You are on page 1of 9

Artifact #8: Pecha Kucha (PK) Presentation Transcript

I have included my PK presentation transcript in this elementary education portfolio as it

describes in detail the actual presentation. This presentation demonstrates my competency in the

areas of technology, learner accommodation, culturally responsive teaching, and professional

collaboration. This type of presentation is very useful and effective in presenting information to

other educators/colleagues as it entails 20 slides with pictures only and 20 seconds of voice

recorded captioning that explains the pictures within the slides. The simplicity of this type of

presentation is effective in capturing the audiences’ attention while offering valuable and

pertinent information on whatever the topic might be. In this case, my presentation was on

students that are deaf or heard of hearing and was chosen from a list of exceptionalities as part of

our Special Education course at Medaille College.

Connection to Standards

INTASC Standards

Standard #2: Learning Differences The teacher uses understanding of individual

differences and diverse cultures and communities to ensure inclusive learning environments that

enable each learner to meet high standards.

2(a) The teacher designs, adapts, and delivers instruction to address each student’s

diverse learning strengths and needs and creates opportunities for students to demonstrate their

learning in different ways

NYS Code of Ethics

Principle 2: Educators create, support, and maintain challenging learning environments

for all.
Educators apply their professional knowledge to promote student learning. They know the

curriculum and utilize a range of strategies and assessments to address differences. Educators

develop and implement programs based upon a strong understanding of human development and

learning theory. They support a challenging learning environment. They advocate for necessary

resources to teach to higher levels of learning. They establish and maintain clear standards of

behavior and civility. Educators are role models, displaying the habits of mind and work

necessary to develop and apply knowledge while simultaneously displaying a curiosity and

enthusiasm for learning. They invite students to become active, inquisitive, and discerning

individuals who reflect upon and monitor their own learning.

Ontario Teacher Ethical Standards

Care: The ethical standard of Care includes compassion, acceptance, interest and insight

for developing students’ potential. Members express their commitment to students’ well-being

and learning through positive influence, professional judgment and empathy in practice.

TEAC/CAEP Claims 1-3

Claim 2: Medaille College graduates meet the needs of diverse learners through effective

pedagogy and best teaching practices.

NYS P-12 Common Core Learning Standards


NYS Learning Standards


ISTE Standard
1. Learner: Educators continually improve their practice by learning from and with

others and exploring proven and promising practices that leverage technology to improve student

learning. Educators:

a. Set professional learning goals to explore and apply pedagogical approaches made possible by

technology and reflect on their effectiveness.

b. Pursue professional interests by creating and actively participating in local and global

learning networks.

c. Stay current with research that supports improved student learning out

ILA Standards


CEC Standards

Professional special educators are guided by the CEC professional ethical principles,

practice standards, and professional policies in ways that respect the diverse characteristics and

needs of individuals with exceptionalities and their families. They are committed to upholding

and advancing the following principles:

1. Maintaining challenging expectations for individuals with exceptionalities to develop the

highest possible learning outcomes and quality of life potential in ways that respect their

dignity, culture, language, and background.

2. Maintaining a high level of professional competence and integrity and exercising

professional judgment to benefit individuals with exceptionalities and their families.

3. Promoting meaningful and inclusive participation of individuals with exceptionalities in their

schools and communities.

Transcript for Deafness and Hearing Loss by Linda Saleh

Slide 1

Hello Everyone. This presentation will be on Deafness and Hearing Loss. By the end of this

presentation you will be able to distinguish the difference between deafness and hearing loss,

information provided on an audiogram and technologies and supports used with children who are

deaf or hard of hearing.

Slide 2

According to Heward et al., (2017) Deafness is a hearing loss that is so severe that a child is

impaired in processing linguistic information through hearing, with or without amplification, and

adversely affects a child’s academic performance. Hearing loss means a loss in hearing, whether

permanent or fluctuating, that adversely affects a child’s educational performance.

Slide 3

When you see Deaf spelled with a capital D, it usually refers to individuals that identify

themselves belonging to a community that is a culture in its own, referred to as the Deaf World

(Lane, 2005). The Deaf community hold such high regard for their status as Deaf members. Deaf

individuals use their visual fields as a primary source of navigation and proudly use sign

language as their primary mode of communication.

Slide 4
When you see deaf spelled with a lower -case d, it usually refers to individuals who relate the

hearing world in which case they rely on auditory input as their primary means of

communicating. Whether and individual chooses to rely on visual or hearing modalities is an

individual choice and will be later discusses in this presentation.

Slide 5

The ear is divided in to three parts, the outer, the middle and the inner. Hearing is a complex

system but in simple terms, sound channels through the middle ear canal in to the inner ear

whereby a signal is sent to the auditory nerve, the auditory nerve sends a signal to the brain

whereby the brain determines that signal as sound.

Slide 6

Sound is measured in units that describe its intensity and frequency. The intensity or loudness of

sound is measured in decibels (dB). Frequency or pitch of sound, is measured in cycles per

second or hertz (Hz). This audiogram demonstrates at which decibel an individual will

experience normal, mild, moderate, severe or profound hearing loss.

Slide 7

Speech and most environmental sounds are complex tones containing different frequencies. The

human ear can detect sounds ranging from approx. 20 - 20,0000 Hz. As you can see in this

audiogram, the frequency range most important for hearing spoken language is 500 – 2, 000 Hz,

although some speech sounds have frequencies above or below that range.

Slide 8
This slide demonstrates how a child with a high frequency hearing loss is missing important

phonemic information crucial for their literacy development. As you see, the missing p, f th, and

k phonemes from the Snow White and the Seven Dwarf passage on the top no longer makes

sense without the proper letter sounds.

Slide 9

Hearing loss can affect a child’s communication and language skills, but also their academic

achievement, and social and emotional functioning. Factors such as the type and degree of

hearing loss, the age of onset, the attitudes of the child’s family, opportunity to acquire a first

language (be it through speech or sign), and the presence or absence of other disabilities

influence the overall well-being of individuals who are deaf or hard of hearing.

Slide 10

According to Heward et al., (2017) The majority of people with hearing loss are 65 years of age

and older but about 2 to 3 of every 1,000 children are born deaf or hard of hearing.

Approximately 77,000 students ages 6 to 21 years received special education services under the

disability category of hearing impairment according to the U.S Department of Education (2014).

It was found that 39% of deaf or hard of hearing students had severe or profound hearing loss.

Slide 11

When it comes to hearing loss, there are two types of classifications. Conductive and

sensorineural. Conductive refers to a conduction problem typically in the middle ear by such
things as wax build up or fluid from a middle ear infection. Sensorineural refers to impairment to

the inner ear from such things as prolonged noise exposure or the onset of meningitis after birth.

Slide 12

Because early identification of hearing loss is so crucial in the development of speech and

language the Joint Committee on Infant hearing (2013) recommends that all infants be screened

by 1 month of age. However, even though an infant passes screening in hospitals at birth, hearing

loss can develop later as noted in the previous slide.

Slide 13

For those who choose to live auditorily, hearing aids are a very common hearing apparatus.

Today’s digital programmable hearing aids are so sophisticated that they distinguish and separate

speech sounds from background noise and deliver a clear, distortion-free signal that is tailored to

the individual’s pattern of hearing loss..

Slide 14

Cochlear implants are different than hearing aids because instead of amplifying sound, cochlear

implants bypass damaged hair cells and stimulates the auditory nerve directly. Cochlear implants

require implantation by way of surgery under the skin behind the ear.

Slide 15

Sign language interpreters have enabled many deaf and hard of hearing students to successfully

complete college or other post-secondary education programs. The use of interpreters in

elementary schools has increased. An interpreter provides students with all speech and other

auditory information in the classroom which is a tricky task for even the most skilled interpreter.

Slide 16

Other supports for students who are deaf or hard of hearing include speech to text translators,

television, video and movie captioning, text telephones, computer technology and alerting

devices. Some of the classrooms that I have worked in also have sound field systems, and noise

reducers that are placed on the bottom of each chair legs to reduce the loudness of background

noise and provide better acoustics. In addition, using simple signs or finger spelling can also be

useful in assisting students.

Slide 17

This slide depicts the various educational approaches based on different philosophies that are

utilized with students that are deaf or hard of hearing. One approach is the Oral/Aural approach

which views speech as an essential component for deaf and hard of hearing individuals to

function in the hearing world. A strictly oral approach emphasizes the several uses to develop

residual hearing and the ability to speak as intelligibly as possible. A strictly aural program

emphasizes the importance of listening effectively and up to 60% of the school day.

Slide 18

These books are just some of the many books that educators and parents can utilize as resources

when educating those who are deaf or hard of hearing or for those who want to now more about
hearing impairments. There are some books that talk about being deaf and using sign language or

others that talk about cochlear implants as some examples.

Slide 19

These are just some resources that educators and parents can access if they have a child with a

hearing impairment. But also, be mindful that many school districts will have information for

you as well. Depending on where you live, government websites are also very useful. I hope you

enjoyed this presentation and gained valuable information that you can use in future practice.

Thank you.




Slide 20

Thank You!