Survey Results

Deaf Educators

Number of Deaf/Hard of Hearing Students on Your Caseload:

1 Student                                  3                      2 Students                                1

3 Students                                1                      4 Students                                3

5 Students                                1                      6 Students                                4

7 Students                                4                      9 Students                                3

10 Students                              2                      11 Students                              3

14 Students                              1                      15 Students                              3

17 Students                              1                      19 Students                              1

20 Students                              1                      22 students                               2

23 Students                              3                      24 Students                              2

26 Students                              3                      29 Students                              1

32 Students                              1                      35 Students                              1

37 Students                              1                      38 Students                              1

40 Students                              1                      42 Students                              1

Number of Students on your caseload who are identified as Deaf:

            1 Student                                  8                      2 Students                                6

            3 Students                                10                    4 Students                                6

            5 Students                                7                      7 Students                                2

            9 Students                                1                      11 Students                              1         

            Did not answer             3

Number of Deaf students with Secondary handicapping conditions:

                                                9, 3, 1,2,4,4,4,3,2,5

Please list examples of those secondary conditions:

ADD/ADHD                                        Emotionally Handicapped

Autism Spectrum Disorder                    Mentally Handicapped

Learning Disabilities                              Orthopedically Impaired

Visually Impaired/Blind             Oppositional Defiant Disorder

Communication Disorder                      Obsessive Compulsive Disorder

Number of Students on your caseload  identified as Hard of Hearing:

1 Student                      4                                  19 Students                  2

2 Student                      3                                  20 Students                  1

3 Students                    5                                  21 Students                  2

4 Students                    2                                  22 Students                  2

5 Students                    1                                  24 Students                  2

6 Students                    2                                  27 Students                  1

7 Students                    4                                  35 Students                  1

8 Students                    2                                  36 Students                  1

9 Students                    2                                  41 Students                  1

10 Students                  2                                  42 Students                  2

11 Students                  1                                  0 Students                    2

13 Students                  2                                  Did not answer 1

16 Students                  2

17 Students                  2

18 Students                  1

Number of Hard of Hearing students with secondary handicapping conditions:

1 Student                      8                                  10 Students                  4

2 Students                    10                                11 Students                  1

3 Students                    4                                  13 Students                  1

4 Students                    2                                  14 Students                  1

5 Students                    5                                  16 Students                  2

6 Students                    1                                  17 Students                  1

7 Students                    3

Please list examples of secondary handicapping conditions:

ADD/ADHD                                        Emotionally Handicapped

Autistic                                     Mentally Handicapped

Learning Disabilities                              Multiply Disabled

Visually Impaired/Blind             Deaf/blind

Fetal Alcohol Syndrome                       Developmentally Delayed

Communication Disorder                      Obsessive Compulsive Disorder

Other Health Impaired

Number of Students with Cochlear Implants:

                        94

Number of Students served by Educational interpreters:

                        135

Number of Oral Transliterators:

                        7

Number of Students who are Mainstreamed:

                        Minimally:                     7

                        Part Time:                     257

                        Full Time:                     427

Please describe your program:

• I work with my students in the resource room individually and in small groups daily approximately 1.5 hrs per student, I coordinate interpreters in regular classrooms to adapt curriculum, etc. for my students. I also interpret/collaborate in regular classrooms. I am teacher of record for deaf students in other buildings.
• School has preschool to 5^th grade and the program provides a resource room, inclusion services and mainstreaming opportunities. Interpreters and paraeducators are utilized.
• Itinerant-each child is in their home school. Service: 30 minutes 2 or 3 times per week. Some students receive services 1 hour daily.
• Resource Room
• 7^th and 8^th grade middle school-Special Education services depend on the child-some have Special Ed for all four academic classes, some only math and language arts. Some only Study Hall and accommodations for tests. The program is staffed with two special ed teachers and 1 paraeducator.
• Students are in home school and I am an itinerant teacher. I see them 1 or 2 times per week.
• Preschool/Developmental School
• My classroom is mostly a resource room. We work on the same types of things they are doing in the regular classroom only at the student’s level.
• My program is an itinerant program that serves 6 school corporations. I consult with educators, administrators, as well as have direct contact with students in the form of team teaching and individual or small group instruction.
• I teach a Preschool special needs program half day and work as a Hearing Impaired consultant the other half of the day. I travel between schools. I consult and have direct services.
• 12 schools (2 are Christian Schools). Students are in their home schools. Support services directed by IEP in home schools. HI Teacher has direct services with 3 (1 per day) and is consultant/support/teach support to regular and special ed teacher. Modifications are made by the HI teacher and, in some cases by the Special Ed Teachers. It works well
• The students I see are in their home schools and receive HI services anywhere from 4x per week to 1 x per week.
• Itinerant consultation
• Students attend the public high school receiving resource and/or subjects with the HI teacher as indicated by the IEp and attending all General Ed classes with an interpreter.
• I travel from school to school to serve the students on my caseload (approximately 14 schools.)
• Two students (HI) are fully mainstreamed. One uses and interpreter for English, Reading and Math. A 3^rd student is on half days. He’s in the E.D. classroom one period, math w/ interpreter, and then has me for English and Reading using total communication. The Deaf student has me one on one for Math, English and Reading and uses an interpreter for all other classes. The students were started with a mixture of ASL signs in English order with some SEE so, that’s what we use in middle school.
• I presently have 24 students, preschool to high school in 2 school districts. Majority of the students are oral and are in their home school. I do direct services for and skills and consultation to teachers. Two of my students sign and use and educational interpreter full time. One student uses the services of an interpreter/facilitator for multiple impairments. Signs for him are use to request what he wants (bathroom, eat, etc).
• We have 5 students directly taught by a Teacher of the Deaf. The rest are on consult in general ed or special ed settings. One teacher, k-12, one preschool teacher (teacher of the Deaf and hard of hearing).
• I am a consultant for preschool-high school for children with hearing impairments in mainstream classes or self-contained server/profound and preschool classes.
• I’m an itinerant teacher. I service 7 school corporations. Most of my students are serviced by the mild disability teachers in their home schools. My services range from consultation to direct depending on what the students needs are.
• This year was mostly self contained with students on level in math being mainstreamed.
• Total inclusion settings in 10 different schools, preschool-12 Two who require full time interpreters (SEE). Students are service on a pull out and served within class.
• Pull out and inclusion services provided.
• Preschool program within a public school. We utilize peer models to offer speech/language, cognitive, and social skills. Utilized a total communication approach. A general curriculum is utilized. The Developmental kindergarten program is in an inclusionary setting.
• I work in an itinerant program. I service 5 buildings including one private school. My students are mainstreamed full time and get resource support to work on their weak academics and self advocacy training.
• Children are bussed to this school. We have a primary and an intermediate program. Our school uses total communication with SEE as the signing aspect.
• Speech Language Pathology services to 5^th grade elementary, 6,7,8 middle school, & 9-12 high school
• Resource
• The program for the Deaf/hard of hearing services 11 students (preschool-12). Besides the licensed teacher, we have on IA who has a college degree and one education interpreter who is currently at the high school. We have in use the following technology: decoders, TDDs, sound filed systems, FM units.
• One teacher at high school, one interpreter at high school, one student uses a personal FM system and serviced by the LD skills teacher, one student with a cochlear implant who is mainstreamed full time but during the student resource period is with the HI teacher.
• I am itinerant, and I work with general ed teachers and special ed teachers to ensure my students get their educational needs met. I work directly with 5 students. I supplement what other teachers are doing or I work on language/vocabulary development. We will be getting a self-contained HI classroom for elementary students though I will not be teaching it.
• I am an itinerant deaf ed teacher. I have one student who I support in Resource,. Two students I provide instruction in Reading, Language, Social Studies, Science, & Health.
• Itinerant teacher in 12 schools. Provide direct, integrated and consultant services. Mainly work on language skills and support in classroom subjects as needed.
• We have 6 students at 1 school mainstreamed minimally to full time with educational interpreters. We also serve 20 other students in 15 different schools on a consultative basis.
• 4 students directly serviced in program providing instruction/interpreting in sign language; I serviced through functional skills program, 9 fully mainstreamed at home schools-most access LD services for resource help.
• Most students are mainstreamed into general ed with resource room support if needed. I provide consultation services and equipment management. I also take ear impressions and order earmolds when necessary.
• Students are in their home schools, some with interpreters and some with FM systems. I travel between schools and work with students individually.
• My room functions as both a resource room and self-contained. I have students in grades 3-5.
• I teach MIMH, ED, and LD, grades 7-12.
• I services the hearing impaired students who do not need services of our hearing impaired program to be successful.
• Resource room(s) with 3 teachers and 1 full time assistant. We have 17 elementary students and I am teacher of record for 6. I share a room with 1 of the other teachers and the assistant. Several students are mainstreamed full time with or without interpreters (SEE).
• Inclusion in an elementary public school with k-6 grades. Studenst are in regular classrooms with pullout throughout as is needed by the IEP.
• I teach Deaf and Hard of hearing preschoolers one half day in the morning. We use SEE. In the afternoon I am a resource teacher working with a number of students with a hearing loss using SEE as well.
• The HI students are all mainstreamed into the regular ed classrooms. The students are pulled form the general ed classroom no more than an hour a day to work on building vocabulary, language development and reading comprehension. Any additional support is done in the classroom. We do have kindergarten students that attend all day. They are in the morning K class with no pull out services. During the afternoon they receive speech services and are in the HI program.
• Our program is itinerant with students placed at their home school in the general education classrooms. Two students have educational interpreters and a resource period with the teacher licensed in HI. The remainder are serviced primarily inside the classroom or on an consultation basis.
• I am a hearing impaired consultant and give both direct service to students and consultative services.
• Multicategorical resource.
• I am the Hearing Specialist for our district. I service all our “Consults.” I also take care of FM equipment and work with the area audiologists.
• Mainstream students with educational interpreters. Direct classes for language and math.           
• Preschool HI oral program.
• I have a resource room at the middle/high school. I consult with 3 students, teach one student full time, and 7 part time. I also get a substitute once every grading period (6 weeks( and visit 5 other schools in tehs chool district where I am TOR for 4 and TOS for 1.

            Has your special education planning district offered any classes of workshops for the Educational interpreters?

                        Yes                                                      24

                        No                                                       20

                        Don’t know                                          2

                        Yes, no examples                                 3

                        No answer                                           5

Has your special education planning district offered any classes or workshops for Educational interpreters? If yes, please explain:

• My interpreters attended a session in Indianapolis last Summer that was offered by another organization but my school systems provided the information about it.
• Director of Deaf & Hard of hearing services (DHHS), James VanManen, Autism Workshop and SEE workshop
• Three day workshop in Columbus, August 2003 and June 2004.
• They have made information available to our interpreters of workshops in the area.
• ICRID conferences and district wide inservice session on roles and responsibilities.
• Classes were not offered within the district but workshop reimbursement was given to the interpreters.
• Limited Signed English classes which I taught.
• This is under our supervisor.
• Storytelling and ASL skill development
• Minimum. Few have a non-certified educational interpreter giving weekly inservice.
• Deaf culture, deaf history, language acquisition, pantomime
• NO, but they go to different workshops that are offered by other educational organizations.
• ASL and the role of the interpreter
• Workshop about FM systems in the regular classrooms
• CD-rom workshops
• We offered a 16 hr summer program which they received CEUs for through DHHS. We opened it up to interpreters from other districts and had about 30 participants. We also have Signs of Development Courses. All of our interpreters will attend RID this summer.
• SEE workshop
• FM Systems, digital hearing aids, code of ethics
• Last Summer a 2 or 3 day workshop on #1. This year a 1.5 hr workshop on education of students in public school.
• Content workshops-deaf culture, language development and audiological issues for students
• Our system has offered 1 or 2 very basic skill practice workshops
• The role and ethics of educational interpreters, skill building and evaluation, skill building
• One of the cooperatives in our area offered a six weeks summer training program.

Have you ever participated in any workshops or inservice sessions on the roles of Educational Interpreters? If yes, please describe:

            Yes                                                      17

            No                                                       33

            No Answer                                          3

Comments:

• Not in Indiana but I’ve taken courses in Kentucky
• Inservice-James W VanManen, Autism Workshop, SEE workshop
• Interpreting the IEP, Fostering Independence, and Sore Thumb Theory
• FFSA (2002)
• Rid Conference-2001 (Florida)
• Yes, Oral Transliterator, Clarke School
• Alexander Graham Bell Convention in St. Louis and Chicago Oral Interpreter Workshop, Workshops at CID, Natural language/Spoken Language Workshops, Chyahoga, OHIO
• I established and Co-taught the workshop on FM systems in the regular classroom.
• I go to a lot of interpreter conferences
• Code of Ethics workshop taught by Jim VanManen
• Two of 3 day workshop last Summer
• Annual Conference-Clarke School (Fall, 2003)
• Indiana State Board Conference, August, 2002
• Discussions in Roles and Ethics, Needs of Interpreters, Video tapes available
• Fostering Independence Workshop-Kathy Roche
• Interpreting the IEP-Cynthia VanManen