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Learning for Children with Auditory Access Needs: Insights Gained During COVID, presented in partnership with Seminars in Hearing

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1.  Accessibility to instruction for deaf and hard of hearing students was impacted by:
  1. Home environment variables (noise, lighting, distractions)
  2. Internet connections
  3. Lack of access to RM systems for home use
  4. All of the above
2.  RM systems for home use could be modified for:
  1. Parents to listen
  2. Connecting to computers
  3. Reducing background noise
  4. None of the above
3.  Some silver linings surfaced during online learning, including:
  1. More parent engagement
  2. More instructional time for teachers of the deaf/hard of hearing due to decrease commuting time
  3. More participation in IEP meetings
  4. All of the above
4.  Classroom instruction under COVID resulted in new situations that benefited from RM hearing assistance technology use; which situations benefited the most?
  1. Small group instruction, glare from windows
  2. Masks, noisy classrooms
  3. Social, distancing, masks, noise reduction
  4. Announcements, computers
5.  The S.E.T.T. framework is intended to address:
  1. The student’s learning characteristics
  2. The classroom learning environment
  3. The learning tasks and tools required to learn
  4. All of the above
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