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Deaf Tutors of Canada

Deaf Tutors of Canada

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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!

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Katana-North Early Learning Centre Logo

Kanata North Early Learning Centre

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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.

Location:
232 Herzberg Road, Unit 103
Kanata, K2K 2A1
Canada

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Little Rascals Child Care in Belleville

Little Rascals Child Care – Belleville

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Belleville

“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.”
Website
https://www.facebook.com/littlerascalsinc/

Phone Number
(613) 968-2443

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Hamilton-Wentworth District School Board

Hamilton-Wentworth District School Board

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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.

 

 

Click to access Deaf-HOH-brochure2.pdf

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.

Click to access Special-Education-Report-1516.pdf

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Halton District School Board

Halton District School Board

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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.

Click to access SpecialEducationPlan-2016-2017.pdf

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Greater Essex County District School Board

Greater Essex County District School Board

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Itinerant Teachers –  Deaf and Hard of Hearing
Our Itinerant Teachers of the Deaf and Hard of Hearing provide a range of services described below.

Indirect Service:

Indirect service is provided to both staff and students.

  • 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 
Direct Service:
Direct Service is provided to students with:
  1. a bilateral sensorineural hearing loss of at least 40 dB in the better ear
  2. evidence of a language delay of at least one year as determined by a Speech and Language Pathologist
  3. difficulty accessing curriculum due to the apparent impact of their hearing loss
These students are provided regularly scheduled individual and classroom support in the development of auditory skills, incidental speech, language, including the pre-teaching of classroom curriculum and amplification management.

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