Our mission at the Atlanta Area School for the Deaf is to provide a language-rich, student-centered learning environment through American Sign Language and English for the purpose of empowering our students to live independent, fulfilling lives and to become productive, contributing members of society. For more information visit www.aasdweb.com.
“Deaf and Hard of Hearing
Teachers of the Deaf & Hard of Hearing provide service to students with moderate, severe, and profound hearing losses. Support is given to the schools on classroom acoustics, amplification, seating and teaching strategies.”
Debra Gingrich – email@example.com,ca
(1-800-592-5437 ext. 142)
“Teacher of Students Who are Deaf/Hard of Hearing: a specially qualified teacher who:
- holds qualifications, in accordance with Regulation 298 to teach special education
- assesses, evaluates and prioritizes the needs of students identified as having mild, moderate and severe to profound hearing loss
- identifies student strengths, needs and learning styles
- makes recommendations to the school team and participates in the Identification, Placement and Review Committee (IPRC)
- assists with the planning, implementation and evaluation of individualized programs and Individual Education Plans (IEPs), in consultation with school staff, Learning Services -Student Support staff, support agencies, parents/guardians and student, where appropriate
- provides direct and/or consultative services and/or monitoring in the least restrictive environment, for staff and children who are hearing impaired
- provides direct service (where appropriate) focused on expressive and receptive language, audition, functional literacy, and other communication/ language needs
- consults with parents, school personnel and community/support agencies
- consults with the Provincial Demonstration School Resource Services Department, as appropriate
- assists in the development of transition plans internally and externally
- delivers in-service training to staff, as appropriate
- accesses appropriate staff development opportunities, both within Bluewater District School Board, as well as specific to students who are hearing impaired”
Superintendent of Education – Alana Murray
Itinerant Teacher of the Deaf – Tori Wilkin
Due to the COVID-19 pandemic, many D/HH students and members of the Deaf community have been staying home and may need tutoring.
So, we decided to start a hub where Deaf tutors and Deaf tutees in Canada can find each other!
Are you looking for a Deaf tutor to teach your D/HH child in ASL?
Are you struggling to understand and finish your school assignments?
Are you looking to learn something new?
Yes to one or all of them?
Do not worry!
Find a Deaf tutor today!
Itinerant Teachers – Deaf and Hard of Hearing
|Our Itinerant Teachers of the Deaf and Hard of Hearing provide a range of services described below.|
- Advocate for and encourage self-advocacy by students with hearing loss throughout their school years
- In-service school teams, including classroom teachers, on the educational impact of hearing loss
- Develop strategies with classroom teachers to most effectively enable the student to access the curriculum, including providing suggestions around classroom acoustics
- Liaise effectively with teachers, parents and support staff
- In-service students’ peers as appropriate
- Attend team meetings, Individual Placement and Review Committee Meetings (IPRC), and work collaboratively with the school team to develop and implement the student’s IEP
- Collaborate and consult with community agencies/professionals such as audiologists, Children First, Canadian Hearing Society, Provincial Schools for the Deaf, Talk-2-Me, HelpLink, Infant Hearing Program, Cochlear Implant Teams, etc. regarding information that would assist with developing specific program supports and transition needs for students with a hearing loss
- Monitor the academic progress of students using amplification who are not receiving direct itinerant support through regular contact with classroom teachers
- Understand, implement, monitor and provide in-service in the use of all amplification equipment and technical devices for students with hearing loss and central auditory processing difficulties
- Submit Special Equipment Amount (SEA) claims for students’ equipment needs such as FM systems
- Remain current in knowledge of amplification devices by meeting regularly with representatives of companies that provide FM equipment
- a bilateral sensorineural hearing loss of at least 40 dB in the better ear
- evidence of a language delay of at least one year as determined by a Speech and Language Pathologist
- difficulty accessing curriculum due to the apparent impact of their hearing loss
Itinerant Deaf and Hard of Hearing Team (Teachers and Educational Assistants)
Itinerant Teachers for students who are identified as Deaf or Hard of Hearing provide direct instruction to these students. All of the students receive service at their home school. The itinerant Teachers also provide consultation to school staff. The use of specialized equipment is facilitated through the Itinerant Teachers and Educational Assistants and contracted Audiologist from an outside organization.go to site
Deaf and Hard of Hearing Program – A Total Communication (TC) approach for supporting students who are deaf or hard of hearing in grades one to six, as identified through the IPRC process is offered at Queensdale Elementary School. The program allows accessibility to language through a variety of modes including but not limited to sign language, written and spoken English, finger spelling, speech reading, gestures, drawings, and the use of amplification and technology. Total Communication allows the individual student to use the mode of communication that is most appropriate and comfortable in a given situation. Parent input is valued in determining communication methods. The ultimate goal of the Queensdale Deaf and Hard of Hearing program is to prepare students to return or move to the most appropriate program for their needs by providing extra language intensive support across all subject areas either in a special class setting or within a regular class/integrated setting with support from an Educational Assistant if needed and/or a specialized Teacher of the Deaf.
Itinerant Support – Itinerant teachers of deaf/hard of hearing students collaborate with school and board personnel (i.e. FM technician, educational audiologist), parents/guardians, and community agencies on an ongoing basis to ensure that their students are provided with an optimal learning experience. Recognizing the potential academic and social implications of hearing loss, and the need for early identification and intervention, they work closely with regular classroom teachers to design, implement, and assess individualized programs for their students as required utilizing the family’s preferred mode of communication (i.e. oral or sign language). To further support student learning, these specialized teachers interpret audiograms and reports from the audiologist and instruct school staff about the use and care of technological resources (i.e. amplification equipment, such as: hearing aids and cochlear implants and FM systems). Direct programming for students typically focuses on supporting and developing auditory, speech, language, and academic skills. In order to support students who are deaf or hard of hearing, or are deaf/blind, HWDSB has contracts with outside agencies to provide Audiology Services.go to site
Our daycare is accessible through ASL by staff training, a Deaf staff member that is learning ASL, and visual schedules. PECS are also available. We also use a program called HiMama to communicate with parents about their child’s day. This includes everything from how much and what they ate to what they drank, diaper changes, daily activities, and sleep. The staff at the KNELC are warm and welcoming and are always happy to work closely with families to ensure that each child is able to push themselves and grow every day. We have ASL workshops, and some of us have been enrolled in ASL classes.
232 Herzberg Road, Unit 103
Kanata, K2K 2A1
“Our centre is Family based with traditional festivities and an obligation to instill good manners and respect for each other. Our Philosophy pledges to promote good health, physical activities and provide programs that challenge every child. We are a integrated centre that welcomes children with disabilities and special needs. The building occupies over 3000 sq. feet with 7 classrooms. We ensure the building is cool in the summer and warm in the winter. We offer 7500 sq. feet of outdoor play area that is divided into 4 separate play areas. Teachers are Early Childhood Educators, Child and Youth Workers and Developmental Service Workers. All staff have CPR, First Aid and a criminal reference check.”
From someone who doesn’t really like math, I appreciate this example of critical thinking! Reposting @tsdeceelem What a powerful discussion about place value between Antonia and her 1st grade student! Though most people associate mathematics with numbers, there is a great deal of language involved. Having rich conversations in ASL and making connections with printed text, in conjunction with math tools such as manipulatives and a 100 chart really helps concepts come to life! In the picture, you see the teacher getting the student to justify her thinking by asking, “Why?” Not only does this promote mathematical discourse, but it also helps students think about the reasonableness of their answers and process the information better. #Mathletes
Thunder Bay, Ontario
To request ASL support, apply to the District of Thunder Bay Social Service Administration Board.
YMCA Halton Region
Government Licensed Child Care Centre located in Milton, Ontario. An ASL program is provided if there are sufficient numbers. See below for contact information:
905-878-1602 x 300 (K. Sehnke, Manager)
905-878-1602 x 301 (M. MacLennan, Supervisor)
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