Shirin Antia Online Lecture Series

AUD$200

This online lecture series focused on the role of the Itinerant Support Teacher: Hearing as they support students who are Deaf or Hard of Hearing (DHH) in the mainstream classroom. These lectures have been accredited by the AG Bell Academy for Listening and Spoken Language.

Mainstreaming or Inclusion? Is there a difference? Recording available

Mainstreaming usually refers to educational placement of DHH children in a school that primarily serves typically hearing children. This means that the DHH child needs to be prepared to adapt to a “typical” classroom structured for “typical” children. In contrast, inclusion implies that all children have a right to be educated in an integrated environment, and that the classroom environment should be adapted to accommodate children with different learning needs. Shirin will explain these two different points of view and explore the practical implications for DHH children.

Academic status of DHH students in mainstream programs Recording available

Can DHH students receive adequate academic instruction in the mainstream classroom? In this lecture Shirin will summarise the results of a five-year longitudinal study of the academic status of DHH students in mainstream schools. Results include information on the students’ classroom participation, standardised achievement tests, and teacher ratings.

Social status of DHH students in mainstream programs Recording available

When DHH students are surrounded by only hearing peers, professionals and parents are often concerned about their ability to make friends and be socially accepted. This lecture will summarise information on social skills, peer acceptance and friendships of DHH students in mainstream educational programs.

The role of the itinerant teacher in supporting mainstreamed DHH studets Recording available

DHH students in mainstream environments typically get services from a teacher of Deaf (TOD) who travels from school to school. The itinerant teacher’s role is broad and not always well defined. These teachers may provide direct services to DHH students, consult with classroom teachers, or even co-teach. This lecture will provide information about the responsibilities of itinerant TODs, focusing on the effectiveness of the direct and indirect services that they provide.

Individual, family, and school assets that promote academic and social success Recording available

Researchers and professionals frequently focus on the risks imposed upon children by a hearing loss. In contrast, this lecture will focus on assets.  Shirin will discuss (a) individual assets including communication and problem solving skills, (b) familial assets including parent-child relationships, and support of schooling and (c) school assets including administrative support, communication among professionals, and provision of services.

Facilitating and enhancing assets: Is there something we can do?  Recording available

Shirin will select and describe a few specific strategies to enhance academic and social inclusion including teaching children self-determination skills; providing good communication access and facilitating classroom participation; and providing access to school and community extra-curricular activities.

 

 

Dr. Shirin Antia, Meyerson Distinguished Professor of Disability and RehabilitationDepartment of Disability and Psychoeducational Studies(DPS), College of Education has directed the program in education of DHH since 1980. She teaches masters- and doctoral-level courses in the areas of language development of exceptional students, inclusion, and research. She is on the editorial board of the Journal of Deaf Studies and Deaf Education, the primary research journal in education of DHH individuals. She has been a board member of the Council on Education of the Deaf (CED), served as the president of the Association of College Educators-Deaf/Hard of Hearing (ACE-DHH) and is actively involved in professional preparation activities. She is the author of numerous articles and chapters on social interaction, social integration, and inclusion of DHH students. She is currently a co-principal investigator of the Center for Literacy and Deafness, a research centre funded by the Institute of Educational Sciences. Dr. Antia has been honoured as a University of Arizona College of Education Erasmus Scholar, and received the Sister Mary Delaney award from ACE-DHH for her professional contribution to the field.

 

This series is designed for educators and stakeholders who support student with hearing loss in classroom settings.