Deaf and Hard of Hearing Program Archives | Faculty of Education

Global report shows most deaf people with cochlear implants satisfied, but more follow-up supports needed

acoward — Fri, 10 Nov 2023 15:33:34 +0000

First-ever global survey done in partnership with professor Connie Mayer from the Faculty of Education at 91��ɫ's Deaf and Hard of Hearing Teacher Education program

put out by 91��ɫ’s Faculty of Education and the Cochlear Implant International Community of Action (CIICA), a user advocacy organization, shows that most deaf and deafened adults who have cochlear implants are satisfied with them, but significantly more follow-up and lifelong supports are needed.

“If we are to make the most of this amazing development in global hearing health, we need also to ensure that the one million cochlear implant (CI) users around the world are fully supported in the long term — and it is not only those with deep pockets who can afford to have this life enhancing support,” says , who has been working in deaf education for nearly 40 years and is the academic coordinator for the Deaf and Hard of Hearing Teacher Education Program at 91��ɫ.

Cochlear implantation requires surgery to implant a receiver in the inner ear, and the fitting of an external processor to enable the user to hear. Profoundly deaf users found that the implants transformed their abilities to hear and communicate in everyday life. As one user commented, “Going back to listening is priceless – my life has been completely changed for the better.”

The resulting report, which will be presented at an online webinar Nov. 20 by Mayer and collaborators from CIICA, indicates that 96 per cent of CI users expressed overall satisfaction with their implants and although the same number says they were satisfied with the services they received, the survey also revealed where services were lacking.

The report found that users often struggled to get appropriate support and rehabilitation after surgery as they learned to use their implant, with more than a quarter receiving no rehabilitation support and nearly a third feeling they did not have enough support. Users are reliant on their CI for everyday communication and required lifelong technical support for the external parts of the device: “I need services so that my CI will work and be supported right up to the day I die.”

Significant numbers reported issues with follow-up support, mostly related to lack of funding. “Users need support for rehab and ongoing management of the technology including processor upgrades and spare parts such as cables and cords. So if there’s no funding for that follow-up, that’s a big problem,” says Mayer.

The report’s authors call for significant changes in the way CI services are provided by health systems to ensure that these deaf and hard of hearing adults can retain their independence and that health and social care systems save on the increased burdens that would otherwise result.

“This survey gives us a picture of the life-changing impact of this technology from the perspective of the users themselves – a message that needs to heard.”

The Deaf and Hard of Hearing Teacher Education Program at 91��ɫ has been around for 30 years and is the only one of its kind in Ontario and one of only a few in Canada. It provides training and accreditation to qualified teachers who are looking to work with deaf and hard of hearing students.

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Change is a Constant for Deaf and Hard of Hearing Teacher Education Program

acoward — Thu, 08 Jul 2021 11:29:04 +0000

When 91��ɫ took over the province’s Deaf Teacher and Hard of Hearing Teacher Education Program 30 years ago, Professor Connie Mayer had no idea that the field would go through such dramatic changes.

Now, looking back, Mayer, who began her career as a teacher of the deaf, and her colleague, Professor Pam Millett, an audiologist, marvel at the evolution that has taken place.

“The field has gone through a seismic change and the program has responded,” says Mayer.

Ontario has had a program to prepare teachers of the deaf since the 1960s, a time when deaf children were generally educated in congregated classes in school boards or at schools for the deaf. In the late 1980s, the Ministry of Education made the decision to align the program with a university, and the program for certified Ontario teachers began in 1991. The program is the only one of its kind in Ontario and one of only three in Canada, and awards its graduates a post baccalaureate diploma.

In its early years, the Deaf and Hard of Hearing Teacher Education Program was a full-time, one-year program that required students to attend classes on the 91��ɫ campus. At that time, most teachers taught in classrooms using spoken language or a combination of spoken and signed language, or at schools for the deaf where American Sign Language (ASL) was the language of instruction.

Over time, major changes occurred in the field of deaf education, primarily as a consequence of universal newborn hearing screening and advancements in hearing technology (including cochlear implants). Historically, deaf children may not have been identified until preschool or even kindergarten age. This meant that some deaf children did not have the opportunity for language development in the early years.

In 2002, the Ontario government introduced hearing screening at birth for all newborns. Hearing loss is now typically diagnosed by 3 months of age, and early intervention services are put in place at that time. This provides much better opportunities for early language acquisition. Simultaneously, hearing technology was advancing by leaps and bounds, with hearing aids and cochlear implants providing more deaf children the ability to hear and learn to speak from a young age. As more than 95 per cent of deaf children are born to hearing parents, young deaf children are now more often able to acquire the spoken language of the home, whether that is English or another language. Many more deaf children are able to achieve typical language and literacy development.

The teacher education program has changed and adapted along with the needs of deaf children.

“Structurally, it’s similar: the number of courses required and the mandatory practicum,” says Mayer. “What’s changed is the content, which reflects the changes in the field.

“We’ve tried to meet the changing needs of the field and prepare teachers for the current educational environment.”

Adds Millett, “Kids now come to school with so much more language and conceptual knowledge.”

Today, teachers of the deaf generally don’t work as classroom teachers. Instead, they are supports and advocates for their students and work as itinerant teachers. This means that they travel between a number of schools to see a variety of deaf students in the area. They essentially become case managers, as well as teachers, liaising with each student’s classroom teacher and parents, as well as working with the student.

“Our students need a different set of knowledge and abilities today,” Mayer says. “They must serve a wide range of students from kindergarten to grade 12, providing the level and type of support that is needed for each individual student.”

These include assisting younger students with language acquisition and vocabulary development in spoken and or signed language; supporting literacy development for school aged students, and working with teens to develop their advocacy skills so they can speak up for themselves when they go off to university, college or the workplace.

The first task for a teacher of the deaf is to ensure that the student has access.” says Millett with a smile. “For example, one dead hearing aid battery can be a real problem.”

“Our role is to prepare teachers for the reality of teaching deaf and hard-of-hearing students in 2021. The need is not less, just different. Deaf or hard-of-hearing students still need services and support.”

The program staff consists of Mayer, Millett, practicum co-ordinator Melanie Simpson and a Program Administrator. Candidates for admission to the program must have a minimum of an undergraduate degree, a Bachelor of Education and certification from the Ontario College of Teachers.

In the early 2000s, the program instituted a part-time option, with some courses taught on campus in the evening. In 2008, the part time program was expanded to include online learning opportunities, a circumstance that increased the pool of potential applicants and left the faculty well-prepared when the pandemic led to remote course delivery for all classes.

“As a teacher, taking a year off without pay to attend a full-time program can be challenging and it prevented a lot of people from applying,” says Millett. “Now, with the online option, we have teachers from across the province enrolling.”

Each year, the program accepts about 20 students, but there is an ongoing cohort of 55 to 65 students, since many are enrolled part-time for three years.

“Our graduates are in demand,” says Mayer. “With very few exceptions, students graduate and have jobs waiting. Many of our part-time students are hired by their second year.”

Through all of the changes, two things have remained constant for Mayer and Millett: their dedication to ensuring that deaf and hard-of-hearing students across Ontario have the best possible teachers working with them and their own fervour for their work.

Their commitment and passion do 91��ɫ proud.

Visit the Deaf and Hard of Hearing Program 30th anniversary website.

By Elaine Smith, special contributing writer

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Professor Pam Millet shares tips to support deaf and hard of hearing students during COVID-19

acoward — Wed, 03 Jun 2020 20:05:04 +0000

This past May, Professor participated in a panel conversation about some of the hardships of COVID-19 that fall disproportionately on students with disabilities. The panelists addressed a number of questions including: What can teachers, principals, parents, schools and the Ontario Government do to make sure Ontario’s students with disabilities can effectively continue their education at home while schools are closed? What can teachers and parents of students with disabilities do right now to break through the barriers that distance and online learning can create for students with disabilities?

The conversation was a part of a Virtual Town Hall hosted by the Accessibility for Ontarians with Disabilities Alliance (AODA) and the Ontario Autism Coalition on issues affecting distance learning for students with disabilities during the COVID-19 crisis. Professor Millett's segment about tips for school boards and teachers to support deaf and hard of hearing students during COVID-19 begins approximately at the 8:45 mark of the video.

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Professor Pam Millett offers tips on hosting a hearing-friendly holiday party for deaf and hard-of-hearing guests

acoward — Tue, 17 Dec 2019 15:38:09 +0000

Holiday party hosts need to ensure everyone can take part in the celebrations, says Pam Millett, an audiologist and an associate professor in the Faculty of Education with more than 30 years of experience working with children and adults with hearing loss.

Senior citizens, for example, may experience hearing loss due to the natural aging process and have difficulty communicating in situations like a large family dinner. Millett says research has linked untreated or unmanaged hearing loss in seniors to social isolation, depression, poorer family relationships, and even early onset of cognitive decline. For children with diagnosed hearing loss who use hearing aids or cochlear implants, they may struggle with participating in noisy, fast-paced holiday activities.

A leading educational audiologist, Millett’s research focuses on maximizing the use of technology in the classroom to ensure students with hearing loss, from JK to post-secondary, can hear clearly and participate fully. She writes a quarterly column in Canadian Audiologist on what educational audiology is and how audiologists support students with hearing loss.

Millett offers the following tips to host an inclusive holiday party with guests who are deaf and hard of hearing, including:

Lower the volume on background music to make hearing easier

Make sure there’s adequate lighting, even if hosting a candlelit meal
Encourage guests to speak one at a time, instead of talking over each other
Speak a little more slowly and look toward the person with the hearing loss during group conversations
Set up the TV for subtitles to appear on the screen before watching a holiday movie

Click to view original press release published by 91��ɫ Media Relations

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Son’s hearing loss brings chemist mom to pursue a Deaf and Hard of Hearing diploma

acoward — Thu, 17 Jan 2019 20:48:02 +0000

When Cécile Santos-Ayrault’s baby son was diagnosed with hearing loss, she became intensely interested in the treatment he was receiving. In order to better understand what he was going through, she decided to attend the Deaf and Hard of Hearing Teacher Education Program in the Faculty of Education at 91��ɫ. The program better equipped her to deal with her son’s hearing loss and familiarized her with the experiences of other young deaf people like her son.

Prior to 91��ɫ, Santos-Ayrault graduated from the University of Ottawa with a Bachelor of Education degree. Being bilingual in French and English, the opportunity to acquire her credentials in English solidified Santos-Ayrault’s decision to attend 91��ɫ.

Before pursuing education, she earned a Master of Science and PhD in chemistry from Poitiers University in France. As such, coming to the field of Education was a major shift for her.

At 91��ɫ, Santos-Ayrault entered a close knit group of 12 peers in a setting she found beneficial to her learning. “We were really close. We built relationships and networked within the field,” she said. “We had a small room where our program was housed - our own place.”

91��ɫ’s Deaf and Hard of Hearing Teacher Education program helped prepare Santos-Ayrault for a very niche area within deaf Education. First, she learned how to communicate effectively about deaf and hard of hearing people's needs and provide accommodations. Second, she acquired the competencies needed to be a specialized teacher, including designing a curriculum and engaging students’ diverse learning styles. Finally, she blended her French language skills with her knowledge of hearing loss to support the Francophone deaf and hard of hearing community.

Since graduating in 2013, Santos-Ayrault works with French and Francophone Deaf and Hard of Hearing (DHH) students who she described as a minority within a minority. “In my school board we have about 16,000 students in total and I am servicing about 40-42 students in the whole southern Ontario area,” she said.

As a result, Santos-Ayrault travels frequently across Ontario. A typical day for her includes driving from her home in Hamilton to a school in the St. Catherines area; the next day to Mississauga and after that – Barrie or Peterborough.

In her first year working at a French Language school board, she worked with 20 students and identified new opportunities to serve and support the Francophone Deaf and Hard of Hearing community. Initially, she found few resources for DHH students and worked hard to create a lasting legacy of support for this community. “I started from scratch and built everything from the ground up,” Santos-Ayrault said.

As she worked, Santos-Ayrault’s community continued to support one another. “Eight of us are still in contact regularly,” she said. Santos-Ayrault emphasized the importance of creating and maintaining one’s support network as teachers of the Deaf and Hard of Hearing. “It’s important to attend conferences and meet with colleagues,” she said. “If I am struggling, I make sure I am not alone.”

Support is also crucial for her students whose needs may not be immediately obvious to teachers. “Some students with hearing loss perform well and become less visible. But they still have needs and require support,” she explained. “It’s not noticeable to the teacher and it can become hard to advocate for those students because the teachers think the student is fine.”

Although she did not expect to become a teacher, Santos-Ayrault is confident she made the right choice. “I am a lifelong learner so I enjoyed being able to learn more about this field that my son brought me into,” she said.

To learn more about 91��ɫ’s Deaf and Hard of Hearing Teacher Education Program, visit www.yorku.ca/edu/students/deaf-and-hard-of-hearing/

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Connie Mayer awarded Honorary Professorship at the University of Manchester

acoward — Mon, 10 Dec 2018 15:42:33 +0000

Professor Connie Mayer has been appointed as an Honorary Professor in Human Communications, Development and Hearing with the School of Health Sciences in the Faculty of Biology, Medicine and Health at The University of Manchester in the United Kingdom. The appointment is from September 2018 to September 2021 and is in recognition of the ongoing collaborative work and research that Mayer has been doing at the University of Manchester.

During her appointment, Mayer will continue to work on various projects with her colleagues, Dr. Helen Chilton and Dr. Wendy McCracken, including an investigation of Theory of Mind (ToM) in the written language of deaf students. A paper on this topic was recently published in the Journal of Deaf Studies and Deaf Education, and two follow-up studies are underway—one of which involves collaboration with the Royal Shakespeare Company.

Another major project that Mayer will be working on with her colleagues in Manchester during her appointment is a 2-day conference, Deaf Children Now: Changing the Conversation, scheduled for June 24 and 25th, 2019. The conference will bring together world-renowned specialists from the fields of Deaf Education, Speech and Language, Audiological Science and Audiotechnology, Genetics and Neurology/Behavioural Sciences with the aim of working across disciplines to better support deaf children and their families. Mayer will be giving a keynote presentation on the topic of literacy development in deaf learners.

Mayer is co-academic coordinator in the Deaf and Hard of Hearing Teacher Education program in the Faculty of Education. Prior to coming to 91��ɫ, she worked for more than twenty years as a consultant, administrator and teacher of deaf students from preschool through post-secondary. Her current research focuses on early literacy and early intervention, cochlear implantation, bilingualism, and models of teacher education, including an ongoing SSHRC funded study investigating the literacy achievement of school-aged deaf learners.

She has presented widely on these topics both nationally and internationally as well as having authored numerous journal articles and book chapters.��Her co-authored book, Early Literacy Development in Deaf Children, published by Oxford University Press was released in June 2015. In 2016 she was awarded the Sister Mary Delaney Lifetime Achievement Award in recognition of her work in teaching, research and service in the preparation of teachers of students who are deaf or hard of hearing by the American College Educators of the Deaf and Hard of Hearing.

“The Faculty of Education is thrilled to congratulate Professor Connie Mayer on this exceptional honour," said Dr. Heather Lotherington, Associate Dean, Research in the Faculty of Education.�� "Professor Mayer’s thoughtful research has profoundly affected educational practice and, moreover, the individual lives of children and adults who are deaf and hard of hearing, to the point where she is acclaimed—and claimed—across continents. The Faculty of Education stands tall in the world of Deaf Education, and credit is due to our outstanding professors. Bravo Connie!”

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Big opportunities propel Deaf and Hard of Hearing Teacher Education Program graduate to new heights

acoward — Tue, 06 Nov 2018 16:03:58 +0000

There are only three educational institutions in Canada where one can acquire qualifications to teach deaf and hard of hearing students. 91��ɫ’s Faculty of Education is one of them.

Sheena Vert completed her Bachelor of Education degree at 91��ɫ and applied to the Faculty’s Deaf and Hard of Hearing Teacher Education Program (Deaf Ed). As it happened, Vert had worked as a sign language interpreter at one of 91��ɫ’s open houses, where she first heard about the Deaf Ed program.

With 20 years of experience as an American Sign Language (ASL) interpreter, Vert brought considerable work experience to her education. However, she was looking for a career change to have more interaction with deaf and hard of hearing students in the classroom.

“With interpreting, you're relaying information, but not teaching,” Vert explained. “Teaching gave me a different way to work with the Deaf Community. This was a nice way to work with a different population.”

Her expertise being in working with adults, Vert said shifting focus to youth gave her a new perspective on Deaf Culture. “It was a beautiful transition from my work to 91��ɫ's program,” Vert said.

Vert’s transition into 91��ɫ’s unique Deaf and Hard of Hearing Teacher Education Program was smooth. “From the dedicated and knowledgeable educators, students and practicums - every aspect of the program was professional and thorough. I enjoyed my learning experience immensely,” Vert said. “My professors were passionate. I got to learn from the best.”

Being enrolled full-time, Vert completed the program in one year. Part-time students take three years (more if necessary) with a practicum in their final year.

Both the full-time and part-time program share the same courses and structure enabling students to easily collaborate and support each other.

Having completed the Ontario College of Teachers and Canadian Association of Educators of the Deaf and Hard of Hearing accredited program, Vert found her experience at 91��ɫ left her well-prepared.

“I was offered two full-time positions and ultimately decided to accept a position at the Dufferin-Peel Catholic District School Board. I felt I had the tools and the general knowledge to go out into the workforce,” she said.

Ontario resident graduates are certified by the Ontario College of Teachers and are recommended for the Additional Qualification “Teaching Students Who Are Deaf or Hard of Hearing,” with a specialization in either ASL Communication or Oral/Aural Communication and receive a Post-Baccalaureate Diploma. Graduates’ diplomas are submitted to the college of teachers. Following a successful year of teaching, they receive a specialist certification.

Apart from obtaining the proper credentials and qualifications, a healthy job market ensures a strong start for 91��ɫ’s Deaf Ed grads.

“Everyone in my graduating class has either had consistent Long Term Occasional positions or have found full time positions in the field,” Vert said. “Not too many programs can have that kind of success rate immediately.”

According to Vert, a generation of teachers of the deaf and hard of hearing are retiring, opening spaces for new teacher candidates. “I don't perceive [Deaf Ed] will be saturated any time soon,” she said. In addition, the program is tuition free for Ontario residents.

But despite a strong job market for teachers of the deaf, the actual experience of teaching deaf and hard of hearing students can be lonely and isolating. Both deaf students and their teachers experience this isolation.

“Often young students may be the only deaf child in their entire school,” Vert said. “They feel different. They feel frustrated because not everyone understands the impact of hearing loss.”

Vert’s professor Connie Mayer concurred. “Deaf students are a low incidence group,” she explained. “There are only about 1,000 in the Toronto District School Board out of 246,000 students.”

The Faculty of Education addressed this challenge by setting up a support network of teachers for the deaf and hard of hearing. A place to share ideas, information and other resources, this network is currently in the shape of a Facebook page which Vert uses actively.

“I maintain contact with former classmates and alumni. I am in contact with 3-4 people on a regular basis,” she said.

Because teachers of the deaf and hard of hearing are spread out widely like their students, the Faculty provides teacher candidates with flexibility in how they attend classes and complete assignments. For instance, Vert completed her ASL component and several classes online.

The Faculty also welcomes students in remote areas to take advantage of online options, serving students in Alberta, Saskatchewan and Northern Ontario. Those students who cannot attend 91��ɫ have the option of completing the program entirely online.

To ensure flexibility and accommodate students, the Faculty shoots videos of lectures and makes them available online. Each video is captioned. After lectures, students complete a set of online activities. All other course material including audio, images, and paperwork are also available online. If necessary, students may request a sign language interpreter.

Given these resources and opportunities, what does the future hold for graduates of the program? For her part, Vert is an avid learner and is always looking to improve. “I love my work and am excited every day to do it and to learn from my students and my co-workers,” she said.

Vert suggested students considering pursuing Deaf Education truly commit themselves to this field. “Immerse yourself in the education,” she said. She also cautioned students against seeing Deaf Ed as a means to an end.

“Before pursuing this (Deaf Ed), understand the students that you will be working with. Do not choose this field as a ‘way in’ to the education profession. This is a calling, not a job. You must give 100%. The rewards will be too great to count.”

The Faculty of Education will start accepting applications in mid-December and the application deadline for the program is March 15, 2019. To learn more about the program visit��www.yorku.ca/edu/students/deaf-and-hard-of-hearing/

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