Remote Learning for Children with Auditory Access Needs: What We Have Learned during COVID-19

Abstract

COVID-19 has challenged most everyone in every facet of life. In the beginning of the pandemic shutdown, schools had to make decisions quickly often with limited planning. For students who were deaf or hard of hearing, communication access during instruction was the urgent focus of teachers of the deaf/hard of hearing and educational audiologists. The move from the classroom to home resulted in both predictable and unpredictable challenges as well as some unexpected benefits. Based on numerous conversations with these professionals as well as parents, the challenges encountered with online learning and solutions that were implemented to support students are reported.

Keywords

COVID-19 - RM-HAT - communication access - online instruction - educational audiologist - parents - remote learning - facemasks - face shields - SETT framework

Publikationsverlauf

Artikel online veröffentlicht:
16. Dezember 2020

• References

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• 4 Individuals with Disabilities Education Improvement Act of 2004 (IDEA 2004), 34 C.F.R. Part 300 and 301, Assistance to States for the Education of Children with Disabilities and Preschool Grants for Children with Disabilities; Final Rule. Federal Register Vol 71, 156; August 14, 2006