[Note to Viewers: Because English and ASL
express concepts in different ways, the timing of
the English captions and ASL may not always line up.]
Hello,
I am a teacher of deaf and hard of hearing
and I want to give you some background information
about the student you will see in this video.
His name is Luke.
He is profoundly deaf in both ears.
On his right side, he has a cochlear implant.
On his left side, he wears a hearing aid.
Growing up, he used both a cued language transliterator
and an American Sign Language interpreter.
He is now a junior in high school.
So, he has different challenges now.
He is mainstreamed for his
complete school day,
except for one class where he is with me,
his deaf and hard of hearing teacher.
Luke has noticed he struggles with
attending to two different
visual information sources.
Like if he has to watch both the interpreter
and a video without captions,
or an interpreter and captioning simultaneously,
or trying to take notes in class,
that can be challenging.
The video will show an IEP team
identifying the issues and discussing solutions.
And also how to use the Discussion Guide
to help the team to figure out
what is best for Luke.
Finally, we will talk about
his transition to college.
What does he need?
What kind of information does
he need to consider for transition?
Also, notice that in the IEP meeting,
there is no additional interpreter.
Typically, in many schools,
the interpreter during the day
will meet with the D/HH teacher in advance
to pass on insight to share with the team
while the interpreter
is interpreting the meeting.
So, make sure the interpreter's feedback
is collected before the IEP meeting.
For this video,
our priorities are problem-solving
and preparing for the future.
Ann: Good afternoon, everyone.
Thank you for coming
to our meeting today with Luke.
We want to talk about
some of the specifics related to access.
First, I think it might be worthwhile
just going around and introducing ourselves.
I'm Ann Mayes.
I'm the deaf and hard of hearing teacher
with Luke.
My name sign is this...
I'm Luke. My name sign is ...
Hello, I'm Mary,
Luke's mother.
I'm Mrs. Paulson.
I'm the social studies teacher.
I'm Dr. Lane-Outlaw.
I'm the administrator here.
Ann: Okay, thanks.
I think we'll just go ahead with the meeting.
Luke, why did you call us here?
Luke: I know I'm doing well in most of my classes,
but in social studies, there's a lot of videos
and I notice I am missing some
of the material.
I do have an interpreter,
but I feel like I'm missing some of the information
because the videos aren't captioned.
And then, in my college-level English class,
the teacher talks so fast.
It's really a challenge for me
to watch the interpreter,
try to take notes,
and do it all at the same time.
I think it would be helpful to have a notetaker.
And then I could compare my notes with theirs
to help me understand the information better.
It would also allow me
to watch the interpreter better
and look at the notes later.
Ann: So, I know taking notes is hard
while you're trying to watch an interpreter
and videos,
so the notetaker probably would be helpful.
Also, I noticed your English teacher noticed
you struggled first semester.
I know it's a fast-paced class.
Can you tell me some more specifics
about social studies?
Mrs. Paulson: Well, I apologize Luke.
I found out that you'd be part of our class
at the very beginning of this semester.
And just because of the way
social studies is,
we study a lot of current events,
and depend on YouTube for captioning.
That hasn't worked very well.
So, I've been struggling, really,
to find captioned films for current events.
But this next semester,
I know that you'll be with us.
And I'm all set up and ready to go.
Mary: Yeah, we really encourage Luke to
stand up for himself
and to talk to teachers directly
and keep really trying to figure out
the best way to do that.
And I think he prefers to
send e-mails, if that works.
Mrs. Paulson: Absolutely!
Ms. Lane-Outlaw: And I've heard
he's a really hard worker.
I mean, the teachers enjoy having him.
But I do know that access has been a challenge.
So, we are working on that.
We want to make sure that we have
all the access that Luke needs.
Ann: I do think it would be good
to look at our Discussion Guide
and make sure that we've covered everything.
There's some prompts.
There's some checklists here.
So, I'm going to pass those out
and if you could, take a moment
to look at page 19,
specifically the part about high school students.
[Tapping on the table.]
If you notice this discussion guide talks
about different situations
like you've experienced,
the same kind of thing.
It talks about using interpreters
and having other kinds of assistance,
specifically for fast-paced classes.
Try to remember
that you're going to college soon
and we want you to be ready for that experience.
Have you talked to your VR counselor yet,
the Vocational Rehab. counselor?
There's a page here for them.
Luke: Yeah, I've emailed my VR counselor.
And they weren't able to come.
But we do have another meeting
set up for later on.
In reading this guide,
I feel like I'd be able to explain
my hearing loss
and how it affects me in school.
But, I really like to be independent,
even though I know I miss things.
I don't remember the specific numbers.
Ann: Right, you are very independent.
But it is important to know some of the data
because other people don't always understand
the impact of a hearing loss.
Remember, the audiologist tested your hearing
and I think they said you catch about 20%
which means that you miss 80%.
So, I know if you use your processor
and your hearing aids,
you can hear some.
But when your eyes aren't on the speaker,
you'll miss some.
[Achoo!]
So, it's important to consider
that kind of phrasing
to help people understand how much you miss
if you're taking notes or watching the interpreter.
I think as you take the more and more
advanced classes,
it's going to be more and more
difficult to notetake
and look at the board
and watch the interpreter
all at the same time.
Ms. Lane-Outlaw: If I remember right,
there was a trial with
some voice-recognition software,
I know the tech gentleman,
he and I had talked about that.
He was downloading it on a laptop.
How did that work?
Luke: Well, it was really distracting.
And a lot of words were messed up.
Especially those vocabulary words
that I was missing already.
It didn't work for me.
Mary: I notice when you had a notetaker
that was a paraprofessional in the classroom,
for other students,
that you seemed to do better with that.
Whatever happened with that?
Luke: Yes, I can focus better on the teacher
instead of taking my own notes
from the board.
It allows me just to relax a little bit more,
focus on the interpreter,
knowing that somebody else
is taking notes.
And then that information lines up better
with the study guide
than just what the teacher
has written on the board.
And I can then study better with the notes.
Ann: So, to summarize,
it sounds like a notetaker would be helpful.
Voice recognition software was not helpful.
The accuracy of the voice recognition software
was not there
and it was also a distraction to you.
So, I'm wondering if you think
it would be important as you go through
your college prep classes
to do maybe a trial.
With CART or C-print or something like that.
Have you done that already?
I think you've tried CART,
as I remember.
Also, it would be important,
like you said, you like to do things independently.
When you move into the dorm,
we have to think about the fire alarm,
how you're going to wake up,
we need to think about those kinds of things
as you go to college.
Do you want to try CART again?
I think you've tried it before.
Do you want to try it again?
[Luke: Yes.]
Dr. Lane-Outlaw: Can I just...
What is CART?
And is that a replacement interpreter?
What does that look like?
Luke: CART is when someone types
word-for-word
what everyone is saying.
I tried CART
last spring,
on a trial basis with some other deaf students,
but I wasn't sure about
not having the interpreter in class.
C-print is similar to that,
but it is not a word-for-word transcription.
It's more of a summary.
Whereas CART is more accurate.
I think I'd probably need CART
in my A.P. European history class.
Ann: So, you're right.
That's a good question.
Does that supplant the interpreter
or enhance the interpreter?
That's something we have to think about.
We were thinking about using CART only
in class for a heavy lecture class.
I know you're going to have a variety of classes.
Some of them will be suited to an interpreter.
Some of them will be better suited to CART,
like the AP European history.
I think that's going to be heavy on the lecture
and the vocabulary.
So, that might be a good place to use CART.
Why don't we sit down and make a plan
and save that for later?
What do you think?
Mary: So, that sounds good.
Are you guys going to...
Where are you going to save this information?
How are you going to...
remember to...
use it?
Luke: Mom, Ann Mayes and I will be...
We're gonna be starting to create a portfolio for me
on Google Drive.
And that will include things
like sample emails, sample letters...
Mary: Okay.
Ann: Because when you go to college,
it's important to have that kind of information
at your fingertips, at the ready.
So, you can store a variety
of things like that.
When you apply to a college,
there might be similar things they're requesting.
So you can have a form already done
and just tweak it a little bit
according to each application.
We also want to make sure
you're up to speed on ADA.
If you look at page 20...
No, wait. Is it page 20?
No, I'm thinking about something else.
I'm thinking about Appendix VI
on page 47.
Look at that.
It's towards the end.
[Tapping.]
If you read through that,
you notice there's different areas
that the checklist includes.
We can kind of use this as a guide
and create the portfolio along these lines.
And starting in the fall,
we can
include ADA information,
things about Title II of the ADA,
all kinds of things that will be
important in college.
Because in college, there is no IEP.
You need to know your rights
and you need to be able to know
how to be able to advocate for yourself
to help people understand
what your hearing loss is.
And how the ADA applies to your rights.
But going back to page 20...
Page 20 talks about
the impact of,
if you only understand 20%,
of how that impacts,
how you might want to use CART in some classes,
and note-taking in some classes.
That explains clearly
all the different things you might
want to cover.
All the different considerations
as you develop your portfolio.
The kinds of things to prioritize.
The kinds of things to include.
So, it's important...
There's a website for PEPnet.
A lot of resources.
Even though PEPnet itself is no longer functioning.
But they still have some resources online.
You might want to look at.
See how it goes.
Luke: Well, that sounds like a good plan.
I'm really looking forward to college.
I know my mom and dad
really want me to have that experience
with the support.
And have the language to do that
to tell people what I need to be successful.
Thank you all for coming.