EDI 313 STUDY GUIDE & Road Map Spring 2015 UPDATED: 10.14.14
University of Northern Colorado Distance Opportunities for Interpreter Training Center Copyright 2015 by the University of Northern Colorado, DO IT Center All rights reserved. No part of this publication may be reproduced, distributed, or transmitted in any form or by any means, including photocopying, recording, or other electronic or mechanical methods, without the prior written permission of the UNC-DO IT Center. The faculty and staff of the DO IT Center and the University of Northern Colorado bring expertise and many years of experience, passion, and dedication to supporting students working towards educational goals. While students can grow substantially from that platform of support, individual success or failure in achieving the outcomes of your specific program is ultimately your own responsibility. Communication is especially important within any distance education program. If questions or concerns arise or if something outside your control is interfering with your education, please contact your instructor, advisor or the administrative office. DO IT Center UNC @ Lowry Campus 1059 Alton Way, Box 7 Denver, CO 80230 1-866-885-6087 http://www.unco.edu/doit UPDATED: 10.14.14
Table of Contents Purpose... Error! Bookmark not defined. Impact... 1 Objectives... Error! Bookmark not defined. Required Materials... 1 Plagiarism Policy... 2 Inclusivity Policy... 2 Students with Disabilities... 3 Grading Scale... 3 Late Assignment Policy... 3 Course Structure... 4 Overview of Lessons... 4 Time Commitment... 4 Course Expectations... 4 What You Can Expect From Me... 4 Course Roadmap... 5 Assignment Overview... 11 UPDATED: 10.14.14
Course Overview Purpose Currently, due to the rapid increase in the numbers of cochlear implanted children in the mainstream (Clark, 2010), interpreters, as well as other stakeholders, have not been properly educated on the best practices for serving this group of children. The purpose of this course is to provide you with a foundation of knowledge related to cochlear implant technology and the impact and effect the technology has on the delivery of quality interpreting services. This course has been designed to engage you in the exploration of the human ear, hearing loss, and cochlear implant technology. Additionally, you will begin to identify the implications of technology on a student s education, and how other educational team members can be important and supportive allies. Finally, you will begin to acknowledge new approaches to interpreting for students who have cochlear implants and identify new strategies and resources that will enhance the work that you do in the classroom as well as your collaboration with the educational team. Impact This course sets the framework for an understanding of technology of cochlear implants and the issues and challenges associated with interpreting for students who are d/d/deaf and Hard of Hearing and have cochlear implants. Objectives At the conclusion of this course, you will be able to: Describe the basic anatomy of the human ear and the various types of hearing loss; Describe how to read and interpret an audiogram; Discuss how a cochlear implant works, and the recent history and advancements of the technology; Demonstrate knowledge of cochlear implant technology and what the technology can and cannot do; Identify how a speech processor is mapped and the implications of the mapping process; Assess, identify and discuss classroom accommodations necessary for a student with a cochlear implant; and Identify effective practices for collaborating with other professionals who provide educational support to children with cochlear implants. Required Materials Book Nevins, M.E., and Chute, P. (2006). School professionals working with children with cochlear implants. San Diego: Plural Publishing, Inc. ISBN-13: 978-1597560139 EDI 313: Updated 10/14/14 Page 1
This book is a comprehensive resource for school-based professionals who work with the increasing number of children with cochlear implants. Focusing on giving the reader critical background information, the well-known authors begin with the history, technology, and functionality of cochlear implants. They cover the changes seen in the populations now utilizing these devices and describe how the impact of having an implant can affect a child. Finally, they highlight how the clinician and team providing services can best address each child s individual needs. Special consideration is given to the multidisciplinary team and the culture of collaboration: handling the effects of family influence and participation, issues of special populations (such as non-english-speaking parents), and providing services that best address individual children s needs. Throughout the text, the authors address new questions and issues resulting from the rapidly evolving technology. The authors detail the effects of more and younger children receiving cochlear implants entering into school systems and discuss the emerging and increased role of the speech pathologist. The book is the ideal guide and supplies the school professional with tools for providing the best possible direction and options for children with cochlear implants. (Nevins & Chute, 2006) NOTE: All other materials required for this course are available within each lesson. Plagiarism Policy Policy on Plagiarism: Plagiarism is the act of appropriating the written, artistic, or musical composition of another, or portions thereof; or the ideas, language, or symbols of same and passing them off as the product of one s own mind. Plagiarism includes not only the exact duplication of another s work but also the lifting of a substantial or essential portion thereof (UNC definition). Regarding written work in particular, direct quotations, statements which are a result of paraphrasing or summarizing the work of another, and other information which is not considered common knowledge must be cited or acknowledged, usually in the form of a footnote. Quotation marks or a proper form of indentation shall be used to indicate all direct quotes. Regarding class projects, you are not to use as your entire presentation the completed works of faculty members, fully imported websites, or any other body of work in which you are not the author. Of course, with proper referencing, you can import portions of such works and websites to enhance and illustrate your presentation, and you can provide references to these other works for students who have an interest in pursuing a topic further. For further information, go to the following website: http://www.unco.edu/dos/honor_code/defining_plagiarism.html Inclusivity Statement The College of Education and Behavioral Sciences (CEBS) supports an inclusive learning environment where diversity and individual differences are understood, respected, appreciated and recognized as a source of strength. We expect that students, faculty and staff within CEBS will be accepting of differences and demonstrate diligence in understanding how other peoples perspectives, behaviors, and world views may be different EDI 313: Updated 10/14/14 Page 2
from their own. Furthermore, as stated by UNC, The University will not engage in unlawful discrimination in educational services against any person because of race, religion, gender, age, national origin, disability, or veteran status. It is the University s policy to prohibit discrimination in educational services on the basis of sexual orientation or political affiliation. (See http://www.unco.edu/hr/aaeo_titleix.htm). Please visit the CEBS Diversity and Equity Committee website for more information on our commitment to diversity (http://www.unco.edu/cebs/diversity). Students with Disabilities Accommodations Statement Students who believe that they may need accommodations in this class are encouraged to contact the Disability Support Services, Voice/TTY (970) 351-2289, or fax (970) 351-4166, or visit www.unco.edu/dss as soon as possible to ensure that accommodations are implemented in a timely fashion. Grading Scale The points for all the assignments in a course will add up to 100 and letter grades are assigned as follows for UNDERGRADUATE classes: A = 100-91 superior achievement of course objectives B = 90-81 above average achievement of objectives C = 80-71 below acceptable achievement of objectives D = 70-61 below acceptable achievement of objectives 60 or below is considered not passing. Late Assignment Policy Late assignments will be accepted and graded for up to 72 hours after the due date and time but the final grade will be dropped one letter. Late assignments submitted after the 72 hours that have not been approved in advance with the respective Section Facilitator will NOT be graded and students will receive a zero as the assignment grade. Extensions for assignment due date and time must be approved in advance with the respective Section Facilitator based on the following criteria: The extension is requested at least 24 hours in advance of the due date and time. An extension is requested no more than once during any given semester. No late work will be accepted in the last three days of this course. Exceptions to the above criteria will only be considered based on documented evidence of special circumstances such as illness, hospitalization or death of a family member. EDI 313: Updated 10/14/14 Page 3
Course Structure All course information will be found in the Blackboard Shell. Below is an overview of where you will find the required elements of the course. The Course Lessons link is where click to go to the lessons. Within the lessons you will see a table of contents on the left that will sequentially guide you through each lesson. The Syllabus/Study Guide will provide you an overarching understanding of how the course unfolds and includes an outline of each lesson, the materials needed, assignments, etc. The Course Materials link is where you will find the information for the required book for this course. All other course materials are linked within each lesson for your convenience. The Assignments link will provide you with the details of each Assignment. You will want to review these assignments prior to starting the course so as to consider the time needed to complete the work. The Discussion Board link is where you will find the class 'Homeroom' as well as the required discussions for each lesson. Within each lesson there is also a link that will bring you to this page. The Reflective Journal link is where you will post your required journal entries. Within each lesson there is also a link that will bring you to this page. Finally, student participation is an important and pivotal component to the course objectives. Therefore, it is required that all students be educational interpreters who are working with students who have cochlear implants. Overview of Lessons Lesson 1: The Human Ear and Hearing Los Lesson 2: Understanding an Audiogram Lesson 3: The Technology of Cochlear Implants Lesson 4: The Speech Processor and the Mapping of a Cochlear Implant Lesson 5: The Impact of Cochlear Implants on Education Lesson 6: Collaboration and a Team Approach Time Commitment Please understand that it will take you at least as much time, work, and dedication to complete this online course as it does for an on-campus course. Taking an online course gives you great flexibility you can attend class any time you want, and from any location. However, because you are not made to attend at a specific time or place, it requires extra self-discipline: You will need to determine when you will tend to reading, activities and assignments for each lesson. You will need to check into Blackboard regularly and not wait until the last minute before working through each lesson. EDI 313: Updated 10/14/14 Page 4
You will need to make sure that you reserve or, better yet, actually schedule enough time to check announcements, read the discussion posts, study, and complete the assignments. In a regular semester, for a 3 hour class, you would be expected to spend 3 hours in class each week and about 6 hours outside of class studying and completing assignments. Therefore for this online course, expect around that same amount of time - 9 hours total per week. This will vary, however, based on how comfortable you are in an online environment and the work involved in each lesson. Course Expectations It is expected that you will take ownership of your learning. While I expect this from students in a face-to-face course, this is even more important for an online course. The readings, websites, and media chosen for this course will provide you with an excellent foundation for navigating through the theoretical, historical and conceptual foundations of working with students with cochlear implants. As well, these resources will introduce you to the most current information related to the technology. I expect that you will complete all readings, activities, discussion boards, and assignments for the course. I also expect that the material discussed in the course is reflected on and considered for applicability within your work. Additionally, this course is an opportunity for you to engage in profession dialogue with other interpreters. You are encouraged to reply to others postings, ask questions, and offer insight based on your own experiences. With that said, due to the nature of your work, it is also expected that when discussions address the systems that you work in and the students and other professionals you work with, that you are respectful and consider issues of confidentiality. What You Can Expect From Me You can expect from me that I will be actively engaged in your learning. I will check into the class a minimum of three times a week and will respond to any questions you may have within 48 hours. If something comes up that needs my immediate attention you can email me directly through the email link on the left hand side of the screen in Blackboard. As well my contact information is available under Contacts. EDI 313: Updated 10/14/14 Page 5
Course Roadmap NOTE: SPECIFIC DATES WILL BE ADDED TO THE FINAL STUDY GUIDE Dates Activities Done! WEEK 1 REQUIRED Online Introduction: Post an introduction in the Blackboard Discussion Board answering the following: Lesson 1: The Human Ear and Hearing Loss In order to understand hearing loss, or how a cochlear implant works, it is important to first understand the anatomy of the ear and how it works. Lesson 1 will first provide you with a brief look at how the human ear is constructed and then provide you with the opportunity to review the various types of hearing loss. The lesson will conclude with the exploration of a sound simulation program that provides a representation of what and how a sound is heard at various degrees of hearing loss. WEEK 1 Review the Study Guide and the requirements of each Assignment in this course. WEEK 1 Explore each course lesson The lessons can be found in Blackboard on the left hand menu. WEEK 1 WEEK 1 WEEK 1 WEEK 2 1.1 The Anatomy of the Human Ear: Web exploration 1.2 Understanding Hearing Loss: Web exploration 1.3 Human Ear Quiz 1.4 Reading: Children with Cochlear Implants: A Review of Demographics Belzner and Seal (2009) 1.5 Post to the Discussion Board WEEK 2 Why is it important to understand the basic principles of hearing loss? Are you familiar with the hearing loss of the student(s) you work with? If so, what is your understanding? If not, would it be helpful in your work to have this understanding? EDI 313: Updated 10/14/14 Page 6
Dates Activities Done! 1.6 Journal Entry 1 Reflect and discuss a few of the challenges you face working with a student with a cochlear implant and post to your Journal. WEEK 2 Lesson 2: The Human Ear and Hearing Loss An audiogram is a visual chart or graph that represents a person s hearing loss or hearing threshold of the softest sounds a person can hear at various frequencies and pitches. Lesson 2 will guide you through a basic understanding of the importance of the audiogram, how to read the chart to determine the type, degree, and configuration of a person s hearing loss, and how to better understand the degrees of hearing loss and the impact on speech intelligibility. Dates Activities Done! WEEK 2 WEEK 2 WEEK 2 WEEK 2 2.1 Reading: The Audiogram Explanation and Significance 22 Video Tutorial: Understanding an Audiogram 2.3 Audiogram Review How to Read and Audiogram PepNet Tip Sheet: Understanding and Audiogram Types of Hearing Loss Charted on an Audiogram 2.4 Audiogram Quiz WEEK 2 WEEK 3 WEEK 3 2.5 Reading: Educational Challenges for Children with Cochlear Implants, Nevins and Chute (2003) 2.6 Blackboard Collaborate Session Guest Speaker: TBA 2.7 Post to the Discussion Board Chutes and Nevins discuss five challenges that students with cochlear implants face. Reflecting on these challenges, which challenges resonate most with you as you consider the student(s) and the environment you work with and why. EDI 313: Updated 10/14/14 Page 7
WEEK 3 WEEK 3 2.8 Journal Entry 2 As you consider the challenges that students with cochlear implants face, your understanding of an audiogram, and the information gleaned from our guest speaker, what are some new considerations you should be making with the work you do with these students? Assignment 3: Personal perspective paper Lesson 3: The Human Ear and Hearing Loss Over the past four decades, there has been concentrated research in the development and achievement of cochlear implants for individuals with severe to profound hearing loss. In Lesson 3 you will explore the components of a cochlear implant, learn how the technology works, and begin to recognize the implications of the technology within a classroom environment. As you explore the various websites provided and read the articles selected for this lesson, you will begin to identify components of an educational discourse that need to be addressed for students who use the technology in the classroom. Dates Activities Done! WEEK 4 WEEK 4 WEEK 4 3.1 Reading: Advancements of Cochlear Implants: A Brief History of Cochlear Implants 3.2 Cochlear Implants: A Remarkable Past and a Brilliant Future, Wilson and Dorman (2008) 3.3 Reading: Nevins and Chute, Chapter 1: The Winds of Change: Fifteen Years of Cochlear Implantation After FDA Approval 3.4 Reading: Cochlear Implants Fact Sheet WEEK 4 WEEK 4 WEEK 4 3.5 Web exploration: How cochlear implants work 3.6 How a Cochlear Implant Works: At a Glance EDI 313: Updated 10/14/14 Page 8
3.7 Post to the Discussion Board WEEK 4 WEEK 4 3.8 Journal Entry 3 Lesson 4: The Speech Processor and Mapping of a Cochlear Implant The speech processor and programming or 'mapping' of the cochlear implant is a significant component to the effectiveness of the technology. Therefore, it is important for the interpreter to have a general understanding of these components so that they are able to more effectively collaborate with the speech-language pathologist and/or audiologist, as well as understand the effectiveness and limitations of the child s auditory ability within the classroom. Dates Activities Done! WEEK 5 4.1 Reading: Introduction to Speech Processors 4.2 Reading WEEK 5 Nevins & Chute, Chapter 2: The Zone of Cochlear Implant Performance Nevins & Chute, Chapter 5: The Mapping Process and Beyond I Look so I can Hear: Living with a Hearing Loss in the UK Speech Acoustics Made Easy: Reference Guide WEEK 5 4.3 Webinar: How to Read a Child s MAP, or the Ts and Cs of CIs WEEK 6 WEEK 6 4.4 Reading: Five Important Questions About FM Systems and Cochlear Implants 4.5 Web Exploration Cochlear Implant Simulation Hearing Aid FM Simulation EDI 313: Updated 10/14/14 Page 9
WEEK 6 4.6 Blackboard Collaborate Session Guest Speaker: TBA 4.7 Post to the Discussion Board WEEK 7 4.8 Journal Entry 4 WEEK 7 Assignment 5: Interview Report WEEK 7 Lesson 5: The Impact of Cochlear Implants on Education For students who are deaf or hard of hearing, the provision of full access in a hearing classroom is a very complex and challenging task. For students that use cochlear implant technology, there is another layer of complexity due to the fact that the technology does not provide a one size fits all paradigm for identifying the needs of the child or youth within the classroom. In order to provide appropriate support to students with implants the educational team must determine and develop effective strategies that will first, take advantage of the auditory potential of the device and second, provide a learning environment that maximizes the social, psychological, and academic potential of the child. In lesson 5 you will continue to identify the educational factors that contribute to an effective educational experience for children or youth with cochlear implants while beginning to look at the implications the technology has on the educational process. Dates Activities Done! WEEK 8 5.1 Reading: Meeting the Needs of Students with Cochlear Implants and IDEA 2004 WEEK 8 5.2 Reading: Nevins & Chute, Chapter 11: Listening in Noisy Classrooms: Room Acoustics, FMs, and Other Devices WEEK 9 5.3 Reading: Beyond Cochlear Implants: Awakening the Deafened Brain EDI 313: Updated 10/14/14 Page 10
WEEK 9 WEEK 10 WEEK 10 5.4 Reading: The Modes of Communication Used by Children with Cochlear Implants and The Role of Sign in Their Lives 5.5 Reading: Nevins & Chute, Chapter 9: Supporting Communication with Sign 5.6 Reading: Language Choices and the Need for Deaf Children and Young People with Cochlear Implants WEEK 11 5.8 Post to the Discussion Post 5.9 Journal Entry 5 WEEK 11 WEEK 11 Assignment 6: Research Project, Part 1 Lesson 6: Collaboration and a Team Approach When working with any student who is deaf or hard of hearing in the mainstream, it is of utmost importance that the interpreter build a collaborative relationship with all members of the educational team. When working with students with cochlear implants a partnership with the audiologist and/or speech-language pathologist becomes pivotal. Optimizing the ability of the technology becomes the foundation of educational determinations of each individual student and therefore the interpreter and other service providers must partner on the most effective strategies for the classroom. In Lesson 6 you will explore the related websites to gain insight on the role and responsibilities of other professionals and team members. By understanding the role and responsibilities of stakeholders you will be better equipped to discuss the needs of the students with whom you work. Dates Activities Done! WEEK 12 6.1 Reading: Nevins & Chute, Chapter 4: Building Collaborative Teams: Whose Job Is it Anyway? EDI 313: Updated 10/14/14 Page 11
WEEK 13 6.2 Webinar: The Importance of Collaboration Reading: Classroom Interpreting: Collaborating with the Educational Team WEEK 14 6.3 Webinar: Systems Thinking for Interpreters WEEK 14 6.4 Web Exploration: Educational Team Member national organizations WEEK 15 6.5 Webinar: An Itinerant Teacher s Work is Never Done: Supporting Mainstream Educators WEEK 15 6.8 Journal Entry 6 WEEK 16 Assignment 6: Research Project, part 2 Please complete the course evaluation. Check your UNC Bearmail for the dates the evaluation is open. Final grades will be posted within 3 business days of the end of the semester. Congratulations, you ve completed the course! EDI 313: Updated 10/14/14 Page 12
ASSIGNMENT OVERVIEW Points Due Date DISCUSSION POSTS - ongoing ASSIGNMENT 1 You are required to participate in 5 online discussion posts with a minimum of 1 original posting and 1 response post to a selected question. Each posting is worth 2 points. 15 TBA ASSIGNMENT 2 COLLABORATE SESSIONS - ongoing There are 2 Collaborate sessions scheduled for this course. You are required to attend both sessions and participate in the post session online discussion in order to receive full points. Each session is worth 5 points 10 TBA ASSIGNMENT 3 REFLECTION JOURNAL - ongoing You will keep a Reflection Journal which will highlight your learning through each of the lessons. One reflection will be required for each lesson. The goal of the journal is to discuss components of your learning that encourages further exploration about the technology of cochlear implants and the students that use the devises in the classroom. Each journal entry is worth 3 points. 20 TBA ASSIGNMENT 4 PERSONAL PERSPECTIVE PAPER For this assignment you will write a 2-3 page paper that articulates your perspective on working with students with cochlear implants. 5 TBA ASSIGNMENT 5 INTERVIEW REPORT For assignment 5, you will develop questions and interview an audiologist or speech-language pathologist to gain a better understanding of the work that these professionals provide and explore opportunities to create a collaborative partnership. 20 TBA RESEARCH PROJECT ASSIGNMENT 6 For the final assignment, you will investigate and research educational factors related to children with cochlear implants and determine strategies and accommodations that can be implemented in the classroom to support an effective interpreting and learning environment. Part A of the assignment will be to submit an outline of the research project along with reference materials intended for the final paper. Part B is the final research project and references 10 20 TBA EDI 313: Updated 10/14/14 Page 13
Quality Instruction Preparing Qualified Interpreters