EDI 313 STUDY GUIDE & Road Map

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UPDATED: 10.14.14

EDI 313

STUDY GUIDE & Road Map

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UPDATED: 10.14.14

University of Northern Colorado

Distance Opportunities for Interpreter Training Center

Copyright  2015 by the University of Northern Colorado, DO IT Center

All rights reserved. No part of this publication may be reproduced, distributed, or transmitted in any form or by any means, including photocopying, recording, or other electronic or mechanical methods, without the prior written permission of the UNC-DO IT Center.

The faculty and staff of the DO IT Center and the University of Northern Colorado bring expertise and many years of experience, passion, and dedication to supporting students working towards educational goals. While students can grow substantially from that platform of support,

individual success or failure in achieving the outcomes of your specific program is ultimately your own responsibility. Communication is especially important within any distance education program. If questions or concerns arise or if something outside your control is interfering with your education, please contact your instructor, advisor or the administrative office.

DO IT Center

UNC @ Lowry Campus 1059 Alton Way, Box 7 Denver, CO 80230 1-866-885-6087

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UPDATED: 10.14.14

Course Overview

Currently, due to the rapid increase in the numbers of cochlear implanted children in the mainstream (Clark, 2010), interpreters, as well as other stakeholders, have not been properly educated on the best practices for serving this group of children. The purpose of this course is to provide you with a foundation of knowledge related to cochlear implant technology and the impact and effect the technology has on the delivery of quality interpreting services. This course has been designed to engage you in the exploration of the human ear, hearing loss, and cochlear implant technology. Additionally, you will begin to identify the implications of

technology on a student’s education, and how other educational team members can be important and supportive allies. Finally, you will begin to acknowledge new approaches to interpreting for students who have cochlear implants and identify new strategies and resources that will enhance the work that you do in the classroom as well as your collaboration with the educational team.

This course sets the framework for an understanding of technology of cochlear implants and the issues and challenges associated with interpreting for students who are d/D/Deaf and Hard of Hearing and have cochlear implants.

At the conclusion of this course, you will be able to:

 Describe the basic anatomy of the human ear and the various types of hearing loss;

 Describe how to read and interpret an audiogram;

 Discuss how a cochlear implant works, and the recent history and advancements of the technology;

 Demonstrate knowledge of cochlear implant technology and what the technology can and cannot do;

 Identify how a speech processor is mapped and the implications of the mapping process;

 Assess, identify and discuss classroom accommodations necessary for a student with a cochlear implant; and

 Identify effective practices for collaborating with other professionals who provide educational support to children with cochlear implants.

Book

Nevins, M.E., and Chute, P. (2006). School professionals working with children with cochlear implants. San Diego: Plural Publishing, Inc. ISBN-13: 978-1597560139

Purpose

Impact

Objectives

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This book is a comprehensive resource for school-based professionals who work with the increasing number of children with cochlear implants. Focusing on giving the reader critical background information, the well-known authors begin with the history, technology, and functionality of cochlear implants. They cover the changes seen in the populations now utilizing these devices and describe how the impact of having an implant can affect a child. Finally, they highlight how the clinician and team providing services can best address each child’s individual needs. Special consideration is given to the multidisciplinary team and the culture of

collaboration: handling the effects of family influence and participation, issues of special populations (such as non-English-speaking parents), and providing services that best address individual children’s needs. Throughout the text, the authors address new questions and issues resulting from the rapidly evolving technology. The authors detail the effects of more and younger children receiving cochlear implants entering into school systems and discuss the emerging and increased role of the speech pathologist. The book is the ideal guide and supplies the school professional with tools for providing the best possible direction and options for children with cochlear implants. (Nevins & Chute, 2006)

NOTE: All other materials required for this course are available within each lesson.

Policy on Plagiarism: Plagiarism is the act of appropriating the written, artistic, or musical composition of another, or portions thereof; or the ideas, language, or

symbols of same and passing them off as the product of one’s own mind. Plagiarism includes not only the exact duplication of another’s work but also the lifting of a substantial or essential portion thereof (UNC

definition). Regarding written work in particular, direct quotations, statements which are a result of paraphrasing or summarizing the work of another, and other information which is not considered common knowledge must be cited or acknowledged, usually in the form of a footnote. Quotation marks or a proper form of indentation shall be used to indicate all direct quotes. Regarding class projects, you are not to use as your entire presentation the completed works of faculty members, fully imported websites, or any other body of work in which you are not the author. Of course, with proper referencing, you can import portions of such works and websites to enhance and illustrate your presentation, and you can provide references to these other works for students who have an interest in pursuing a topic further. For further information, go to the following website:

http://www.unco.edu/dos/honor_code/defining_plagiarism.html

The College of Education and Behavioral Sciences (CEBS) supports an inclusive learning environment where diversity and individual differences are understood, respected, appreciated and recognized as a source of strength. We expect that students, faculty and staff within CEBS will be accepting of differences and demonstrate diligence in understanding how other peoples’ perspectives, behaviors, and world views may be different

Plagiarism Policy

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from their own. Furthermore, as stated by UNC, “The University will not engage in unlawful discrimination in…educational services against any person because of race, religion, gender, age, national origin, disability, or veteran status. It is the University’s policy to prohibit discrimination in…educational services on the basis of sexual orientation or political affiliation.” (See

http://www.unco.edu/hr/AAEO_TitleIX.htm).

Please visit the CEBS Diversity and Equity Committee website for more information on our commitment to diversity (http://www.unco.edu/cebs/diversity).

Accommodations Statement

Students who believe that they may need accommodations in this class are encouraged to contact the Disability Support Services, Voice/TTY (970) 351-2289, or fax (970) 351-4166, or visit www.unco.edu/dss as soon as possible to ensure that accommodations are implemented in a timely fashion.

The points for all the assignments in a course will add up to 100 and letter grades are assigned as follows for UNDERGRADUATE classes:

A = 100 - 91 superior achievement of course objectives B = 90 - 81 above average achievement of objectives C = 80 - 71 below acceptable achievement of objectives D = 70 - 61 below acceptable achievement of objectives 60 or below is considered not passing.

Late assignments will be accepted and graded for up to 72 hours after the due date and time but the final grade will be dropped one letter. Late assignments submitted after the 72 hours that have not been approved in advance with the respective Section Facilitator will NOT be graded and students will receive a zero as the assignment grade.

Extensions for assignment due date and time must be approved in advance with the respective Section Facilitator based on the following criteria:

 The extension is requested at least 24 hours in advance of the due date and time.

 An extension is requested no more than once during any given semester.

 No late work will be accepted in the last three days of this course.

Exceptions to the above criteria will only be considered based on documented evidence of special circumstances—such as illness, hospitalization or death of a family member.

Students with Disabilities

Grading Scale

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All course information will be found in the Blackboard Shell. Below is an overview of where you will find the required elements of the course.

 The Course Lessons link is where click to go to the lessons. Within the lessons you will see a table of contents on the left that will sequentially guide you through each lesson.

 The Syllabus/Study Guide will provide you an overarching understanding of how the course unfolds and includes an outline of each lesson, the materials needed,

assignments, etc.

 The Course Materials link is where you will find the information for the required book for this course. All other course materials are linked within each lesson for your convenience.

 The Assignments link will provide you with the details of each Assignment. You will want to review these assignments prior to starting the course so as to consider the time needed to complete the work.

 The Discussion Board link is where you will find the class 'Homeroom' as well as the required discussions for each lesson. Within each lesson there is also a link that will bring you to this page.

 The Reflective Journal link is where you will post your required journal entries. Within each lesson there is also a link that will bring you to this page.

 Finally, student participation is an important and pivotal component to the course objectives. Therefore, it is required that all students be educational interpreters who are working with students who have cochlear implants.

Lesson 1: The Human Ear and Hearing Los Lesson 2: Understanding an Audiogram Lesson 3: The Technology of Cochlear Implants

Lesson 4: The Speech Processor and the Mapping of a Cochlear Implant Lesson 5: The Impact of Cochlear Implants on Education

Lesson 6: Collaboration and a Team Approach

Please understand that it will take you at least as much time, work, and dedication to complete this online course as it does for an on-campus course. Taking an online course gives you great flexibility – you can “attend” class any time you want, and from any location. However, because you are not made to attend at a specific time or place, it requires extra self-discipline:

 You will need to determine when you will tend to reading, activities and assignments for each lesson.

 You will need to check into Blackboard regularly and not wait until the last minute before working through each lesson.

Course Structure

Overview of Lessons

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 You will need to make sure that you reserve or, better yet, actually schedule enough time to check announcements, read the discussion posts, study, and complete the assignments.

In a regular semester, for a 3 hour class, you would be expected to spend 3 hours in class each week and about 6 hours outside of class studying and completing assignments. Therefore for this online course, expect around that same amount of time - 9 hours total per week. This will vary, however, based on how comfortable you are in an online environment and the work involved in each lesson.

It is expected that you will take ownership of your learning. While I expect this from students in a face-to-face course, this is even more important for an online course. The readings, websites, and media chosen for this course will provide you with an excellent foundation for navigating through the theoretical, historical and conceptual foundations of working with students with cochlear implants. As well, these resources will introduce you to the most current information related to the technology.

I expect that you will complete all readings, activities, discussion boards, and assignments for the course. I also expect that the material discussed in the course is reflected on and considered for applicability within your work. Additionally, this course is an opportunity for you to engage in profession dialogue with other interpreters. You are encouraged to reply to others postings, ask questions, and offer insight based on your own experiences. With that said, due to the nature of your work, it is also expected that when discussions address the systems that you work in and the students and other professionals you work with, that you are respectful and consider issues of confidentiality.

You can expect from me that I will be actively engaged in your learning. I will check into the class a minimum of three times a week and will respond to any questions you may have within 48 hours. If something comes up that needs my immediate attention you can email me directly through the email link on the left hand side of the screen in Blackboard. As well my contact information is available under Contacts.

Course Expectations

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Course Roadmap

NOTE: SPECIFIC DATES WILL BE ADDED TO THE FINAL STUDY GUIDE

Dates Activities Done!

WEEK 1 REQUIRED

Online Introduction:

Post an introduction in the Blackboard

Discussion Board answering the following:



Lesson 1: The Human Ear and Hearing Loss

In order to understand hearing loss, or how a cochlear implant works, it is important to

first understand the anatomy of the ear and how it works. Lesson 1 will first provide you

with a brief look at how the human ear is constructed and then provide you with the

opportunity to review the various types of hearing loss. The lesson will conclude with the

exploration of a sound simulation program that provides a representation of what and

how a sound is heard at various degrees of hearing loss.

WEEK 1

Review the Study Guide and the requirements of each Assignment

in this course.



WEEK 1

Explore each course lesson The lessons can be found in Blackboard

on the left hand menu.



WEEK 1

1.1 The Anatomy of the Human Ear: Web exploration



WEEK 1

1.2 Understanding Hearing Loss: Web exploration



WEEK 1

1.3 Human Ear Quiz



WEEK 2

1.4 Reading: Children with Cochlear Implants: A Review of

Demographics Belzner and Seal (2009)



WEEK 2

1.5 Post to the Discussion Board



Why is it important to understand the basic principles of

hearing loss?



Are you familiar with the hearing loss of the student(s) you

work with? If so, what is your understanding? If not, would it

be helpful in your work to have this understanding?

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WEEK 2

1.6 Journal Entry 1

Reflect and discuss a few of the challenges you face working with a

student with a cochlear implant and post to your Journal.



Lesson 2: The Human Ear and Hearing Loss

An audiogram is a visual chart or graph that represents a person’s hearing loss or hearing

threshold of the softest sounds a person can hear at various frequencies and pitches.

challenges resonate most with you as you consider the

student(s) and the environment you work with and why.

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WEEK 3

2.8 Journal Entry 2

As you consider the challenges that students with cochlear

implants face, your understanding of an audiogram, and the

information gleaned from our guest speaker, what are some

new considerations you should be making with the work you

do with these students?



WEEK 3

Assignment 3: Personal perspective paper



Lesson 3: The Human Ear and Hearing Loss

Over the past four decades, there has been concentrated research in the development and

achievement of cochlear implants for individuals with severe to profound hearing loss. In

Lesson 3 you will explore the components of a cochlear implant, learn how the technology

works, and begin to recognize the implications of the technology within a classroom



WEEK 4

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WEEK 4

3.7 Post to the Discussion Board



WEEK 4

3.8 Journal Entry 3



Lesson 4: The Speech Processor and Mapping of a Cochlear Implant

The speech processor and programming or 'mapping' of the cochlear implant is a

significant component to the effectiveness of the technology. Therefore, it is important

for the interpreter to have a general understanding of these components so that they are

able to more effectively collaborate with the speech-language pathologist and/or

audiologist, as well as understand the effectiveness and limitations of the child’s auditory

ability within the classroom.

WEEK 5

4.1 Reading:

Introduction to Speech Processors



WEEK 5

4.2 Reading



Nevins & Chute, Chapter 2:

The Zone of Cochlear Implant

Performance



Nevins & Chute, Chapter 5:

The Mapping Process and

Beyond



I Look so I can Hear: Living with a Hearing Loss in the UK



Speech Acoustics Made Easy: Reference Guide



WEEK 5

4.3 Webinar: How to Read a Child’s MAP, or the “Ts” and “Cs”

of

CIs



WEEK 6

4.4 Reading:

Five Important Questions About FM Systems and

Cochlear Implants



WEEK 6

4.5 Web Exploration



Cochlear Implant Simulation



Hearing Aid – FM Simulation

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WEEK 6

4.6 Blackboard Collaborate Session

Guest Speaker: TBA



WEEK 7

4.7 Post to the Discussion Board



WEEK 7

4.8 Journal Entry 4



WEEK 7

Assignment 5: Interview Report



Lesson 5: The Impact of Cochlear Implants on Education

For students who are deaf or hard of hearing, the provision of full access in a hearing

classroom is a very complex and challenging task. For students that use cochlear implant

technology, there is another layer of complexity due to the fact that the technology does

not provide a “one size fits all” paradigm for identifying the needs of the child or youth

within the classroom. In order to provide appropriate support to students with implants

the educational team must determine and develop effective strategies that will first, take

advantage of the auditory potential of the device and second, provide a learning

environment that maximizes the social, psychological, and academic potential of the child.

In lesson 5 you will continue to identify the educational factors that contribute to an

effective educational experience for children or youth with cochlear implants while

beginning to look at the implications the technology has on the educational process.

WEEK 8

5.1 Reading:

Meeting the Needs of Students with Cochlear

Implants and IDEA 2004



WEEK 8

5.2 Reading:

Nevins & Chute, Chapter 11: Listening in Noisy

Classrooms: Room Acoustics, FMs, and Other Devices



WEEK 9

WEEK 11

5.9 Journal Entry 5



WEEK 11

Assignment 6: Research Project, Part 1



Lesson 6: Collaboration and a Team Approach

When working with any student who is deaf or hard of hearing in the mainstream, it is of

utmost importance that the interpreter build a collaborative relationship with all members of

the educational team. When working with students with cochlear implants a partnership with

the audiologist and/or speech-language pathologist becomes pivotal. Optimizing the ability of

the technology becomes the foundation of educational determinations of each individual

student and therefore the interpreter

and other service providers must partner on the most effective strategies for the classroom.

In Lesson 6 you will explore the related websites to gain insight on the role and

responsibilities of other professionals and team members. By understanding the role and

responsibilities of stakeholders you will be better equipped to discuss the needs of the

students with whom you work

.

WEEK 12

6.1 Reading: Nevins & Chute, Chapter 4:

Building Collaborative

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EDI 313: Updated 10/14/14 Page 12 WEEK 13

6.2 Webinar: The Importance of Collaboration

Reading:

Classroom Interpreting: Collaborating with the

Educational Team



6.8 Journal Entry 6



WEEK 16

Assignment 6: Research Project, part 2



Please complete the course evaluation.

Check your UNC Bearmail for the dates the evaluation is open. Final grades will be posted within 3 business days of the end of the semester.



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ASSIGNMENT OVERVIEW

Points _DateDue

ASSIGNMENT 1

DISCUSSION POSTS - ongoing

You are required to participate in 5 online discussion posts with a

minimum of 1 original posting and 1 response post to a selected question. Each posting is worth 2 points.

15 TBA

ASSIGNMENT 2

COLLABORATE SESSIONS - ongoing

There are 2 Collaborate sessions scheduled for this course. You are required to attend both sessions and participate in the post session online discussion in order to receive full points. Each session is worth 5 points

10 TBA

ASSIGNMENT 3

REFLECTION JOURNAL - ongoing

You will keep a Reflection Journal which will highlight your learning through each of the lessons. One reflection will be required for each lesson. The goal of the journal is to discuss components of your learning that encourages further exploration about the technology of cochlear implants and the students that use the devises in the classroom. Each journal entry is worth 3 points.

20 TBA

ASSIGNMENT 4 PERSONAL PERSPECTIVE PAPER

For this assignment you will write a 2-3 page paper that articulates your perspective on working with students with cochlear implants.

5 TBA

ASSIGNMENT 5

INTERVIEW REPORT

For assignment 5, you will develop questions and interview an audiologist or speech-language pathologist to gain a better understanding of the work that these professionals provide and explore opportunities to create a collaborative partnership.

20 TBA

ASSIGNMENT 6

RESEARCH PROJECT

For the final assignment, you will investigate and research educational factors related to children with cochlear implants and determine strategies and accommodations that can be implemented in the

classroom to support an effective interpreting and learning environment. Part A of the assignment will be to submit an outline of the research project along with reference materials intended for the final paper. Part B is the final research project and references

10

20

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EDI 313 STUDY GUIDE & Road Map

EDI 313

STUDY GUIDE & Road Map

Table of Contents

Course Overview

Book

Purpose

Impact

Objectives

Plagiarism Policy

Students with Disabilities

Grading Scale

Course Structure

Overview of Lessons

Course Expectations

Course Roadmap

Online Introduction:

Post an introduction in the Blackboard

Discussion Board answering the following:



Lesson 1: The Human Ear and Hearing Loss

In order to understand hearing loss, or how a cochlear implant works, it is important to

first understand the anatomy of the ear and how it works. Lesson 1 will first provide you

with a brief look at how the human ear is constructed and then provide you with the

opportunity to review the various types of hearing loss. The lesson will conclude with the

exploration of a sound simulation program that provides a representation of what and

how a sound is heard at various degrees of hearing loss.

Review the Study Guide and the requirements of each Assignment

in this course.



Explore each course lesson The lessons can be found in Blackboard

on the left hand menu.



1.1 The Anatomy of the Human Ear: Web exploration



1.2 Understanding Hearing Loss: Web exploration



1.3 Human Ear Quiz



1.4 Reading: Children with Cochlear Implants: A Review of

Demographics Belzner and Seal (2009)



1.5 Post to the Discussion Board



Why is it important to understand the basic principles of

hearing loss?



Are you familiar with the hearing loss of the student(s) you

work with? If so, what is your understanding? If not, would it

be helpful in your work to have this understanding?

1.6 Journal Entry 1

Reflect and discuss a few of the challenges you face working with a

student with a cochlear implant and post to your Journal.



Lesson 2: The Human Ear and Hearing Loss

An audiogram is a visual chart or graph that represents a person’s hearing loss or hearing

threshold of the softest sounds a person can hear at various frequencies and pitches.

Lesson 2 will guide you through a basic understanding of the importance of the

audiogram, how to read the chart to determine the type, degree, and configuration of a

person’s hearing loss, and how to better understand the degrees of hearing loss and the

impact on speech intelligibility.

2.1 Reading:

The Audiogram Explanation and Significance



22 Video Tutorial: Understanding an Audiogram



2.3 Audiogram Review



How to Read and Audiogram



PepNet Tip Sheet: Understanding and Audiogram



Types of Hearing Loss Charted on an Audiogram



2.4 Audiogram Quiz



2.5 Reading:

Educational Challenges for Children with Cochlear

Implants, Nevins and Chute (2003)

