Frequency Modulation (FM) systems consist of a microphone used by the teacher, a transmitter, and a receiver used by the student to reduce the interference of background noise and the effect of distance between the parties.
Speakers
Refer to the student's IEP to determine if an assistive listening device was recommended.
Refer to the student's IEP to determine if an assistive listening device was recommended.
Discuss with the student (and AI teacher if the student has hearing impairment, if necessary) the best seating in the classroom to reduce background
Discuss with the student (and AI teacher if the student has hearing impairment, if necessary) the best seating in the classroom to reduce background noise.
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Find a designated safe place for the equipment to be stored and charged each night.
Find a designated safe place for the equipment to be stored and charged each night.
Conduct a listening check of the assistive listening device twice daily. For students who have personal equipment, check this twice daily also. The classroom amplification system
Conduct a listening check of the assistive listening device twice daily. For students who have personal equipment, check this twice daily also. The classroom amplification system won’t work if the personal equipment is not working.
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Review proper care and responsibility of the equipment with the student. Determine the child’s level of responsibility for the equipment based on their age and
Review proper care and responsibility of the equipment with the student. Determine the child’s level of responsibility for the equipment based on their age and development. For example, teach the child to put the receivers on and bring the microphone to the teacher each morning before class begins.
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Teach and expect students to carry the microphone from class to class and return it to the charger at the end of the day.
Teach and expect students to carry the microphone from class to class and return it to the charger at the end of the day. Receivers must be left at school with the microphone.
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Develop appropriate goals for increased independence in the use of the amplification device. (For example, some students may be able to tell you if
Develop appropriate goals for increased independence in the use of the amplification device. (For example, some students may be able to tell you if they need new batteries or if the equipment is not working.)
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Ask the campus AT specialist and/or IT specialist to make sure you can connect the amplification device to all media you use in your
Ask the campus AT specialist and/or IT specialist to make sure you can connect the amplification device to all media you use in your classroom. Encourage the student to advocate for this as they are able.
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Check for understanding often and provide the opportunity for the student to request repeated directions.
Check for understanding often and provide the opportunity for the student to request repeated directions.
Monitor the accuracy of student responses when using equipment.
Monitor the accuracy of student responses when using equipment.
Share your findings with the student, the educational team, and the family.
Share your findings with the student, the educational team, and the family.
Some accommodations appropriate for instructional use may not be allowable on a statewide assessment. Select the state assessment to view the implementation policies.
STAAR
Type: Accessibility Feature
Assessments: All subjects, all grades
Student Eligibility Criteria:
same as STAAR
same as STAAR
same as STAAR