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Whereas, providing appropriate technology to connect students to optimize their hearing or appropriate visual accommodations that does not require undue effort for them to comprehend the material results in testing or learning equity. Extra test time may be a convenient (free) accommodation for the school district to provide, but it results in undue effort on the part of the student, thus requiring him to work above and beyond the expectations of other students. Even with extra testing time provided, students should not be forced to spend extra time and effort to discriminate the words being said versus the actual task being tested. It is discriminatory when students with hearing loss are assessed or expected to work on computer programs with audio input if their hearing loss has not been appropriately accommodated.
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If clarification is needed some transmitter mics will not transmit speech once it is plugged in to the computer thereby requiring visual communication with the child (to prevent this issue you may be able to select ‘mute’ or ‘active’ as a mic setting on the FM/DM device). Audio alone sometimes isn’t enough and the use of oral interpreting must be considered. For students who have interpreter or transliterator a splitter cord can be plugged into the computer input jack so the adult can use Walkman style headset and hear what the student is hearing. It is important for the classroom teacher to recognize when (even with the best amplification accommodations) which students may not have the auditory ability to hear the difference between “cat” and cap” unless they see it being said. Unfortunately, these standard ways to connect a student to the computer may not work with students with hearing aids or cochlear implants. For children with typical hearing this is accomplished with standard headphones or with earpieces with integrated microphones (like headphones used with a smart phone). Increasingly students are expected to be able to listen to iPads or computers in the classroom and to also respond verbally. Self-Concept: How the Child with Hearing Loss Sees HimselfĬonnecting Hearing Devices to Computers or iPads.Self-Advocacy Skills for Students with Hearing Loss.Listening (Auditory Skills) Development.Legal Issues in Serving Children with Hearing Loss.Hearing Loss – Identification, Impact and Next Steps.Early Childhood: Infants, Toddlers, Preschool.Assessment of Student Skills, Challenges, Needs.He Failed Hearing Screening What’s Next.Opportunities with the Supporting Success Team.