Saskatchewan Deaf and Hard of Hearing Services:

Educator Resource Website

Presented to Mr. Nairn Gillies

Saskatchewan Deaf and Hard of Hearing Services Inc.
As completed for ETAD 874: Advanced Instructional Design
with Dr. Marguerite Koole

Justin Matheson, Sarah Simmons, Krysten Plosz,

Katelyn Griffin, Keith Theoret, Reece Digney, Tracy Wood

April 9th, 2018

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Executive Summary

Purpose: Supporting K-12 teachers with students in their classroom who are
deaf or hard of hearing (DHH) in order to address initial concerns of the teacher and to
help integrate the student into the regular classroom.

The proposed project will be in a website format and is designed for teachers
who are welcoming a DHH student into their class for the first time. The aim of the
project is to help teachers and students move from surviving to thriving in their
communication and relationships with each other. The website will be designed to
include a variety of instructional and informational resources for teachers to use in their
development of a curricular program for DHH students. Background information about
Deaf culture, issues facing DHH students in the educational field, available programs for
ASL instruction, and a variety of inclusive classroom activities for teachers to access. As
students in different school divisions and grades have divergent needs and abilities, the
instructional sections of the website will be organized into materials suitable for K-6
and 7-12 classrooms.

Following informal discussions with peer educators and basic web research
completed by the instructional design team, it was confirmed that there is a critical need
for a cohesive product to support teachers and students. The client also validated this
finding by concluding that the Deaf community is in dire need of a support document for
teachers. Following the research, it was found that although products exist for a general
overview of issues arising for DHH students in the mainstream classroom,
Saskatchewan does not at present have resources for teachers specifically with
Saskatchewan learning outcomes in mind, or that include the current K-12 content
standards set by Gallaudet University.

The first section of this document contains the original memorandum of

understanding between Saskatchewan Deaf and Hard of Hearing Services (SDHHS) and
Dr. M. Koole which has now been fulfilled with the completion of this document and the
transfer of ownership rights of the website. The second section provides analysis of the
needs of teachers with deaf or hard of hearing students in the classroom. The third
section of the document provides a project plan to address the needs of the classroom
teacher and outlines what will be created and the timeline of those materials. The third
section specifically outline the project plan and identifies key dates and instructional
design plan. Section four contains illustrations and explanations for the website
prototype. Contained within section five is job aids to help with site management and in
section six is the recommendations for the site in the coming weeks, months and years
to come.

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Table of Contents

SECTION 1: MEMORANDUM OF UNDERSTANDING 5

Memorandum of Understanding 6

SECTION 2: FRONT END ANALYSIS 8

Needs Assessment 9
Goal Statement 10
Wants and Needs 10
Working Assumptions 12

Learner analysis 14
Extending Questions About the Learner Characteristics 1​7

Context Analysis 1​8

Risks, Opportunities, and Remaining Questions 21

SECTION 3: ​PROJECT ​MANAGEMENT PLAN 23

Concept Proposal 24
Project Background and Context 24
Project Purpose and Goals 24
Target Audience 24
Possible/Preliminary Outcomes 24
Project Deliverables 25
Scope 26

General Project Planning 2​6

Market and Audience Profile 2​6
Deliverables and Technologies 2​8
Stakeholders and Partners 2​8
Intellectual Property 2​9
Funding and Operational Support Services 2​9
Marketing and Publicity​ of Website 2​9

Instructional Design Plan 30

Design and Development Plan 30
Work Breakdown Structure 31
Milestones and Project Time Frame 31
Project Management, Communication, and Documentation 32
Project Evaluation and Quality Assurance 32

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 Implementation and Maintenance Plan 33
References 33
SECTION 4: PROTOTYPE 34
Primary Project Goals 35
Primary Users 35
Secondary Users 35
Context Analysis 36
Welcome Page 37
Frequently Asked Questions (FAQs) 38
Audiology Supports 39
Activity Pages 40
Student Surveys 41
About Page 42
Contact and Contributors Pages 43
Useful Information 44
ASL Support Pages 45
Classroom Ideas 49
Applications (Apps) and Technology 50
Summary of Changes to the Website Since Midterm Report 50
SECTION 5: SITE MAINTENANCE 52
Job Aids 53
SECTION 6: RECOMMENDATIONS 57
Recommended Future Sites Additions 58
Future Resource Development Recommendations 58
Suggested Community Recommendations 59
Suggested Teacher Contributions and Recommendations 59
Social Media Recommendations 60
Contacts involved in the website 60
THANK YOU 61
DESIGN TEAM 61

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SECTION 1:
MEMORANDUM OF
UNDERSTANDING

5
Memorandum of Understanding

6
7
SECTION 2:
FRONT END ANALYSIS

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Needs Assessment ​(Delivered February 6, 2018)

Saskatchewan Deaf and Hard of Hearing Services (SDHHS) identified a lack of

educational supports and resources for teachers in Saskatchewan who encounter deaf
or hard of hearing students. The SDHHS would like to improve the quality of the
educational experience for deaf and hard of hearing students as well assist teachers
who have little or no training in working with deaf and hard of hearing students. The
development of this product will require input from the SDHHS, deaf and hard of
hearing students, teachers of various grade levels, members of the deaf community and
educational experts who have extensive experiences working with deaf and hard of
hearing students.

The design team will conduct its research using various methods such as
face-to-face interviews, telephone interviews, and online research, including internet
and library databases. The design team has identified the need problem for information
and instructional materials to assist teachers who are new to teaching deaf and hard of
hearing students. The online research conducted by the team members confirmed that
internet resources for teachers are scarce and therefore the need for a product is
critical. The team’s findings were validated by an expert with the SDHSS. As a result of
the research conducted, a key need arose indicating that products which can help
teachers initiate meaningful and effective educational delivery with deaf and hard of
hearing students is in dire need. After conducting several interviews the design team is
able to confidently state that there are very few local products and resources available
to assist Saskatchewan teachers with including and addressing the needs of deaf and
hard of hearing students. Resources and aids are available and accessible to teachers in
other Canadian provinces, however, Saskatchewan lacks similar resources. This
reaffirmed that Saskatchewan is in need of materials to assist its teachers with their
provincial curriculum.

To this end, we propose the development of an instructional resource targeted at

teachers. As such, we propose to design a website that provides background
information on deaf and hard of hearing issues, helps teachers learn inclusion
strategies, and offers resources that will lead to successful inclusion for deaf and hard of
hearing students in the classroom.

Since teachers are familiar with instructional materials, we believe that they will
respond well to this informal-instructional product. Additionally, the content of the
product also lends itself well to multiple mediums of delivery - particularly web and

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mobile formats. Lastly, in order for this product to be effective, it is critical that the
product is available at any time to any person who needs it.

Goal Statement

The goal of our instructional design product is to alleviate some of the stress and
challenges faced by teachers who are unfamiliar with teaching deaf or hard of hearing
students.

It is expected that the main users who will access our product will be teachers
who find themselves working with a deaf or hard of hearing students. These situations
can be very stressful and challenging for teachers because most have received very little
or no training on how to help the student thrive in a regular classroom. Our product
aims to give teachers content and strategies to get them through those first couple of
weeks, while they await access to division and provincial resources and supports. It is
our intention that teachers will be able to use the website we are designing to create an
inclusive, constructive learning environment for deaf and hard of hearing students in
their classroom.

Wants and Needs

In our discussions with our client, we have noted that there is much work to be
done in order to ensure that deaf and hard of hearing (DHH) students receive adequate
support and services. In this section, we have attempted to sort out what the essential
and immediate needs are as well as what should be done in the future. While everything
in the list is important, our main goal is to address the most immediate needs that will
respond to instruction/training first.

Wants Needs

● DHH learners should have ● A resource website to assist

equal access to resources teachers in providing
and services that other quality education to deaf
Client:
students have. and hard of hearing
● DHH learners and their students.
Nairn Gillies families should have the ● A resource website to
Saskatchewan Deaf
freedom to choose their provide a connection
and Hard of Hearing
Services inc. preferred resources and between teachers and the
(SDHHS) support (such as cochlear SDHHS, to encourage a team
implants, sign language, approach from all service
interpreters, etc.). providers.

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 ○ Changes in provincial ○ Human rights: the right
government funding to self—determination.
practices and ● Improvement to current
philosophies should practices in Saskatchewan
be made for DHH and other provinces
learners. regarding deaf and hard of
● To provide training and hearing students.
resources for teachers on ● Information about the
deafness and hard of knowledge and practices to
hearing integrating the meet the needs of learners
following topics: who are deaf or hard of
○ Human rights: the hearing.
right to ● Basics of American Sign
self—determination. Language (ASL).
○ Improvement to ● Positive language and
current practices in appropriate terminology.
Saskatchewan and ● Universal Design.
other provinces ● Ready to use lesson plans.
regarding deaf and ● Games and activities to
hard of hearing support an inclusive
students. environment, and develop
social relationships
○ How to meet the needs
between students.
of learners who are
deaf or hard of hearing.
○ Positive language and
appropriate
terminology.
○ American Sign
Language (ASL).
○ Speech reading.
○ ASL dictionaries
(English, French and
Indigenous).
○ Universal Design.
○ Resources.

● Supports and resources ● Interpreter.

End-User: to aid in the education ● Resource Package
and inclusion of deaf and ○ Games and “icebreaker”
Saskatchewan activities- differentiated
Educators hard of hearing learners
by type of student
Teachers, in Saskatchewan.
(Cochlear, ASL, speech
Educational

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 Assistants, & Support ● To be able to
Staff communicate effectively
and efficiently with all
students in their classes
whilst maintaining a
sustainable workload for
educators.
reader) and grade level
(elementary, middle,
high).
○ Introductory ASL signs
Literature/Videos,
including proper
communication
etiquette.
○ Survey(s) to aid in
understanding of the
learner’s reading
comprehension,
preference in
communication,
comfort levels, and
interests.
○ Literature to help
normalize and inform
classes on Deaf culture.
○ Weblinks and places
that people can go to
get more information.
○ Information to assist
educators in reading
and interpreting
audiograms and
relevant medical
assessments.

Working Assumptions

In this section, we outline the underlying assumptions upon which the project
will be designed. We have reviewed this section with the client upon presentation of
this report.

​Assumption ​Reasoning

Who are the stakeholders? ● Students and parents are depending

● Saskatchewan deaf and hard
of hearing students and their
parents.
#1 ● Saskatchewan educators,
educational assistants, and
support staff.
● SDHHS.
on the teachers of Saskatchewan to
provide them with the best quality
education possible.
● Teachers and support staff want to
offer the best possible education
but need resources to be able to
deliver.

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 ● Provincial Government of ● The SDHHS want to assist their
Saskatchewan. clients to the best of their ability
● Federal Government of with resources that help them reach
Canada. their educational goals.
● Saskatchewan government →
responsible for setting standards of
practice and adhering to laws.
● Federal government → Ensure
adherence to human rights laws.

Why do you think the client has
hired you?
● To create and provide
training material for
#2
educators in Saskatchewan to
assist deaf and hard of
hearing learners.
● Currently there are very limited
resources currently available to
teachers in Saskatchewan.
● Current practices surrounding DHH
students is inadequate.

Who will determine success or ● Both the student and teacher stand
failure? to gain from a resource which
● Students and teachers both allows them to communicate with
will play a role in one another and therefore
determining success or successfully work together.
failure.
● SDHHS will be able to
determine the success or
failure through:
○ Data collected via traffic
#3 statistics accessing the
site and resources.
○ Feedback provided by
users through email
contact and/or comment
section.
● The province will determine
success or failure through
quantitative data derived
from student grades.

● It is assumed that the SDHHS ● The SDHHS is an outlet from which

#4 will make the resource teachers use to seek guidance

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 available to teachers when it regarding teaching deaf and hard of
is ready to be released. hearing students.

● We assume that the teachers ● The majority of schools in

who will need resources will
have access to the internet
#5 and computers for
themselves as well as their
student(s).
Saskatchewan have computers and
internet access for teachers.
● Students access to computers and
internet on a consistent basis may
be limited.

● We assume that the students ● Today’s students are introduced to

who will be accessing the
resources that their teacher
found on the website under
design will already be
familiar with technology (IE
#6
computers, personal devices,
etc.)
● Young students may need
someone accessing the
resources on their behalf.
technology early in life and
therefore often become familiar and
capable users of it at an early age.
Deaf and hard of hearing students
may need additional assistance to
access these tools depending on
their individual needs.

Learner Analysis ​(Delivered February 6th, 2018)

While we recognize that each learner will be a unique individual, we examine the
general (possible) characteristics of DHH learners. This analysis will guide the types of
resources that should be curated and/or created for use in Saskatchewan classrooms.

Characteristics Data from Project Study Design Implications

Cognitive:

Reading Level: ● Many deaf and hard of ● Written language used

hearing students may will have to be clear,
have a reading level concise, and easy to
below grade level. comprehend.
● It is important to ● Visuals are essential to
remember that many understanding.
deaf students are ○ Videos
bilingual (ASL and ○ Pictures
English, or another ○ Drawings
language at home).

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 Grammar from ASL to ● Activities should be
English is different and designed to be
direct translation may accessible to all
not always be possible. learners through the
inclusion of:
○ Kinesthetic
activities
○ Social
activities
○ Learning
activities

Level of Visual Literacy: ● Learners that are deaf ● Written information

and hard of hearing, in should be paired with
many instances, learn visuals to aid in
to cope through the understanding.
utilization of visuals. It
is often the case that
these students have a
good level of visual
literacy, but it is not to
be expected or
assumed.

Language Development ● Verbal language skills ● Verbal language should

Level: may not be fully not be relied on. In
developed for their some situations
age. This is most educators may need to
common in learners gesture or respectfully
who received a mime to aid in
cochlear implant at an communication.
older age, had issues
with their implant, or
chose not to utilize
their implant.
● Learners may have
difficulty hearing even
with cochlear implants.

Physiological:

Hearing: ● Deaf and hard of ● Information being

hearing students may, relayed should not
or may not, have a depend on audio.
cochlear implant or

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 other hearing aid. Even
learners with assistive ○ Closed captioning
hearing devices may on videos is a
have issues with their necessity if open
individual aid ​or​ may captions are not
choose to not use it. available.
Cochlear implants and
hearing aids have
○ Translation to ASL
limited capabilities and
available.
are unlike normal
hearing.
○ Utilization of
visuals related to
● Some individuals with
material when
cochlear implants still
using text or
prefer to sign instead
having discussion.
of speak.

Speech: ● Learners with cochlear ● Learning materials

implants or hearing should not be
aids may not have dependent on speech.
developed speech for a
variety of reasons:

○ Issues with the

cochlear implant.

○ Age implanted.

● Many individuals
choose to avoid verbal
communication (with
or without a cochlear
implant/hearing aids).
This is not always
associated with lack of
verbal speaking
abilities, but more
indicative of preference
for non-verbal
communication
methods.

Affective:

Attitude toward learning: ● Some deaf and hard of ● Learners may need
hearing learners may positive reinforcement,
have had negative coaching, scaffolding,

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 experiences in a and time to adjust to a
classroom setting new classroom setting.
(inability to ● Relationship building
communicate with between teacher and
peers/teacher, student will be key to
disregarded and not successful learning.
engaged in class). This
may have a negative
impact on their
attitude towards
learning.

Anxiety level: ● As language barriers ● Determine and

exist for many deaf and effectively
hard of hearing communicate
students, it is common classroom expectations
for learners who are prior to first class (if
unable to communicate possible).
to have heightened ○ Prevent any
levels of anxiety. unexpected
surprises for
learners that may
heighten anxiety.

Social:

Relationship to Peers: ● Communication ● Creating awareness

barriers may exist for of deaf culture, ASL
deaf and hard of signing, and a
hearing students when positive inclusive
interacting with their school culture
hearing peers. This should be
could be detrimental to considered when
creating positive designing material.
relationships with ● Incorporation of ASL
some peers. into the lesson plan.
● Inclusive activities
that facilitate
communication
between all
classroom members.

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Extending Questions About the Learner Characteristics

This section includes questions about the learner which require further
investigation.

Questions Technique/ Procedure Source

1. From the point of ● Assessed through a ● To be completed

view of the teacher,
what is the language
level and preference
(oral, written, other) of
the DHH student?
variety of tools and through, or with
techniques assistance, from the
administered by the schools student services
teacher. (Conversations, teacher.
observations, and
challenges).
● Interviews with
student and parents.
● Facilitated by ASL
interpreter if
required and
available.
● Covering a variety of
communication
techniques
(lipreading, ASL,
oral, written, etc).

2. In a classroom ● Interview or ● A face to face discussion

setting, what, if any,
barriers might exist
when the educator is
accessing technology?
questionnaire. or interview can be done
prior to use of
technology to determine
a educators familiarity
with it. Additionally a
questionnaire can be
distributed prior to the
class in which
technology will be
utilized.

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Context Analysis ​(Delivered Feb 6th, 2018)
In this section, we will describe the learning environment and how it may have
an affect our design plan.

Observations/ assumptions Implications for design

● We are assuming that all ● Clean layout for viewing

users will have access to a variety of devices.
the internet and ○ Print and access to
Microsoft Word. editing available.
● Users should have access ● Teachers will have the
from all devices (mobile choice to stop and start
phones, tablets, desktops as they wish (i.e., they
etc.). can use the site as
● Users will be able to needed).
choose which materials ● Access through various
to access and when. web browsers.
Physical context &
● Users will have little to ● Users will be able to
environment:
no experience teaching a download and edit the
hardware, existing
DHH student. materials available on
curricula, facilities,
● No existing curricula in the site to adjust for
etc.
Saskatchewan that has their own unique needs.
integrated or addressed ● Language will be
DHH-friendly practices. appropriate for people
unfamiliar with DHH
learners-terminology
and acronyms will be
defined.
● Use of other provincial
curricula where
applicable (Alberta, BC,
etc).

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 ● Teachers across the ● Although directed to
province of Saskatchewan teachers,
Saskatchewan will be the it will be relevant to all
primary target users. teachers.
Use context: ● Materials will be relevant ● Design with various age
which classes, people,
to all age levels levels in mind. Ability to
end users, teachers,
(elementary, middle, and adapt if necessary.
parents, students, etc.
high school). ● Specific for inclusive
● Assuming the teacher has learning environment
minimal experience with (There may only be one
DHH students. child who is DHH in the
class).

​ he mission of
● “T ● Designers should work
Saskatchewan Deaf and with a member of the
Hard of Hearing Deaf community.
Services Inc. is to ● The design will embrace
support the and embody the spirit
independence of Deaf, of the Deaf community.
Deafened, and Hard of ● Appropriate language
Hearing persons by will be used so as to not
providing services offend Deaf community.
Socio-political
dynamics of the which enhance their ● Free, ready to use
learning quality of life.” resources for users.
environment: (SDHHS). ● Positive language and
community, school, ● Schools may not have unbiased resources
organization, an adequate budget or should be provided
government, have the capabilities throughout the website
philosophies, taboos, for providing access to to support and
etc. in-depth DHH showcase the diversity
professional of DHH individuals.
development prior to ● Resources will provide
the arrival of deaf or information on a variety
hard of hearing of hearing assistive
students. devices while
● Audiologists, speech communicating that it is
pathologists, and other up to the individual and
professionals may

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 have varying opinions their family to decide
on the best ways to what works for them.
treat and interact with
DHH students. This
may raise tensions
within school settings.
● Deaf people
communicate in many
ways. Some deaf
people may
communicate in sign
language, others may
communicate by
reading lips, listening,
or gesturing. Deaf
people have different
reasons for preferring
one type of
communication over
another, for example
some deaf people grow
up in deaf families who
use sign language.
Some may find that
they like using hearing
aids or cochlear
implants, and some
may find that these
tools don’t work very
well for them or that
they don’t help in all
situations. The use of
cochlear implants can
be controversial.

Risks, Opportunities and Remaining Questions

In the table below, we unfold our speculations on the risks, benefits and further
information needed.

Interference factors​:

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​What could place constraints on design?
● Budget.
● Timeline.
● Reviews and Approvals.

​What might interfere with delivery?

● Technological issues.
○ Possible bandwidth restraints.
○ User’s inexperience accessing information.
○ Software/hardware failure.

What might interfere with instructional strategies?

● There is a wide array of teaching styles and age levels and methods of
communication, it will be difficult to have a design where it will be applicable
to everyone.
● Time constraints for teachers to complete the learning.

Factors contributing to success:

How might personnel aid the project?

● We will be working closely with SDHHS and include a member of the Deaf
community throughout the project. This will provide much needed guidance in
vetting existing resources and strategies.

​How might existing resources aid the project?

● Some provinces already have some documents for teachers, which we can use.
● We can provide links to pre-existing tools - e.g. ASL dictionary.
● Games and activities already in use by SDHHS staff.

How might current strategies/procedures aid the project?

● We will be able to include input from colleagues and other teachers.
● There are a wide array of online resources.
● Some districts already have a prepared curriculum for teaching DHH students.

We still want to know: How addressed:

1. How should content be hosted? ● Content should be hosted on

○ Open source hosting (Weebly, Wix, Etc.). Google Drive to allow for
○ Through the University of Saskatchewan. easy transfer to Google Sites.
○ Through the SDHHS, utilizing the existing
website.

2. What is the hosting budget allocated for this ● Budget is $0, with the
project? exception of the cost of
website hosting.

3. How can material be promoted and marketed? ● Material will be promoted

through social media and
contact with universities.

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4. Should this content be made available, and ● Available on major platforms
easily accessible, for mobile devices? through Google Sites.

5. Who will be responsible for maintaining the ● SDHHS staff with ongoing
content after its release? support from Dr. M. Koole

Section 3:
PROJECT
MANAGEMENT
PLAN

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Concept Proposal ​(Delivered February 28, 2018)
Project Background and Context:

This project has been created in conjunction with the Saskatchewan Deaf and Hard
of Hearing Services (SDHHS) and the design team in ETAD 874.3: Advanced
Instructional design, a course offered by the College of Education at the University of
Saskatchewan. The SDHHS is a bi-lingual, bi-cultural, non-profit organization that
provides a variety of support services and programs for persons with a hearing loss.
Saskatchewan Deaf and Hard of Hearing Services identified a lack in educational
supports and resources for teachers who encounter deaf or hard of hearing students.
The SDHHS would like to improve the quality of the educational experience for DHH
students while assisting and supporting teachers who have little or no training in
working with deaf and hard of hearing students.

Project Purpose and Goals:

The main purpose of this project will be to create a resource for teachers in
Saskatchewan. Teachers will be able to access information, guidance and support
materials as they find themselves teaching students in their communities that might be
deaf or hard of hearing. The resource will need to be easily accessible by people
throughout the province regardless of whether they are in rural or urban centres.

The primary goal of our instructional design product is to alleviate some of the
stresses and challenges faced by teachers who are unfamiliar with teaching DHH
students. By supporting educators we will be working towards providing a better level
of teaching and supports for deaf and hard of hearing students within Saskatchewan.

Target Audience:

The target audience for this project will be educators in preschool to high school
classrooms. While the materials are being created for teachers, they could easily be

24
accessed by educational assistants, support workers, parents and more that are in
need of support and guidance with deaf and hard of hearing learners. Ideally the
prototype could be helpful to anyone who requires support while working with DHH
learners.

Possible/Preliminary Outcomes:

The goal of this collaboration is to create and produce a usable online

document/prototype that teachers can use as a ‘one stop shop’ that they can visit in
anticipation of a DHH student joining their classroom community. The site offers a
variety of supports for teachers to use as they navigate those first few days with a new
student who is deaf/hard of hearing. These supports are to include, but may not be
limited to:

● Games and “icebreaker” activities

● Introductory ASL signs - literature and video resources
● Survey(s) to aid in understanding of the learner’s:
○ Reading comprehension level,
○ Preference in communication,
○ Preference in physical positioning in the classroom,
○ Comfort levels,
○ Interests.

● Literature to help normalize and inform class on Deaf culture (inclusivity)

● Weblinks and places that people can go to get more information

Project Deliverables:

Milestone Components Included Date

Initial Client Meeting. ● Initial discussions with Nairn Jan 16, 2018
Gillies (SDHHS) to brainstorm
and discuss ideas.

Front-End Analysis ● Initial Needs Assessment and Feb 6, 2018

Report. Preliminary Project Plan.

Midterm Prototype and ● Presentation and written Feb 28, 2018

Design Report. report delivered to client.

Prototype ● Ongoing meetings and feedback Feb-Mar 2018

Development. opportunities as possible with

25
 client.
● Website development updates.

Final Prototype and ● Presentation and written Apr 9, 2018

Evaluation Report. report delivered to client.

Scope:

The SDHHS has a great deal they wish to accomplish to improve education for
students who are deaf and hard of hearing in Saskatchewan. Within the scope of this
project limitations may occur that alters the project from its original proposal.
Limitations in terms of the content of the project, budget allocations, time restraints of
the ETAD 874 course, and technological familiarity and experience of the SDHHS staff
who are tasked with supporting the site.

The scope of the project is focused on creating a resource to help educators in the
first week of teaching and interacting with a new deaf and hard of hearing student in
their class. This resource will provide supports, links and guidance for the teacher as
well as result in a more inclusive and equitable classroom that meets all learners
needs.

General Project Planning ​(Delivered Feb 28th, 2018)

Market and Audience Profile:

Primary Characteristics Implications for Design

Audience

Saskatchewan ● Few educators will have ● Website will offer

Educators knowledge and experience lessons that can be
● Teachers when interacting with DHH picked up and used
(K-12), students. immediately.
Educational ● Some will need an ● Materials offered
Assistants, & introduction and should be applicable to
Support Staff. orientation to DHH needs, a variety of classroom
others will bring some situations.
prior knowledge and ● Materials should be

26
 experience to their role.
● The resources should be
directly applicable to their
classrooms.
● They will be looking for
more information to
support them in their work.
● Time constraints in
teachers’ schedules can be
challenging.
● All Saskatchewan teachers
hold a University Degree.
● Teachers who access this
site can voluntarily access
the website.
clear and concise.
● Links should be
supportive, helpful and
working.
● Teachers can stop and
start at their own pace.
● The site should provide
a choice of different
sections and use the
ones which are most
applicable.
● Language used must be
appropriate for adults.
● The site should provide
educators with
takeaways they can use
in their classroom the
same day.

Secondary Characteristics Implications for Design

Audience

Saskatchewan ● The DHH students will ● Materials should be

Students need to interact with written to a prescribed
● Deaf and hard hearing students and reading level (and allow
of hearing teachers in K-12 traditional adaptability to other
Students. classrooms. levels).
● Peers, ● Students, even with a ● Materials should
Friends, & cochlear implant may include lots of visuals.
Family of Deaf choose to be non verbal. ● Materials should
and Hard of include signing videos
Hearing where possible and
Students. applicable.
● People ● Materials should offer
curious to more than just
know more. educationally
supportive links. There
should be links and
information for
materials that would
support the whole
child.

27
Deliverables and Technologies:

At this point there has not yet been a firm decision made by the client on the
specific technology that will be used. The product needs to be a website and the
SDHHS is currently running their website on Wordpress. The goal at this point will be
to create a prototype website that the SDHHS can easily adopt and manage. The SDHHS
is currently thinking about shifting away from their technology choices and are in the
market for a new website/host. More work will need to be done to ascertain what
platform they will be using to ensure that the project can be integrated seamlessly on
that platform. Regardless of the platform, the prototype we design will offer a
suggested organization/structure and resources can can be adapted to a new platform
when selected.

Stakeholders and Partners:

Role Team Member Responsibilities

Client Mr. Nairn Gillies ● Provide direction and outline

wants/needs of Instructional Design
Project.

28
Facilitator Dr. Marguerite ● Facilitate initial communication to
Koole Client.
● Guidance and assessment of
instructional design project.

Instructional Justin Matheson ● Direct contact with Client.

Design Team
Sarah Simmons ● Meeting minutes.
● Development of Instructional Design
Project.

Krysten Plosz ● Meeting minutes.

● Development of Instructional Design
Project.

Katelyn Griffin ● Development of Instructional Design

Project.

Keith Theoret ● Development of Instructional Design

Project.

Reece Digney ● Development of Instructional Design

Project.

Tracy Wood ● Development of Instructional Design

Project.

Intellectual Property:

Any products or prototypes that will be or have been created for this project
remain the possession of the SDHHS, who will be adopting the project at the
termination of the contract. At that time, SDHHS will take over responsibility for any
changes and/or upkeep to the website.

Funding and Operational Support Services:

Any funding that is required after the termination of the contract becomes the
sole responsibility of the SDHHS. There will be no funding required while the SDHHS is
working with the design team from ETAD 874.3. The work being completed is being
done by the students enrolled in the ETAD Masters program for the completion of the
Advanced Instructional Design Class under the guidance of Dr. Marguerite Koole.

Marketing and Publicity:

The Saskatchewan Deaf and Hard of Hearing Services Inc. has two physical
locations in Regina and Saskatoon where they are able to promote the final project. In
addition to this the organization collectively has a website that is accessible through

29
http://sdhhs.com/​. On this website promotional material can be displayed to assist in
creating public awareness of the project. The role of marketing will be the
responsibility of the SDHHS as they will be relaying this information to new teachers
when new DHH students are registered in their class. The ultimate goal would be that
this product receives positive feedback and the message about it is spread through
positive word of mouth in the teaching community.

At the moment there is nothing similar in Saskatchewan for teachers to access.

Recent searches produced few results and limited offerings in the way of usable
materials for teachers to access. Should teachers search further they will find limited
supports in Alberta and British Columbia.

Instructional Design Plan

(Delivered February 28, 2018)

Design and Development Plan

The majority of the work on the website will be happening between February
and March of 2018. The client will receive updates throughout the process and will be
solicited for feedback on the progress of the website. This will allow the design team to
ensure that the project adheres to the vision the client has in mind and remains on
track throughout the progression of the work. Ideally, if there are parts of the design or
creation that are not meeting the expectations of the client, the design team will
request feedback, analyze the needs and address the issue to the best of their ability.

There will be a midterm meeting with the design team and Nairn Gillies of the
SDHHS on February 28th, 2018. Again, this will allow for transparency in the work and
ensure that the product meets with the design specifications and expectations of the
client. It will be key for Mr. Gillies to review the different parts of the website to ensure
that the design team is on track with his vision.

Mr. Gillies was clear from the initial meeting that he wanted to create a resource
that would be beneficial to teachers new to the role of teaching DHH students. His
hopes were that the team could create a resource that could inform teachers of DHH
needs and would have a positive impact upon the lives of the DHH students within
Saskatchewan. Mr. Gillies would like to increase the optics surrounding what he has

30
termed “a human rights violation” within the province of Saskatchewan for the Deaf
community.

Work Breakdown Structure

Team Member Design Responsibilities Date

Justin Matheson Team/Client Communicator/Website 06/02/2018

Designer

Sarah Simmons Website Designer/Lesson Plans 06/02/2018

Katelyn Griffin Website 06/02/2018

Designer/Resources/Accommodations

Krysten Plosz ASL Coordinator/Editor 06/02/2018

Keith Theoret Website Designer/Lesson Plans 06/02/2018

Reece Digney Website Designer/Lesson Plans/Resources 06/02/2018

Tracy Wood Website Designer/Lesson Plans/Resources 06/02/2018

Milestones and Project Time Frame

The dates on the chart are ​intended as a guideline​. Not all meeting date with the
client have been included as not all are predetermined.

Critical Tasks Start Date* End Date*

Initial Meeting 16/01/2018 16/01/2018
Information Gathering Meeting 26/01/2018 26/01/2018
Front End Analysis 16/01/2018 06/02/2018
Project Plan 16/01/2018 06/02/2018
Website Development 06/02/2018 27/03/2018
Midterm Meeting 28/02/2018 28/02/2018
Final Presentation 09/04/2018 09/04/2018
Peer Website Reviews 20/03/2018 04/04/2018

31
 *Milestones dates are dependant upon the approval of the project plan by the client,
SDHHS.

Project Management, Communication, and Documentation

For the ease of the client some meeting dates have been preset in advance. Also,
Justin Matheson has been chosen from the design team to be the key contact for the
client. This allows for all information to be streamlined and delivered by one person,
easing confusion and overload on the behalf of the client.

Nairn Gillies will be contacted through email, face to face meetings and
synchronous meetings with the design team. Face to face meetings will be at the
discretion of the client and the key contact for the design team. Synchronous meetings
with Dr. Koole, the client, and the design team will be determined and established by
Dr. Koole.

Project Evaluation and Quality Assurance

The project will be evaluated through one to one evaluation, and expert reviews.
The one to one evaluations will allow for the client/reviewer to assess how well the
materials are meeting the needs of the the primary and secondary user. The teachers
will be the primary source of information here. Once the website is constructed, the
flow and usage of the site might be evaluated through feedback from peer teachers.
These peer reviews will allow for the design team to identify issues before the website
is live. Peer review teachers will be from selected elementary, middle, and high school
backgrounds. This is an important step for the design team to ensure that the website is
usable and meaningful to educators of all grade levels.

As this is a website that will be accessed by teachers these materials and the
website itself should be reviewed thoroughly by Mr. Gillies (our contact and client) or a
designated employee from the SDHHS. “An individual who knows the target audience
may also be called in to review the materials for appropriateness… A content-specific
educator would also be a good reviewer because such an educator could evaluate the
congruence of the presentation of content with current educational theory” (Smith &
Ragan, pp. 329). The success of this website will depend heavily on the advertising and
awareness of the resource as well as the material being both useful and current to
teachers. Links will need to work consistently and the materials must be easily

32
implemented in the classroom for this website to be considered successful and helpful
to the educator.

Implementation and Maintenance Plan

The expectation of the design team is that when the final prototype website is
delivered to the client, the client will take the necessary measures to ensure that
educators and all other potential users will be made aware of its existence and purpose.
This will be achieved by using a variety of advertising and communication strategies
already available to the client. It is also expected that the website will be implemented
by the client upon its delivery by the design team. Once the website has been
established and all links and materials are in good working order, the website will
become the property of the SDHHS. At that time the website and maintenance will
become the responsibility of the client. It is the prediction of the design team that if the
website does not have excessive material added to it after the client has assumed
ownership of the site, there should be little need for maintenance. Links will need to be
checked periodically and materials may need to be updated occasionally, but most of the
site should be contained and easy to manage. A maintenance report will be provided in
the final report.

References:

Ragan, Tillman J and Smith, Patricia L. (2005), ​Instructional Design, (3rd Edition),
Hoboken, New Jersey, USA, John Wiley & Sons Inc.

33
Section 4:
PROTOTYPE

34
Primary Project Goals:

The primary purpose of the website is to alleviate some of the stress and
challenges faced by teachers who are unfamiliar with teaching deaf or hard of hearing
students.

The Project goals include:

● Provide teachers with information to support DHH students in the classroom.

● Provide activities and strategies to create an inclusive environment for DHH
students.
● Provide background information and terminology necessary when working with
DHH students, including human rights legislation relating to DHH individuals.

It is important to keep the clients apprised of all updates to ensure a smooth

transition following the end of the project timeline.

It is also important to remain within the guidelines laid out by SDHHS to ensure
the website focuses on the protection of human rights, and maintains the dignity of all
users.

Primary Users:

The primary users have been identified as Saskatchewan Educators. This group
would include teachers, educational assistants, and support staff. An assumption has
been made that if they navigate to the site they will be searching for information to
assist in creating a welcoming and inclusive environment for a DHH student on short
notice. The design team expects that many visitors will want their desired information
as quickly as possible with a minimal amount of searching. Therefore, the goal of the
design team was to create an easy to navigate website with clear, concise, easy to find
information.

Initial Design Considerations:

○ Require simple navigation tabs, no more than 3 subpages deep.

○ Require links to outside agencies with relevant information not contained
within the website.
○ Require resources designed for various age groups of students.

Secondary Users:

The secondary users of the website are considered to be any family of Deaf, deaf,
or hard of hearing students and/or individuals interested in learning more about

35
 supporting learners with hearing loss. This list includes but is not limited to:

● Parents of Deaf, deaf, or hard of hearing students

● Peers, and parents of peers, of Deaf, deaf, or hard of hearing students
● Coaches and community members will be looking for:
○ Non-educational materials to support the whole child.
○ Strategies for communication.
○ Current terminology.
○ Information about additional resources from outside agencies.
○ Support resources.

Context Analysis:

The following table illustrates the learning environment and its impact on the
design of the website.

Observations/Assumptions Implications For Design

● All users will have internet access ● User-friendly layout

Physical and a variety of devices. accessible from a variety of
Context & ● No existing curricula in this area. web browsers and screen
Environment sizes.
● Appropriate language.

● Materials will be relevant for ● Relevant to all teachers.

Saskatchewan teachers. ● Design with inclusiveness
Use Context
● Assuming the teacher has minimal in mind.
experience with DHH student.

● Schools will not have adequate ● Free resources.

Sociopolitical budget for professional ● Design with a member of
Dynamics of the development. the Deaf community ensure
Learning resources fully embrace
Environment and embody the spirit of
the Deaf community.

36
Welcome Page​:

The initial welcome page includes information on of the rights and

responsibilities of the deaf and hard of hearing students in Saskatchewan. It includes
definitions for teachers to understand to ensure terminology and language is
appropriate. The team has also attached documents from the United Nations on the
convention on the rights of children. Acknowledging the rights of DHH people within the
school system and community was paramount for this website and great care and
attention has been paid to fostering this throughout the website. The welcome page also
has links and buttons to all of the other pages within the website.

37
Frequently Asked Questions (FAQs):

This page has been created to allow for viewers to see some of the most
anticipated FAQs for the website. Clicking on individual questions will take the user to
the appropriate locations where the answer can be found. The design team
acknowledges that this will be a page that will require maintenance as it could change
frequently based on the questions that are being sent in from users. Users can contact
the SDHHS using a link to Contact Information on the right of the navigation panel to
send in questions that are not currently addressed in the FAQs, or to seek additional
information.

38
Audiology Supports:

The audiology support page has been created to help teachers gain a basic
understanding on audiology reports, which may be included in a student’s file. These
documents may be challenging to decipher and utilize. Containing links, suggestions,
articles and documents this page may help teachers develop a deeper understanding of
their DHH learner, better suiting their individual needs.

39
Activity Pages:

The activities page contains lesson plans, activities, and icebreakers to assist
early attempts at communication between hearing and deaf or hard of hearing in the
classroom. The activity pages have been broken up into two separate parts; grades K-6
and 6-12 pages. This allows for the activities to be chosen by teachers for specific age
groups and abilities. The activities are intended for teachers to use in their classroom to
gain a better understanding of their DHH learner’s abilities and help establish a sense of
self and community identity within the classroom environment.

40
Student Surveys:

Multiple surveys have been created with the intention of being given with
teacher and parent support to ensure the greatest amount of information can be
collected. This page is located below the activities page and has recently been added
onto the site. There are three separate surveys that teachers can use with their DHH
students. They are specifically geared for distinct age groups based on reading ability
assumptions. This information will be invaluable for the teacher to have as they
continue to learn how to plan for their DHH student.

41
About Page:

This page gives the user some information regarding the Saskatchewan Deaf and
Hard of Hearing Services (SDHHS) as well as some background information regarding
the creation of the website. This page is directly linked with the contact page as well as
the contributor page.

42
Contact and Contributors Pages:

The contact page outlines all of the ways people could connect with SDHHS. The
contributors page outlines some of the universities, corporations, and individuals who
have been most helpful with the creation, content, and support with developing the site.

43
Useful Information:

The useful information page is one that will be constantly evolving as new
information and websites become available. The design team has included some of the
best information that we have located during the creation of this site and included it on
this page with embedded links. This section allows SDHHS to This will provide access to
other sites with valuable information.

44
ASL Support Pages:

The purpose​ ​of this page it to prevent teachers from feeling intimidated at the
idea of communicating with their deaf or hard of hearing students. Teachers educating
students who are members of the Deaf community and use ASL will find the content
here especially helpful. Included are quick lessons to educate users on the basics of ASL,
the Deaf community, and challenge popular stereotypes about Deaf people.

Embedded pages are incorporated for each of the different lessons. Each page
has more information within it including:

● ASL Basics and Prevalence.

● Bilingual/Bicultural Education.
● Deaf Pride and Deaf Gain.
● E​nsuring Success for Deaf Students in the Classroom.
● Native American Sign Language.

45
46
47
48
Classroom Ideas:

This page outlines a number of ‘best practice’ techniques teachers can adopt in
their rooms to support both DHH and hearing students. These tips and tricks will
directly impact the DHH students but will also be beneficial for all students.

49
Applications (Apps) and Technology:

This page provided a .pdf outlining a variety of Apple iOS based apps to be used
with smartphones or tablets. Apps are organized into a headings that include “Deaf and
Hard of Hearing Related Apps”, “Communication Apps”, and several other valuable
categories.

Summary of Changes to the Website Since Midterm Report:

Since the midterm presentation with the client there has been a need for a
number of changes to the site. After gaining resources from various audiologists, an
audiology page was created to help teachers navigate and read audiograms (graphical
representations of an individual's hearing ability). Audiograms provide useful
information for teachers to adapt their lessons and classroom resources. While these
tips and tricks will never replace the necessity of having a conversation about the
audiology report with a trained audiologist, it can help to fill in some of the unknowns
and provide additional clarification so that teachers can immediately begin to
understand the needs to the learner.

The student survey page has recently been added so that teachers have
something that they can begin with immediately to try and understand their learner a
little more. It is common for students to be added to your classroom and you may not
receive any reports or files until long after new students have arrived. These surveys
have been created with the intent of gathering information in a timely manner that can

50
immediately be applied to creating a strong and positive experience for the new DHH
student.

The classroom ideas page is new and intended to support teachers as they work
to change the physical layout of their room to be supportive of the DHH student. These
best practices give clear and concise guidelines for how teachers can create an
environment that will give the DHH student, and many other students, the best
opportunity for learning.

The ASL support page is ready for video lessons created by SDHHS to further
support teachers. These videos will provide teachers with basic ASL for communication
within a classroom. It is recommended that all of the videos be hosted on the SDHHS
Youtube channel. This will allow for the videos to be seen by a much wider audience and
allow for the website to operate smoothly. Creating links in Google Sites to Youtube
videos is easy to manage and update.

During the midterm meeting with the client, Mr. Gillies indicated that he was
pleased with the initial design of the website. The banners and text have been kept
consistent throughout the website to allow for seamless transition between pages. The
design team has also worked to ensure that the website continues to be inclusive and
reflective of the strengths and values of the DHH community.

Since the midterm meeting, the focus of the design team has been to organize the
information and develop a more efficient way of displaying it to stay true to our initial
goal of being an easy-to-use resource for teachers.

51
Section 5:
SITE
MAINTENANCE

52
Job Aids:

The following job aids will help the SDHHS staff with site maintenance and
future content additions. Website content is located in the Google Drive folder labeled
‘SDHHS Website’ in your Google Drive. These job aid cards have been created with the
intention of allowing the user the opportunity to reflect back on how some of these
tasks are completed.

Locating the Site in Google:

53
Adding or Deleting Pages in Site Navigation:

54
Adding Text and Dividers:

55
 Adding Images:

The Google Support Team also has a number of lessons on the ‘Google Sites
Support’ website that could be helpful in the development of your pages. Navigate to the
link below for further support and guidance with your Google Site.

https://support.google.com/sites#topic=7184580

56
Section 6:
RECOMMENDATIONS

57
Recommended Future Site Additions:

The success and usefulness of the website depends on regular updates by

SDHHS. Updates keep the site relevant and users like to see new content for them to
access. Additionally, frequent updates will help ensure the website is featured early on
in web searches.

Two main pages will need updating regularly: ​FAQs a​ nd ​Useful Links.​
Additionally, any content that can be added to pages such as these the more useful they
will be for teachers.

The other page that will need regular updating will be the ​ASL Support​. This page
could eventually become a page that teachers routinely refer back to for support and
clarification. It is recommended that the SDHHS create some basic ASL support videos
that they can add to these pages. Videos such as this could become invaluable for
teachers as they navigate learning some basic ASL to support their learners. If the
SDHHS makes the support videos they are encouraged to add them to their pre-existing
Youtube page and embed/link them from there.

One thing that was quickly noticed when building this resource is that there is an
abundance of history and an overwhelming amount of information that SDHHS has at
their disposal. A blog on the website would be a means to provide an organized, clean,
searchable, and convenient way to share the articles, progress, events, and activities
that SDHHS has to offer. Posting one article a week would give you a chance to
distribute all of the information that you have already as well as putting out new and
exciting information from the Deaf community. A blog would be an ideal place to share
information promoting Deaf cultural events and camps provided by the SDHHS.

The United Nations Convention on the Rights of Persons with Disabilities

(UNCRPD) has not yet been added in an accessible and readable version as the
Convention on the Rights of the Child has already been. We suggest that a similar
artifact is developed by SDHHS or accessed from another organization and placed on the
homepage.

Future Resource Development Recommendations:

One of the largest resources that the design team feels would be helpful would be
the ASL videos to support learning and growth. ​The ASL support tab features space for
videos to be created that can be added for further support for teachers to communicate
with students using ASL. It would be fantastic if the SDHHS could create the videos, add
them to their Youtube page and link from there. We have provided a guide for a series of
five lessons, broken into thematic mini-units from which ASL videos can be produced.

58
 Teachers will use these to learn from, but also to help guide their students. It
would be fabulous if some of these could be made with DHH student support. Also,
videos or interviews from current or past students discussing what they wished their
teachers or students knew about them would resonate deeply. The more information
we can get back from students in the DHH community the greater ability teachers will
have to make a positive change and impact in their own classrooms.

The current images on the website were retrieved from stock photo libraries.
Having some relevant photos taken to replace these stock photos will make the website
more accessible and personal for the users.

Suggested Community Recommendations:

The more involvement and feedback that incorporates and includes the DHH
community the more useful the website. The DHH community voice needs to resonate
within this website in order for it to flourish and become a beacon for any teacher that
gets a new DHH student. The more DHH community involvement we can get into the
website and the facets of the website, the more it will become a household name for
anyone who wants to know more about how they can support DHH students in their
classrooms and communities.

If possible, it will be important to distribute the link for the website to schools,
community centers, colleges, universities, and the Ministry of Education. The more
groups and people who are exposed to the website, the greater the likelihood will be
that the site gets accessed. This will especially be true if new teachers coming out of the
universities are introduced to the website.

Suggested Teacher Contributions and Recommendations:

A recommendation to have in moving forward with the various ​Activity Pages

would be to encourage other teachers to submit lessons that could be used with DHH
students. Lessons that have been tried before and modified or adapted for a DHH
classroom could be an incredibly valuable asset on the website. Teachers are known for
looking to find ready made lessons that they can use in their own rooms. If this is
something that teachers found on the website, it would keep them coming back to the
site time and time again. Once they are on the site there is a better chance of users
looking throughout the website and finding more that might support them with their
DHH students and connect them to the larger community.

59
Social Media Recommendations:

A strong social media platform will be invaluable to getting the site out into the
public and known to people. The social media plan should include Facebook, Twitter,
Instagram, Youtube, and Snapchat and any other newly developed apps.

Twitter should be one of the biggest social media platforms being used for the
social media campaign. Tweets should be happening as frequently as possible (ideally,
daily) and should include a number of hashtags such as #DeafAwareness, #Deaf,
#DHoH, #DeafAccess, #DeafRights are all ones that would reach a varied and large
audience. It is possible to add a personalized hashtag such as #SDHHS or
#SaskDHHRights to create a local community of users.

Contacts involved in the website:

Many people had a hand in the completion of this resource. The following
individuals and groups requested that SDHHS contact them upon the launch of the site.
First and foremost, Kevin Kleisinger at the Ministry of Education would like to see the
finished product, run it by his team, make some suggestions and then have their logo
placed on the contributors page. We think that this will be a powerful statement and
strong support for the future of the resource. Gary Malkowski from Canadian Hearing
Services provided a wealth of information and was very interested in seeing the
completed project. He should be contacted upon completion.

Charlotte Enns from the University of Manitoba and Joanne Weber from the
University of Regina were involved in providing valuable information and mentioned
they would be interested in regular updates on the progress of the resource. The
external relations department at the University of Manitoba did not return any
messages over the course of the project in regards to using their logo on the website so
they should be contacted again.

Lisa Warren (lwarren@gscs.sk.ca) and Tammy Shircliff (tschircliff@gscs.sk.ca)

from Greater Saskatoon Catholic Schools have had a chance to look at the website, but
have not yet responded with any feedback.

60
Thank You… 
 
Firstly, we would like to extend a deep gratitude to the Saskatchewan Deaf and
Hard of Hearing Services for giving us the opportunity to create and develop this
resource. This work has challenged us to think deeply about the work in our classroom
and ensuring that we are supporting and meeting the needs of the learner. The design
team is deeply grateful for the support of Mr. Nairn Gillies, Mr. John Warren, and all the
staff at the Saskatchewan Deaf and Hard of Hearing Services. Without their unwavering
guidance and direction the end result might not have been achieved.

Secondly, we are tremendously grateful to Dr. Marguerite Koole and the

University of Saskatchewan for supporting us throughout this journey and for providing
us with the opportunity to step outside of our comfort zones and supporting us along
the way.

Thirdly​, ​we would like to recognize audiologists, Tara Collins with Saskatoon
Hearing & Audiology Clinic, Dr. Jodi Haberstock with Carlton Trail Hearing Clinic, Tracey
Sparrowhawk with Beltone and Selena Vermey with Community Audiology-Richmond
Road Diagnostic & Treatment Centre for their email correspondence and sharing of
resources for the Audiology page on the website.

Finally, we are grateful to all of the contributors that supported us during the
development of this work. From the Ministry of Education, audiologists, teachers, and
administrators, we are tremendously grateful for their time and guidance to our endless
queries.

The Design Team

Reece Digney Katelyn Griffin Justin Matheson

Krysten Plosz Sarah Simmons Keith Theoret

Tracy Wood

61