SoundOut Guide to Students on School Boards

The guide, Learning Out Loud: Elevating Student Voices in Education, outlines two specific programs: The Gender Sexuality Alliance (GSA) program at AYW: a student-led program that seeks to create a safe space to discuss race, gender, and sexuality while empowering students to be leaders in eliminating homophobia and transphobia in their schools; and The Social Justice Panel program at the Brooklyn Preparatory High School: a program that offers an alternative to traditional disciplinary methods by giving students the opportunity to decide disciplinary outcomes for infractions committed by their peers. This guide was developed as part of our ongoing evaluation of ESI, an effort to improve college and career readiness among Black and Latino young men in 40 NYC high schools. The guide includes materials that were used in each program, which can be found in “Tools for Educators”. Readers are free to use these tools—and adapt them as necessary—to implement similar programs for their classrooms.

Teaching Exceptional Children, 2003

Glue ear, a condition resulting in intermittent hearing loss in young children, affects about 80% of young children under seven years old. About 60% of children will spend a third of their time unable to hear within normal thresholds. Teachers are unlikely to consider the sound quality in classrooms. In my research young people provided suggestions to help them hear, identifying the benefits of using their insight in improving the hearing environment. This article identifies five aspects from the literature which impact the hearing environment in classrooms. The focus is on practical low-cost actions that teachers can implement in their classrooms, thus reducing stress levels in students and teachers.

Communication Disorders Quarterly, 2012

The majority of students who are deaf or hard of hearing currently receive educational services in general education settings. Trends that have led to this shift in placement as well as potential benefits and barriers are presented. A unique partnership between the Washington State Center for Childhood Deafness and Hearing Loss (formerly the Washington School for the Deaf) and Listen and Talk created to help local, school-based teams effectively provide services to students with a hearing loss who want to develop listening and spoken language skills is described. Specifics of the collaborative process, data collection procedures, and accommodations for students are included.

2014

Summary This toolkit offers three tools that educators can use to gather and analyze local data to listen to students on school-related topics or problems: • Analyzing Surveys with Kids involves students in analyzing and interpreting survey results and producing suggestions for school improvement. • Inside-Outside Fishbowl organizes a focus group in which students and educators trade roles as speakers and listeners during a facilitated discussion and jointly develop an action plan. • Students Studying Students’ Stories guides a digital storytelling process in which students produce and analyze videotaped interviews of other students and then host forums with educators to suggest improvements.

Knowledge management is a growth industry though still emergent for education of the deaf. This paper investigates use of MESH (Mapping Educational Specialist knowHow) Guides to support evidence-based teaching practice. MESH Guides are 'a sustainable system using resources already available in education' (MESH, 2015). Literature review revealed a very current knowledge and research base underpins education of the deaf and is currently managed through a few main peer-review journals and websites. Focus group findings were generally positive though cautious in their view toward engaging with MESH Guides as a postgraduate learning and teaching activity. Findings from the literature revealed a significant evidence base for education of the deaf, but without yet having significant knowledge management vehicles available such as exist in other disciplines. A significant opportunity exists for education of the deaf as a discipline to move forward in access to evidence-based practice in the vehicle of MESH Guides.

2008

Providing access services, addressing academic issues, focusing on testing accommodations, utilizing technology for access and instruction, identifying non-college options, and coordinating transition services are just a few of the "pieces" that service providers must figure out when working with students and young adults who are deaf or hard of hearing. When planning the recent PEPNet conference, Putting the Pieces Together, we wanted to highlight the variety of experiences that our colleagues have in providing services to this population. We recognize their creativity in adapting existing practices and developing new strategies and resources to address the needs of an ever changing population. Putting the Pieces Together provided a distinctive opportunity for professionals to interact with their colleagues to learn more about effective practices and strategies for meeting the needs of deaf or hard of hearing students at the secondary and postsecondary levels. Conference participants engaged is sessions that focused on identifying and implementing research-based practices as well as the "nuts and bolts" of managing and delivering effective access services. One of the goals of the conference was to more firmly establish collaborative efforts among professionals who share a common goal: ensuring provision of the most effective educational programs for students who are deaf or hard of hearing. Instead of operating in isolation, we can create additional opportunities to share knowledge and experiences that will have a positive impact on our students as they transition from secondary education to postsecondary education and training programs. It is our hope that this information will truly support each reader to put together the pieces in

Proceedings of the ICA congress, 2019

New and refurbished school buildings in England and Wales need to comply with criteria for acoustics set out in Building Bulletin 93 (BB93). However, the acoustic design strategy to comply with Equality law and to ensure that 'people with disabilities, including those with hearing impairment, must not be placed at a disadvantage', is unclear and is complicated by other design factors and current funding constraints. This paper sets out to establish acoustic criteria for inclusion of children with special, hearing and communication needs (SHCN) in mainstream classrooms, using a 'reasonable adjustments' approach (which underpins Equality law). Listening disadvantage is quantified by each type of need according to a review of the speech perception studies evidence base. Holistic design and management of the classroom is considered, by quantifying the prevalence of children with SHCN; examining classroom management strategies and provision of assistive listening systems; accounting for teacher's voice protection; and considering other design aspirations (such as sustainability) alongside acoustic design objectives.

American Annals of the Deaf, 1989

2017

This guide highlights the work of two New York City high schools— Brooklyn Preparatory Academy and Academy for Young Writers (AYW)—that have launched programs designed to elevate students’ voices. These programs stemmed from the schools’ participation in NYC’s Expanded Success Initiative, an effort to improve college and career readiness for Black and Latino young men. Educators in these schools believe that promoting student voice can help foster stronger relationships, increase student engagement, and better prepare students for college and careers.