Focus Project: FM System Improvement Implications

Jenna Hendricks & Rachel Keefe

St. Bonaventure University

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I. The Learner

A. Background

1. Name: Mike Stone*

2. Age/Grade: 13 yr./8th Grade

3. Reason for Referral

This project is intended to benefit the student by encouraging inclusive education and

will align with his current IEP accommodations regarding physical and social development.

Currently there is resentment towards the use of the FM system from both the teacher and other

students. This resistance can hinder each lesson for all students and the teacher. Researching

improvements will allow there to be a more seamless incorporation into the classroom

community.

This is expected to improve the quality of the classroom environment. This is expected to

benefit other students because this will provide information regarding more inclusive and user-

friendly devices so that their learning is not disrupted by static through the system or difficulty of

use. A new device or new support with the current device is our goal after evaluation of the

current device. According to the IEP, Mike Stone’s hearing impairment requires him to need an

FM system to be able to participate in general education classes. The intended outcomes of the

FM system are that he is able to hear instruction. He doesn’t resist the use of the support and the

entire class is not hindered through the use of the modification equipment. Quite simply, the new

device will allow the student to successfully meet his IEP goals in a more beneficial manner.

4.Type of Exceptionality

Mike Stone is classified as having a hearing impairment.

5.IEP Goals & Services

*Mike Stone is a pseudonym.

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For Physical Development (the degree and quality of the student’s motor and sensory

development, health, vitality, and physical skills or limitation) listed under the student’s IEP,

Mike wears glasses and hearing aids. He has access to an FM in all academic classes, although

he has expressed that in certain classes he prefers the teacher NOT to use the speaker. For

Management Needs (the nature and degree to which environmental and human or material

resources are needed) are listed as “needs access to the FM speaker in all academic settings,” and

“needs to sit close to the source of instruction.”

For Social Development (the degree and quality of the student's relationships with peers

and adults, feelings about self, and social adjustment), Mike, is noted as having a small group of

friends, generally courteous to adults and peers, and can sometimes become frustrated with peers

in the classroom.”

Related Services include special seating arrangements near the FM system or source of

instruction.

Assistive Technology includes access to a personal auditory trainer /FM system – student

requires device for hearing.

Category Classification
Physical Development Wears glasses and hearing aids
Access to an FM audio speaker in all classes
Student has expressed that he prefers the teacher NOT to use the
speaker in certain classes.
Social Development Student has a small group of friends
Student is generally courteous to adults and peers
Student can be easily frustrated at times with peers in the classroom
Student can become aggressive in unsupervised situations
Related Services Special arrangement seating near the FM system OR
Special arrangement seating near the source of instruction
Counseling
Assistive Technology Access to personal auditory trainer / FM system
Student requires device for hearing.
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B. Present Levels

1. WATI: Section 11—Hearing

Hearing loss is severe. The onset of hearing loss was at birth. Etiology is for

sensory/neural hearing loss. The student eye-contact and attention to communication is good.

Communication used by others include body language, symbols, gestures, speech, pictures, and

written messages. Mike Stone is proficient with understanding of single words, short phrases,

and the majority of communications in all three settings: school, home, and community.
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2. Academic
The grades below reflect an average for all marking periods of this academic school year.
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Subject Grade
English 67
Spanish 65
Art 75
Social Studies 58
Health 42
Physical Education 96
Math 70
Science 75

Mike tested at a level 1 on Grade 6 and 7 Mathematics State Tests. He knows his basic

math facts and is able to do simple calculations independently. Mike requires reinforcement of

new concepts and complicated problems solving in a small group setting. He needs to seek help

when needed and complete homework assignments to practice skills. Mike understands concepts

when reinforced and when he is able to focus. He needs to acquire time management skills in and

out of school, so he is able to have time to study. He needs to explore and attain study skills for

vocabulary review and test preparation.

Mike also tested at level 1 on Grade 6 and 7 ELA State Test. Mike takes a long time to

get his thoughts on paper. He struggles to write extended responses without assistance and

refocusing prompts. Mike has expressed his difficulty when there is too much written stimulus.

3. Communication/Social

Mike has a small group of friends that he hangs out with at school. He is generally

courteous to adults and peers. Sometimes Mike becomes frustrated with peers in the classroom,

but much less than he did as he entered middle school.

4. Physical

Mike wears glasses and hearing aids. He has access to a FM in all academic classes,

although he has expressed that in certain classes he prefers the teacher to NOT use the speaker.

Mike is an active, healthy student.

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5.Strengths

Mike understands new concepts quickly. He has excellent pronunciation in foreign

language and a generally positive attitude towards school. Mike is respectful to adults and peers.

He works well in groups. Mike is a strong self-advocate, considering hearing loss and

participation in class.

C. Student's individual goals

Through collaboration with teachers, IEP team, counselors and special education teacher,

Steven is working on the following goals:

Annual Goal Criteria Method Schedule

Study skills: Mike will use a tool to organize 10 out of 10 Structured Every
assignments needing to be completed. trials over 10
observation marking
weeks s of targeted period
behavior
Mathematics: Mike will use proper 75 % success Classroom Every
mathematical procedures and operations to over 10 tests marking
complete and solve multi-step mathematical weeks period
equations.
Social/Emotional/Behavioral: Through 90 % success Observation Every 3
counseling, role playing, and practice, Mike will over 10 s checklists weeks
improve his ability to respond to frustrating weeks
situations.

D. Current Educational Placement

This student is currently placed in a general setting classroom with direct consultant

services (DCT) provided 5 times weekly for 20 minutes within the regular classroom with a

special education teacher for both Math and ELA.

E. Educational Priorities

1. Learner

Mike enjoys science, especially astronomy and chemistry. Mike wants to become a

basketball player. Mike has expressed desire to join the work force over attending college.
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2. Advocate (Mother)

Mike's mother has not expressed any specific concerns over academic content. She

requested that the FM system is used in every academic setting. The IEP originally stated the use

of the FM system "or" being seated close to instruction. She insisted it be changed to "and".

F. Assistive Technology Experience/Expertise

1. Learner

Two placements with different FM systems have given the student exposure to limited

technology. In the past he has had socially devastating experience with students picking on him

when the device was used.

2. Teachers

Based upon our survey, discussions with teachers and personal use we have concluded

that across the board, most teachers have had a low-level of interaction with assistive technology.

There is no official training on assistive technology and there is barely any training on the

systems currently in use.

3. Others

Administration has turned over frequently in the last twelve years including the Director

of Special Education, Director of Instruction and Principals. Therefore, the implementation of

solid programs such as assistive technology is waning and has bounced between the speech

therapist and special education department depending upon the direction of the current

administration.

G. Staff and Faculty Receptiveness to Assistive Technology

The faculty in Mike's current placement were surveyed regarding his type of assistive

technology and their receptiveness to it. The survey results indicated that this the teachers were
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responsive with to the technology but also disclosed the difficulty in use of some aspects.

Training on the devices were not standard across all disciplines and did not always include new

teachers. This could affect comfort of use and implementation of services from person to person.

II. Analysis of General Education Environment

A. Target General Education Class

Mike is in an eighth-grade general education setting. The average class size is about 25.

The ratio of students with and without disabilities is about 20:80 (6:19). Eah of his classes

contains a content area teacher. His classes typically also contain a consultant teacher or an aid to

support instruction. This school is considered to be located in a rural area with a low-to-middle

SES.

B. Teaching and Assessment Methods

Multiple teaching methods are used by the general education teachers. These include

lecture, discussion, cooperative learning, project-based presentations, hands-on laboratory

projects and write ups.

C. Reading Level

Mike Stone's reading level as of the 7th grade State Test is at a Level 1

D. Participant Tasks

1. Communication

Students are expected to be able to communicate effectively and in a timely manner

regarding content learned, questions, and asking for clarification.

2. Instruction

Students should be able to listen to, absorb and translate instruction.

3. Writing Ability
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Students should be able to communicate their knowledge effectively through written

communication conforming to standard practice norms.

4. Participation

All students should participate in class on a daily basis including coming ready with

material assigned as homework as well as asking for clarification of assignments, etc.

5. Productivity

Students are expected to use class and study hall time productively to limit the amount of

outside work needed to be successful in passing the class.

6. Environmental Control

All students are expected to work in a safe and efficient manner which is productive and

courteous to teachers, support staff others and other peers.

7. General

Students are expected to be contributing to discussions, listening to lectures (up to 15

minutes), taking notes (up to 15 minutes), raising hand to speak and reading silently or aloud.

E. Physical Capacity

1. Available Computers/Tablets

There are both computer labs and laptop carts available in the school. Each student is

assigned a laptop. If they forget it, they are able to check-out a replacement for the day. All

computers run Windows.

2. Printing

There are designated hallway printers with codes for each student and teacher. Windows

is supported.

3. Internet
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There are both wired (desktops) and wireless (laptops) internet access.

4. Space

Students are expected to already have their personal laptops charged and ready for the

day. If they should not be, there are limited outlets. Specifically, in science there are lab tables

with outlets, but not every classroom has that luxury. There is space available depending on the

specific classroom and content area taught. There are some classes that barely have enough space

for desks, while others have more space available. Typically, the science rooms are larger to

support space for lab tables in addition to tables for lecture and direct instruction.

III. Access to the General Education Curriculum/Environment

A. Overview of Interfering Factors

The inability to hear affects Mikes' learning and participation. The diagnosis of ADHD

affects his ability to pay attention and stay on task. There are a few items that interfere with

Mike's participation in the general education setting concerning the current FM system in use.

According to the interview notes with Mike, he is unable to hear teachers who walk around the

room while teaching if they don't effectively use the FM system. Some teachers on the other

hand use the FM system ineffectively and have it turned up too loudly which can provide

feedback in his hearing aids. This also affects the rest of the class when the system is too loud

and students get irritable about it.

B. Priority Factor

We will address information regarding the FM usage of teachers in the classroom and the

impact of it on Mike's learning, engagement, and participation. We will collaborate closely with

the educational team to determine how his needs are being met and addressed.

IV. Description of Investigation

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A. Goal

Based on the above performance levels and recommended special education services as

documented in the IEP, the main goal of our project is to evaluate, determine and recommend a

system that would foster a more inclusive learning environment with a modified current or new

assistive technology device recommendation. We are working to improve the classroom

environment and the seamless incorporation of this assistive technology device into the

classroom so that the student might not be resistant to using necessary accommodations for fear

of peer and social pressures as he has experienced before. The goal for our project is to create a

setting for Mike that draws more participation in discussions, additional engagement in content

and activities as demonstrated through raising hands and verbally responding in class, as well as

to create a more inclusive classroom setting that benefits the class as a whole. In order to capture

data of engagement and frequency of participation, teachers can easily use a checklist or

frequency table system to monitor the progression with the recommended device. This can be

used in all settings with collaboration from all team members.

B. Methods

1. Student Interview

Mike was asked about this FM system and its impact on his learning. He was asked the

following questions: How do you feel about this device? How does it impact your leaning? How

does it impact your understanding? How does it impact your willingness to engage/participate in

class? Is there anything you would change about the device? Why?

2.District-Wide Faculty Survey

We conducted surveys regarding different FM systems including the ease of use and

incorporation into instruction, as well as class and teacher attitudes towards technology. The
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focus on this device is related to the classroom environment. We have created a survey for

teachers. The link is here: https://goo.gl/forms/rPZkturCSgqwVIw32.

This survey included what FM system they are using, the frequency at which they use it,

the microphone they use, the microphone they would prefer to use, the effectiveness of the FM

system, the ease-of-use, the impact on teaching, the impact on the classroom environment, and

any additional information they wish to include or share. This is sent out via GoogleForms. It is

collected anonymously but does not allow more than one entry. There are multiple choice

questions as well as short answer questions. Data will be conducted from teachers in the district

(past or present) who have used the FM system and interpret results to find an FM system or

alternative communication device that is the most recommended by staff or other professionals.

V. Data Analysis and Implications

A. Findings

1. Results of Student Interview

a. Feeling Towards Device

"It's ok."

"I receive feedback when I move my head."

"The FM system does help."

He doesn't feel awkward using it now, but he got picked on severely in the past."

Headphones (used in a true FM system) would not work well with his hearing aids. He cannot

wear them over his hearing aids as they would provide interference and squealing.

b. Impact on Learning

There is not a huge impact on learning for Mike. "I learn how I always do (whether it is on or

not)."
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c. Impact on Understanding

"A lot of time my understanding issues come from my ADHD not my lack of hearing."

d. Impact Willingness to Engage/Participate

The FM device whether on or off results in the same level of engagement. The FM device does

result in more participation.

e. Recommendations

Teacher training so that device isn't too loud or too soft.

2. Results of Survey

There were 20 responses to this survey. Ten of these responses contained "N/A" or "None" in

regards to the FM system. That data will be excluded from the analysis.

a. Make/Model of FM System
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b. Frequency of the Use the FM System

c. Microphone Use
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d. Microphone Preference

e. Effectiveness for Student

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f. Ease-Of-Use

g. Impact on Teaching
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h. Impact on Class Environments

i. Other Comments

All 10 participants with FM systems left comments regarding their make and model,

personal experiences, and inclusiveness of the device they use in their personal experience.

B. Analysis

1. Outcomes for Recommendations

One out of the 10 responses (10%) did not specify which system they used. This person

said that they FM system was no effective for the student, it was cumbersome to use, it detracts

from teaching, and negatively impacts the environment. In the comments, these complaints were

explained. The participant explained that "there didn't seem to be much of a difference" between

when the FM system was used and when it was not used. He or she explained that the

microphone picked up white noise as well as feedback when getting too close to the receiver.

Three out of the 10 responses (30%) used REDCAT Lightspeed systems. Of those three,

100% said the systems were "cumbersome" to use. 100% also said that the system "detracts"
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from their teaching and "negatively" impacts the classroom environment. One response (33%)

said that it was not effective for the student, while the other two (66%) said that it was effective

for the student. The users of the REDCAT systems specifically mentioned "static", "feedback",

and voice "distortion" in the comments regarding the system. Comments also expressed the

reliability of this system and its every-varying performance.

Two out of the 10 responses (20%) used LES 700IR systems. Both responses (100%)

said that this system was effective for the student. They agreed (100%) that this system is easy-

to-use and enhances their teaching. They disagreed on this system's impact on the classroom

environment. One participant (50%) said that this system positively impacts the classroom

environment "when it works". The other participant (50%) said that this system negatively

impacts the classroom environment, siting that students "complain" and "roll their eyes" when

the system is in use.

Four responses (40%) specified using LES 750IR Platinum Series systems. One of the

responses (25%) said that this system was in need of batteries and service. He or she said they

would use it, but it currently is not in working order. All of these participants (100%) agreed that

this system was "easy-to-use". Of the other responses (75%), they all agreed that the system

"enhances" their teaching. The participants (100%) thought this system was "effective" or

"highly effective" for this student (50%: effective, 50% highly effective) The participant whose

system is in need of repair, said that when it is in use it is "effective" for the student. The

participants with working systems (75%) all agreed that this system "positively" impacted their

classroom environments. Comments from these participants sited positive effects of the system

such as, "It saves my voice while helping students". Two others mentioned making sure the

microphone is properly charged.

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2. Outcomes for Focus Student

The REDCAT system was split as to whether it is was effective (33% not effective, 67%

effective) for the student in meeting his goals. The LES700 IR device was effective (100%) for

the student in meeting his IEP goals. The LES750IR Platinum Series device was also effective

(100%) for the student in meeting his IEP goals. These systems varied in their impact on the

classroom environment and the inclusive setting.

3. Outcomes for Other Students

The REDCAT device negatively impacted (100%) the classroom setting. The LES700 IR

system was split as to whether it negatively impacted the classroom environment (50%

negatively, 50% positively). The LES750 IR Platinum Series system positively (100%) impacted

the classroom environment.

C. Implications

Based on our data, the system with the most positive reviews is the LES 750IR Platinum

Series amplifier. This would suggest this is the most inclusive system to be integrated into the

general education setting. Although this system, LES750IR Platinum Series, seems to be the

most inclusive, it is still advisable to have the need for training and professional development

related to the use of FM systems. Comments like "when it works" and "trouble charging the mic"

could be prevented and addressed through adequate training. Currently, these systems are

distributed on their first week of school and simply left in the classroom. There is no formal

training, professional development, or even a contact person if there are any issues with the

system. This suggests the need for having someone with the practical knowledge of these system

available to assist with their installation, implementation, and maintenance throughout the school

year.

Referral for SBU Individual Assistive Technology Evaluation (Current Device)

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(if more space is needed, please use the back or attach separate sheet)

Date: 2/7/2018
a. Name of student: *Mike Stone (changed for privacy) Age: 13
SBU Evaluator: Jenna Hendricks and Rachel Keefe

b. How would the parents like the student to be referred to in SBU class assignments and discussions?
___ Use the student's real name ___ Use the student's real name for the evaluation report only
___ Parents' preferred pseudonym: __________________________________________________
If the parent's preference is unknown, the evaluator will assign a pseudonym. Evaluator-assigned
pseudonym: Mike Stone________________________________________
c. Reason for referral:

 Student has an IEP that focuses on hearing and the use of an antiquated hearing device that is
intrusive to classroom settings.
 The student is unable to hear instruction not within close-proximity to him.
 The student gets feedback with the microphone system too loud.
 Other students get feedback in their ears with the microphone system is too loud.
 The hand-held device that the teacher uses to assist him is cumbersome and interrupts the natural
flow of teaching science while using hands.
 The around the neck device is cumbersome with teacher’s clothing and doing science
experiments.
 The around the neck device is too heavy for the teacher’s neck being that she has back problems.

Particular areas of interest/concern (check all that apply):

___ Reading (decoding) ___ Reading (comprehension) ___ Math
___ Writing (spelling) ___ Writing (composition) ___ Writing (letter formation)
___ Computer access (e.g., being able to use the keyboard or mouse)
__X_ Communication skills ___ Independent living skills ___ Recreation/leisure skills
__X_ Organization/study skills _X__ Other: hearing

d. Name and contact information (address, phone number, e-mail) for person making referral: Jenna
Hendricks (3131 Five Mile Rd, Allegany NY 14706; 716-375-6600; jhendricks@alcsny.org)
How did you hear about assistive technology evaluations through SBU? DIFF515 Course
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e. Name and contact information (address, phone number, e-mail) for parent: Jennifer Canada: 3974
Route 417 Lot 88, Allegany NY 14706; 870-833-3345; jencanada1977@gmail.com )

f. Name and address of school:

Allegany-Limestone Middle-High School
3131 Five Mile Road
Allegany, New York 14706
(716) 375-6600

g. Name of administrator: Mr. Cory Pecorella

h. Contact information for administrator (phone number & e-mail): 716-375-6600
cpecorella@alcsny.org
i. Name of teacher: Jenna Hendricks
j. Contact information for teacher (phone number & e-mail): 716-375-6600
jhendricks@alcsny.org

k. To whom should the evaluation report be distributed? ___ Parents

_X__ Teachers, therapists
___ Others (list):
l. Student's Current Placement: Type of class, location, number & age-range of classmates, number of
students with and without exceptionalities, number of staff, and by whom the class is primarily taught
(general education, special education, &/or gifted education teacher):
Placement: 8th Grade, Allegany-Limestone Middle-High School, 12-14 ages, Entire 8th grade consists of 4
students with exceptionalities (documented) 83 students without (documented) exceptionalities; 1 science
classroom teacher and 1 classroom aid, and additional general education teachers.
Other important environments (e.g., home, community-- optional unless this is the primary environment
of interest for the evaluation). Include type of environment, location, number & age-range of peers,
number of peers with and without exceptionalities, number & type of staff (if any): N/A
m. Exceptionalities (check all that apply)
_X__ Disabilities
___ Speech/Language _X__ Hearing Impairment ___ Vision Impairment
___Intellectual Disability ___ Developmental Delay ___ Traumatic Brain Injury
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___ Autism ___ Health Impairment ___ Behavioral/Emotional

___ Orthopedic Impairment (type): ___ Other (describe):
___ Specific Learning Disability in ___ reading ___ written language ___ math ___ other:
Has the student been formally identified as having a disability by the school?
_X__ Yes ___ No If yes, include specific IDEA classification (from IEP): Hearing
Impairment
___ Gifted/Talented in _______________ __________ _____________ __________ __ (list areas).
Has the student been formally identified as gifted/talented by the school? ___ Yes ___ No
n. Current Services

Amount
Type of Service Location
(hours/week)
Aide
Counseling 2 monthly, 30 Counselor’s Office
minutes
Gifted Education ___ Push-in (to general education class)
Teacher ___ Pull-out (to resource room)
___ Self-contained
___ After school program
Occupational Therapy
Other: Daily during Special Seating Arrangements
instructional Access to Personal Auditory Trainer/FM System
time
Physical Therapy
Special Education 5x weekly _X__ Push-in (to general education class)
Teacher (Math) ___ Pull-out (to resource room)
5x weekly ___ Self-contained
(ELA)
Speech/Language
o. Any medical concerns? Include chronic health problems, allergies, etc. that the evaluator should be
aware of.
No.
p. What assistive technology is currently in use? How effective is it?
FM System, hearing aids, seating close to instruction. – mildly affective. Presents barriers to
inclusive environment.
q. What assistive technology has been tried previously, but is not used currently? How long was it
tried/used? Why is it no longer being used? (Use the back or separate sheet, if necessary.)
The current FM system has moved up with the student as he has progressed through his current
placement.