Learning Devices Description
Phonak Roger MyLink
By connecting a Phonak Roger MyLink into a studeant’s or classroom computer, students can receive live, automated captions. Using Roger™ technology to assist in classroom Speech-to-Text solutions students can receive live, automated captions Then students can read, in real-time, the captions created during the lesson.
Roger™ Touchscreen Mic
Captioning can also be very effective for lessons involving audio or video (A/V). This technology is similar to the “closed captioning” typically used in TV shows, and under federal law, schools are required to provide captioned A/V content on request.
The Phonak Sky Marvel comes in two models reflecting your child's degree of hearing loss. A hearing care professional will advise you on the right model Phonak Sky Marvel has universal connectivity, you can pair the hearing aids directly to a computer or tablet.
Automated captions. automatic captions are generated by machine learning algorithms, so the quality of the captions may vary. The perk here is that its easy. I can click a couple of buttons and turn the captions on. The downside is the linguistics are still rough around the edges.
Live captions & subtitles in Skype let you read the words that are spoken during an audio or video call. Live captions & subtitles are not available in Skype on Android
Personal FM systems can send a teacher’s voice from a wireless microphone worn by the teacher through FM radio waves directly to a small receiver worn by the student with hearing loss. Personal FM systems can be used by students who use hearing aids or a cochlear implant and by those who do not. Personal FM systems
SonoField Classroom Sound Field System. SonoField enhances audibility of sound and audio by creating an even sound field at all points of the room. Using IR wireless microphones, and high dynamic range surface mount loud speakers, the system is easy to install, learn and use. These can be wall mounted or standalone speakers which can be shared among several children simultaneously.
Audio-visual FM Systems facilitate speech-reading for students who are oral-deaf or hard of hearing. An example would be the AudiSee which includes a microphone transmitter and a headset-camera worn by the teacher. The student has a small monitor-receiver on the desk allowing the student to hear the teacher’s voice and see the teacher’s face.
Phonak Audéo Marvel focuses on what you expect from a first-class hearing aid – a clear, rich sound experience. Combined with modern technology it is a multifunctional hearing aid that conveys love at first sound.
Soundfield systems send the teacher’s voice from a microphone to one or more speakers positioned close to the child or mounted to a wall. This allows more than one student to use the system simultaneously. A sufficient signal-to-noise ratio for a child with hearing loss may not be provided by some systems in noisy rooms or in rooms where sound reverberates. Another type of soundfield system is an induction loop (IL) system. In this system a loop of wires encircles the entire listening area. The IL system signals can be accessed by hearing aids or cochlear implants with T coils.
Infra-red wireless (IR) systems through which sound is transmitted using infrared light waves. A strict line of sight is usually required between the light emitter and the listener with the receiver since natural light may interfere with the transmission. Testing a variety of different systems is suggested if you are not sure which Assistive Listening Device will work best.
Accessible Instructional Materials (AIM) may be a consideration as hearing loss can impact competency in reading. For some students, text-to-speech, word prediction, or another type of assistive technology should be considered. See http://www.at.mo.gov/etc.html for borrowing devices/software for trials or http://at.mo.gov/aim/aim.html for related IDEA requirements, accessing AIM, NIMAS, etc. Also see TAP for Internet for obtaining some types of adaptive computer equipment/software for home use: http://www.at.mo.gov/tap_internet.html
Non-invasive assistive hearing technologies that teachers can use throughout their curricula
Telecommunications device for the deaf (TDD
Voice to text software program
Text messaging—Deaf students are often delayed in developing their independent living skills compared to their hearing peers (see Calderon & Greenberg, 2003; Greenberg & Kusche, 1993). Akamatsu, Mayer, and Farrelly (2005) found that parents of deaf teenagers typically place more restrictions on activities outside of the home because they worry about their child’s general safety due to their inability to hear and communicate
Translation Services are available which allow the words of a speaker to be transcribed, by a trained individual using a keyboard, into text displayed on a monitor, screen, or laptop computer, used by the students who are hard of hearing or deaf. Examples of translation services include, but are not limited to: Communication Access Realtime Translation (CART) which provides wordfor-word instant translation of spoken words into text; C-Print and TypeWell programs which provide condensed meaning-for-meaning instant translation of spoken words into text.
Face to Face Communication Systems can provide assistance when short, one-on-one conversations are needed. An educator and deaf or hard-of-hearing student can type messages back and forth on devices consisting of two keyboards and displays. Examples of devices are the Ubi-Duo and Interpretype.
VIDEO MODELING The vast majority of students with disabilities benefit from accessing information visually (Bellini, Akullian, & Hopf, 2007), and video modeling provides a platform for these students, including those who are deaf or hard of hearing, to acquire content, skills, strategies, language, etc. Video modeling allows students the opportunity to watch and review copious examples of themselves and others interacting, performing tasks and procedures, and other activities.
classroom audio distribution systems (CADS)
wireless technology provides a multitude of benefits to students with and without hearing loss, as well as to teachers, but mastering the use of this technology takes some understanding and practice.
(HAT) in the Classroom HATs make it easier for students to hear what they are supposed to hear over all of the noise they are not supposed to hear.
Videoconferencing—Skype, Google+, FaceTime, and other conferencing technologies have revolutionized the way society communicates, and this is especially true for the Deaf community. Videoconferencing offers personalized and corporate engagement by accommodating person-to-person and multi-way connectivity.
MimioClarity™ is a classroom audio system consisting of a 60-watt amplifier receiver, speakers, teacher and student microphone. The sound is evenly distributed throughout the room via speakers strategically placed in the classroom. Now teachers can use a quieter, more natural tone instead of straining to project their voice to the back of the room, and the sound is not blasted at their students or carried into adjacent classrooms.
Microphones within a single classroom students may be outfitted with personal systems fit to their hearing aids or cochlear implants. These systems may require the use of different microphones and the benefits will only be apparent to the students wearing the equipment
Classroom FM System
Augmentative and alternative communication devices
MotionSavvy UNI: MotionSavvy, founded by a team of students from Rochester Institute of Technology’s National Technical Institute for the Deaf, announced “the world's first two-way communication software for the deaf.” UNI translates American Sign Language (ASL) into speech, and speech into text. It utilizes a special camera to track the location of both hands and all ten fingers. Graphic representations of the hands provide live feedback to make sure gestures are being captured correctly.