impossible situation.
 
deafbajagal said:
Thanks!
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You can get all of their journals for free. I have Odysee sent to me on a regular basis. But I have never seen this situation. And from all I have seen regarding their programs and principles, they would never recommend undertaking such a task.
 
The classroom is becoming more difficult to manage thanks to NCLB. We can no longer do ability grouping, group by reading levels, or even group by communication style. NCLB wants them clumped by grade only.
 
deafbajagal said:
The classroom is becoming more difficult to manage thanks to NCLB. We can no longer do ability grouping, group by reading levels, or even group by communication style. NCLB wants them clumped by grade only.
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Said it before and will say it again...NCLB is the worst thing that ever happened to education. And totally contrary to accommodation based on student need.
 
No ability grouping? Does this apply in all classrooms? My kid's school uses grouping.
 
We can no longer do ability grouping, group by reading levels, or even group by communication style. NCLB wants them clumped by grade only.
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WHAT?!?!?! That is effing rediclous!!!!!!! I remember in school, in class we had reading levels
And wow...you have an ORAL kid who knows no signs? At a Deaf School?!?! I hope they're learning ASL at least.
I wonder if auditory training could be done in a pull out session? Do you guys have a large population of kids who need auditory training? Maybe a good idea might be to have it done as a service like speech therapy. It is kind of hard to integrate auditory training into every single lesson for a deaf kid who needs it, if they're in a Sign using school. But I think there might be creative ways to accomplish it, like doing it in the classroom BUT providing "interpretation"
 
I reread the IEP to double check...nope. Has to be incorporated the classroom. Integration therapy. *thud*

Mixed communication styles (oral, M.C.E., ASL (different levels), etc.) and different hearing levels (moderate h.l, severe h.l, profound h.l, and hoh) thrown together in my classroom has always been an issue, from the first year I started teaching deaf kids. It's nuts. I will have to spend an entire class period on one lesson because I had to meet all the different communication needs.

Not to mention that some of them have behavioral issues, whereas I'm having to deal with behavioral contracts and behavior training. Some are from abused homes and they could care less about schoolwork because they are dirty, hungry, and beaten. Some are pregnant and scared. Some are being bullied. Then we have all these ridiculous statewide testing preparation and tests to do...mounds of paperwork with deadlines on top of one another.

And yet these precious children are in my classroom - and I stay awake many nights worried that I'm not doing every single thing possible to provide what they need.

I'm running out of ideas for auditory training lessons that meshes with the lessons I'm doing.

NCLB? Where's No TEACHER Left Behind?!
 
deafbajagal said:
I reread the IEP to double check...nope. Has to be incorporated the classroom. Integration therapy. *thud*

Mixed communication styles (oral, M.C.E., ASL (different levels), etc.) and different hearing levels (moderate h.l, severe h.l, profound h.l, and hoh) thrown together in my classroom has always been an issue, from the first year I started teaching deaf kids. It's nuts. I will have to spend an entire class period on one lesson because I had to meet all the different communication needs.

Not to mention that some of them have behavioral issues, whereas I'm having to deal with behavioral contracts and behavior training. Some are from abused homes and they could care less about schoolwork because they are dirty, hungry, and beaten. Some are pregnant and scared. Some are being bullied. Then we have all these ridiculous statewide testing preparation and tests to do...mounds of paperwork with deadlines on top of one another.

And yet these precious children are in my classroom - and I stay awake many nights worried that I'm not doing every single thing possible to provide what they need.

I'm running out of ideas for auditory training lessons that meshes with the lessons I'm doing.

NCLB? Where's No TEACHER Left Behind?!
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By throwing in all these different communication modes seems to be acceptable to deaf children but for hearing children, it will never be acceptable. So why is it being allowed?
 
sallylou said:
No ability grouping? Does this apply in all classrooms? My kid's school uses grouping.
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Mine, too, even crosses age levels to pull together the 4 kids in my daughter's class. But it's a private school, so may be under different requirements.
 
GrendelQ said:
Mine, too, even crosses age levels to pull together the 4 kids in my daughter's class. But it's a private school, so may be under different requirements.
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I'm glad they are doing that! Grade level is overrated.
 
Too add...if they were all on grade level, then they wouldn't be in...*drum roll* special education! Hello!

Teachers being micromanaged by the government. Ugh!
 
I don't think it's an issue limited to deaf kids. What you are encountering is one of several reasons why we're not choosing a mainstream option ourselves. My husband teaches high school in a public school, and currently has 45 kids with IEPs across his classes, and he may have upwards of 15 kids each with different IEPs in a 25-30 person class, sometimes with very different accommodations, different types of aids for some. Tailoring those classes for such varied learning needs and styles, meeting the IEP reqs is pretty challenging.
 
GrendelQ said:
I don't think it's an issue limited to deaf kids. What you are encountering is one of several reasons why we're not choosing a mainstream option ourselves. My husband teaches high school in a public school, and currently has 45 kids with IEPs across his classes, and he may have upwards of 15 kids each with different IEPs in a 25-30 person class, sometimes with very different accommodations, different types of aids for some. Tailoring those classes for such varied learning needs and styles, meeting the IEP reqs is pretty challenging.
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So in the public schools, do they force teachers to use different communication modes other than spoken English during a lesson? Is Spanish allowed in the lesson?
 
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