What Can SDSD Offer Me?

Audiology
Outreach
External Evaluations
Educational Programs
 Being deaf or hard
In the United of hearing can
Recent studies
States, affect learning and
show that school
approximately 3 of development.
age children who
every 1,000 babies
are deaf or hard of • Speech and language
are born deaf or
hearing is between • Social interaction
hard of hearing. • Emotional
11.3 and 14.9% or
95% of deaf development
131 of every 1,000
children are born • Academic
children. performance
to hearing parents.

ASHA Audiology Information Series (2000). Hearing Loss and Its

Implications for Learning and Communication.
SDSD may
provide 35 to 69 dB:
service to SD special
SD children education criteria
that are for “hearing loss”
deaf or hard
of hearing 70 dB or
as deemed
more:
appropriate
by our SD special
audiology education
department. criteria for
“deafness”

http://www.nciua.org.uk/Audiograms.html
Partners in Educational Success

• Program Shift – 2009

• New Logo & Mission Statement

• Redesigned website
http://www.sdsd.sdbor.edu/

• Facebook page
▫ Like us at SouthDakotaSchoolfortheDeaf

• Pinterest: www.pinterest.com/sdsdoutreach
Audiology

An Audiologist available on campus

Sioux Falls: (605) 367-5200, ext. 100

1 Audiologist and 2 Audiology

Technicians
Full diagnostic evaluations on-site
Hearing test@sdsd.sdbor.edu
 Outreach Services include:

• Basic overview of what it means

Staff to be Deaf or Hard of Hearing
• Assist in troubleshooting (FM
Education Systems, Cochlear Implants,
Hearing Aids, BAHA’s)

• Staff training and strategies

given on best practices for
In-Service educating students who are deaf
and hard of hearing.
• Peer In-service within the
classroom
 • In-home visits/daycare
Parent trainings
• Attend IFSP/IEP/ 504 Meetings
Education • Information and educational
activities on hearing, speech,
language and listening

• Classroom observations
Consultants and consultations with
staff
in Aberdeen • Conference Presentations
and Pierre • Social Luncheons with
Students
 • Family Functional Sign
Consultants Language Class in
collaboration with
in Sioux Augustana College
Falls • Deaf Teens in Action
(Transition Topics)

• Sign Language Clubs

Consultants • Remote CI Mapping with
in Deadwood USD
and Hot • Provide social and
educational opportunities
Springs for children and families
 External Evaluations
MDT reports: Children/families join us on campus for a
comprehensive evaluation (including background information
summarizing the child’s social and medical information)

Speech Transition
(ages 13
Cognitive Social Behavioral Academic Language Audiology through
Listening graduation)
 Educational Programs Overseen by SDSD
Administration

• Serves Preschool and Elementary

students who are working on listening
Auditory and spoken language
Oral • Brandon Valley School District
Program

• Serves Elementary through High School

students whose primary mode of
Bilingual/ communication is ASL
Bicultural • Harrisburg School District
Program
Technology and Providing Access
Behind the Ear, In The Ear, and In The Canal
Hearing Aids
Bone Conduction Hearing Aids and Cochlear
Implants
Assistive Listening Devices
Compilot
 Personal FM Systems
http://www.youtube.com/watch?v=ln8NHzVfJkQ
Fact
• It does not make sounds louder,
but gives a “boost” over
background noise.

Know
• It brings sound directly to the
student no matter where the
teacher is located in the classroom.

DAI
• Direct Auditory Input- DAI- allows
student direct access to sound from
TV, computer, and Ipods.
Classroom Sound Field System
Without,
hear & understand 10,000
words per day

With,
hear & understand 15,000
words per day
Interpreter Services for the Classroom
SDSD Foundation Board
 Scholarship

Support for
Deaf Statewide
Community Family and
Activities Student
Activities
Shared Reading Project
• The Shared Reading Project
(SRP) is designed to teach
parents and caregivers how to
read to their deaf and hard of
hearing children using
American Sign Language, and
to use strategies to make book
sharing most effective.
Midwest Conference on Deaf
Education
• Summer Enrichment
• MWconference.org
Collaboration
Hands in Motion
program that allows
children who are Deaf or
Hard of Hearing the
opportunity to expand
their knowledge and
language through field
trips and hands on
experiences.
SDSD Contact information
SDSD Main Office
2001 E. 8th Street
Sioux Falls, SD 57103
http://www.sdsd.sdbor.edu/index.asp
Free audiological exams for
children, contact (605) 367-5200
ext. 100
Mobile audiology lab, email
hearingtest@sdsd.sdbor.edu
Outreach Personnel:
Dr. Marjorie Kaiser, Superintendent
Kim Wadsworth, Outreach Director
Laura Scholten, Service Coordinator
Eileen Anderson, Aberdeen
Carol Johnson, Pierre
Sarah Lingle, Pierre
Nina Ringstmeyer, Rapid City
Kerry Ruth, Rapid City
Julie Delfs, Sioux Falls
Naomi Mangan, Sioux Falls
Jodi Schnider, Sioux Falls
Kami Van Sickle, Sioux Falls
Transition considerations and needs for 
Deaf/Deafblind/Hard of Hearing 
Students

Naomi Mangan, MA, Professional School 
Counselor
 Deaf/Hard of Hearing/Deaf blind 
– …In a recent comment filing to the Access Board by NAD, it was 
noted that the often quoted number of 38 million deaf and hard of 
hearing Americans, we have been using, is too low. 
– …According to a recent study done by John Hopkins University the 
number is more likely 48 million Deaf and Hard of Hearing people 
over the age of 12.1 
– …Legal arguments and comments are being made for the accessible 
future of deaf, deaf blind, and hard of hearing children and adults. 

1. http://www.nmsd.k12.nm.us/outreach/documents/CanYouHearMeNow.pdf
2.http://www.hopkinsmedicine.org/news/media/releases/one_in_five_am
ericans_has_hearing_loss
 To achieve what typical children can by 
graduation

• The goals are for all Deaf and Hard of 
Hearing students to become
– Self‐determined
– Prepared for college and/or employment
– Knowledgeable in all aspects of independent 
living
– Understand their hearing status and 
advocate for their needs
Barriers to Post‐secondary education 
and employment for Deaf/Hard of 
hearing/Deafblind
Systemic 
Physical
Communication
Attitudinal 
 Systemic barriers

• Barriers created unintentionally that excludes 
accessibility for a specific group of people.
– Examples:
• Overhead paging in stores, gas stations, 
schools, etc.
• Movies without captioning 
• Braille unavailable for textbooks
 Physical barriers

• Physical barriers occur when the environmental 
structure/design prevents a person from physically 
accessing the service. 
– Examples:
• Poor lighting
• Background noise 
• Poor acoustical environment,
• Overhead paging systems,
• Warning beeps in industrial settings
• Thick accents
 Communication Barriers

• Communication Barriers occur when a person experiences 
difficulty communicating or accessing and understanding 
accurate information. 
– Examples:
• Lack of effective communication or technology 
available
• Lack of information written in basic language
• limited  American Sign Language ability
• Barriers to lip‐reading includes thick accents, facial hair, 
gaps in teeth, unusual mouth movements
 Attitudinal Barriers

• Attitudinal barriers are inaccurate beliefs or 
assumptions about another person’s ability or 
quality of life. 
– Examples:
• Hearing loss is a terrible tragedy
• They are unsafe to work with
• We must do their work for them
• They can’t do the job
• They talk funny‐they are not very bright
 Attitudinal Barriers, continued

• It’s VERY important to note‐the attitudinal 
barriers are not solely by hearing people‐many 
deaf/hard of hearing/deafblind individuals 
internalized these beliefs as well.
 Transition Areas

• Transition goals are made with these barriers in mind and the team works 
together to resolve them.
– Transition goals include the following areas: 
• Self Determination
• Self Advocacy
• Independent living skills
• Employability skills
• Recreation and leisure
• Community
 Self‐determination/Self‐Advocacy

• Self‐determination is comprised of eight key 
components that include a class of behaviors 
and skills that continually become more 
sophisticated and complex. The components 
are in order from basic to more complex: 
– • Choice‐making
– • Decision‐making
– • Problem‐solving
– • Goal‐setting and attainment skills
http://www.cadbs.org/resources‐spring‐2013/
– • Independent living skills (risk‐taking and safety 
skills)
 Independent Living Skills

• Financial needs: 
– Budgeting, checking, ATM, credit cards, credit 
unions, banking, lost/stolen cards, paying bills, 
penalties for late or non‐payment, bankruptcies, 
good /bad credit
• Auto/Home Maintenance
– Furnace filters, lawn mowing, shoveling, 
emergency contacts, maintenance requests 
(apartments), energy savings, utilities, 
technology needs at home
• Home keeping
 Employability Skills

• Technology
• Computers
• Interpersonal interactions
• Job search
• Resume
• Interview skills
• Communication repair
• Leadership
• Expectations
 Recreation and Leisure

• Social interactions
• Hobbies
• Fun activities‐movies, reading, dancing, etc.
 Community

• Faith‐based institutions (Church)
• Local Deaf/Hard of Hearing community events
• Local hearing community events (sports, etc)
 Transition assessment tools
• Transition Competence Battery
• Enderle‐Severson
• SSSQ
• WRIOT‐2
• Questionnaires
• Interviews 
 Transition curriculum  and 
Resources
• SDSD Outreach
– Outreach Consultants
• Transition Skills Guidelines 
– http://www.gallaudet.edu/clerc_center/informatio
n_and_resources/info_to_go/transition_to_adultho
od.html
• Deaf Self Advocacy
– http://www.interpretereducation.org/deaf‐self‐
advocacy/
• Minnesota Guide to Transition for Teachers of  
Deaf and Hard of Hearing
– http://www.cehd.umn.edu/DHH‐
R /T i i G id /S lf Ad h l
My CI journey