November 2020 – Special Educator e-Journal

Table of Contents

• Special Education Legal Alert. By Perry A. Zirkel
• Preliminary Summary of Dispute Resolution Survey Results. By Natalie Jones & Perry A. Zirkel
• Buzz from the Hub
• U.S. Department of Education Releases Parent and Family Digital Learning Guide
• Prevalence of Hearing Loss in the Winneba Municipality, Ghana. By Emmanuel Kwasi Acheampong
• Exploring Factors Related to Burnout among Special Education Teachers in Specialized Schools. By Oksana Huk and Brian Cesario
• Book Reviews
  • Emotional Intelligence for the Modern Leader: A Guide to Cultivating Effective Leadership and Organizations. By Julie M. Pfeiffer
  • Lead like a Pirate: Make School Amazing for your Students and Staff. By Cristina Barros
  • If You Don’t Feed the Teachers They Eat the Students! Guide to Success for Administrators and Teachers. By Sofia M. Borron
• Latest NASET Job Posting
• Acknowledgements

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Special Education Legal Alert

By Perry A. Zirkel

© October 2020

This month’s update identifies recent court decisions of general significance, specifically addressing the questions of (a) whether a functional behavioral assessment (FBA) qualifies as an evaluation under the IDEA, and (b) to what extent a school nurse’s advocacy on behalf of students with disabilities provides legal protection from adverse employment action.

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Preliminary Summary of Dispute Resolution Survey Results

Natalie Jones and Perry A. Zirkel

September 28, 2020

In early September, we surveyed the 51 state education agencies (SEAs), including the District of Columbia, as to the extent of dispute resolution activity arising from COVID-19 for students with disabilities.  More specifically, the structured questionnaire asked for the number of (a) filings and (b) decisions for (1) due process hearings and (2) written state complaints per primary COVID-19 issue as of August 31, 2020.  We received complete or, for a few states, partial responses from 47 (92%) of the SEAs.  The following chart represents the summary of responses.  We plan to prepare a more detailed follow up report.

• The predominant issue for due process hearings (DPHs) and written state complaints (WSCs) was an alleged failure to implement the IEP or its distance alternative.  The other issue categories have been subject rather limited activity thus far.

• Although DPH filings are almost double those for WSC, the proportion of decisions for WSC (59%) thus far exceeds the proportion for DPHs (3%), likely due to their different procedures and timelines.

• As will be revealed in the subsequent, more detailed report, the states with the highest activity levels were in descending order as follows:

• DPHs: New York, New Jersey, Texas, and Washington & Pennsylvania (tie)

• WSCs:  Massachusetts, Washington, Texas, and Michigan

• In some states, the nationwide lawsuit in J.T. v. de Blasio contributed, at least temporarily, to the number of DPH filings.

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Buzz from the Hub

All articles below can be accessed through the following links:

https://www.parentcenterhub.org/buzz-oct2020-issue1/

https://www.parentcenterhub.org/buzz-august2020-issue2/

Behavior Challenges: Conversation Starters to Use With Your Child’s Teacher
When your child has behavior challenges, it can be hard to talk about them with teachers. But having these conversations can help you and the teacher be partners. It also helps you get support for your child at school, even if learning is happening at home. (This resource comes with a worksheet for parents to use in preparing for talking with the teacher.)

The LD Checklist: Recognize and Respond
Most preschoolers and school-age children struggle with learning and behavior now and then. But what if the difficulty persists? Sometimes, that signals a learning disability (LD). Parents can use this interactive tool to detect potential signs of LDs or an attention issue in their child.

20 “Stay-Put” Play Spaces for Little Ones with Sensory Impairments and Other Special Needs
This booklet is about creating spaces and materials that encourage infants and toddlers with sensory impairments to explore. Also available in Spanish.

Guides to Education Technologies
As schools re-open for the new school year, a group of 70 developers and researchers collaborated to produce this new series of guides providing info on government-supported education technology products that are ready for in-class and remote learning (either as no-cost or as fee-based). The guides include resources appropriate for young children through postsecondary students in education and special education, for English learners, and for teachers across a wide range of educational topics.

Module | Interagency Collaboration
Like all young adults, students with disabilities require support as they leave school and enter the adult world. For students with disabilities, there may be many agencies and organizations that provide supports and services. That’s why interagency collaboration is a must! This module includes information, videos, surveys, and interactive activities to help you build or strengthen your interagency team. Just create a (free) account at the Transition Coalition, and you’re in!

OSEP Updates: September 2020
The September 2020 issue of OSEP Updates is fantastic, packed to the brim with the resources and tools we all can use. (By the way, if you don’t already subscribe to OSEP Updates, signing up is a snap.)

Fighting the Big Virus Children’s Book
(Also available in Spanish, simplified Chinese, Finnish, Portuguese, and Mandarin)
The National Child Traumatic Stress Network developed this children’s book, to help young children and families talk about their experiences and feelings about COVID-19 and the need to shelter in place.

10 Kids’ Books That Star Protagonists with Special Needs
These 10 books are just some of the many options that feature kids with special needs (and their siblings) fighting crime, solving mysteries, navigating school, loving each other, making friends, and just being awesome.

Transition Guide to Postsecondary Education and Employment for Students and Youth with Disabilities
This OSERS transition guide will help students and youth with disabilities and their families to better understand how state education agencies, local education agencies, and vocational rehabilitation agencies work together to facilitate improved outcomes for students and youth with disabilities.

100 Things Students Can Create To Demonstrate What They Know
Because variety is the spice of life!

6 Tips for Keeping Kids Motivated for Online Learning
This 2-minute video (also available in Spanish) gives helpful tips and techniques to encourage and motivate your kids during virtual lessons in what promises to be a very unusual school year.

Types of Strengths in Kids
Children have many different kinds of strengths. Recognizing and talking about these strengths can help your child thrive. This is especially true for kids who are struggling in school. Use this list to help identify your child’s strengths.

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Prevalence of Hearing Loss in the Winneba Municipality, Ghana

Emmanuel Kwasi Acheampong

University of Education, Winneba

Abstract

This study aims to systematically analyse data on the prevalence of hearing loss on reported cases at the Center for Hearing and Speech Services in the University of Education, Winneba in the Effutu Municipality. A sample of 671 out of 1200 recorded cases in 2018 were extracted from a standard protocol such as audiometric screening test and case histories of clients. Out of 671 clients, 170 (25.3%) were diagnosed as having significant hearing loss. The percentage of hearing loss in males (58.2%) was higher than in females (41.8%). The majority of the clients with hearing loss were within the ages of 21-40 which constitutes (46.5%). The occurrence of sensorineural hearing loss was more than other types of hearing loss (51.8%). The study recommends that all data at the center should be analysed and similar studies be conducted across Ghana to establish the prevalence of hearing loss in the country.

Keywords: audiometry, prevalence, hearing loss, incidence, hearing impairment

Introduction

In Winneba of the Effutu Municipality of Ghana, about 357 (19.5%) of the people have some form of hearing impairment (Ghana Statistical Service, 2014). However, there are no empirical studies conducted using audiological equipment to establish the exact number of people with hearing loss. 

The fact is that hearing impairment (hearing loss) is invisible, and it cannot be detected by asking people whether they have it or not, to effectively determine the prevalence of hearing loss for a particular group of people. The Center for Hearing and Speech Services has been in existence for the past 27 years (1993-2020). The center has a pile-up of data on clients from Effutu Municipality and beyond. Since its existence, no prevalence study has been published. It is worthwhile to note that analysis of data from a good resource Audiology Centre at the University will provide the necessary scientific data which could be presented for the Effutu Municipality and be used or adapted for proper estimates at the national level and also to lay a foundation for further work in the area of hearing impairment in other parts of the country, Ghana, as a preparation towards a public hearing impairment awareness and estimates for better planning in the future.

The capability of hearing is perilous to understanding the world around us as well as relating to each other (Duthey & Ph, 2013). Hearing loss is the utmost recurrent sensory deficit in human populations and affects newborns, children, adults and elderly (Matters, Smith & Concha, 2000). The dealings between a person and his or her immediate setting are arbitrated through sensory experiences. The sense of hearing, in particular, primarily facilitates communication and fosters communal interaction. Hearing is the key to learning oral language and is important for the intellectual development of children (Schick, Marschark & Spencer, 2005; Spencer & Marschark, 2006). Without the right intercessions, hearing loss is a barrier to both education and social integration (Krug et al., 2010). 

Hearing is one of the vital senses of human communication. Hearing impairment is a partial or total inability to hear (Gondim et al, 2012). Hearing impairment at any stage of life can compromise the communication process and influence an individual’s quality of life (Gondim et al, 2012; Salter, 2015). In addition to its effect on the individual, hearing impairment makes a large contribution to the burden of conditions which substantially affects social and economic development in communities and countries.

The objective of the study was to systematically analyze/establish the data on the prevalence of hearing loss on reported cases at the Centre for Hearing and Speech Services in the University of Education Winneba in the Effutu Municipality.

Worldwide, studies have been carried out to make known how hearing loss is prevailing. World Health Organisation (WHO) (2012) published new estimates on the magnitude of disabling hearing impairment based on 42 population-based studies. Globally, they suggest that there are 360 million persons with disabling hearing loss (5.3% of the world’s population). The prevalence of disabling hearing loss is greatest in South Asia, Asia Paci?c and sub-Saharan Africa. In low and middle-income countries (LMIC) such as Ghana, inadequate comprehensive health care system especially ear and hearing care at primary and secondary levels of education contribute to the prevalence of hearing loss. Also, inadequately trained ear and hearing professional at all levels has also resulted in late identification of hearing loss. Again, inadequate primary, secondary and tertiary prevention interventions, lack of national planning and programmes for ear and hearing care and low resource allocation in this field also account for the high prevalence rates of hearing loss (Duthey & Ph, 2013). It is worthwhile to know that Amedofu (2002), pointed out that in Ghana, very little has been done to make known the prevalence of hearing loss in the country. In Winneba, the centre for Hearing and Speech Services formerly the Audiology Clinic has been in existence since 1993 and has huge data which have not been analyzed to ascertain the prevalence of hearing loss in the Municipality, therefore the need for the study to open the way for further analysis for all the records.

An effective way of managing the problem of hearing loss is to make available information on the magnitude, pattern, and risk factors associated with it (Opoku, 2016). Such data is important for prioritizing, planning appropriate intervention, to predict needs, and monitor outcomes and support economic analyses such as cost-effectiveness (Olusanya Okolo and Ijaduola, 2000). It has, therefore, become necessary that a study is conducted on the incidence of hearing loss in the Effutu Municipality in order to provide data relevant to generate knowledge which supports and influence policymakers and health educators and promoters to take the necessary action to ameliorate the situation. Effutu Municipality can boast of one of the best hearing assessment centres in the University of Education, Winneba which has been in existence since 1993. The centre has qualified audiologists, other auxiliary staff and the necessary protocols for hearing assessment.

Prevalence of hearing loss

Hearing loss prevalence increases as age increases, reaching its highest prevalence level for adults over the age of 65 years (from 18% in the high-income region to almost 50% in the South Asia region) (Duthey, 2019). The prevalence increases with age are more than five times for all the regions except high income and Central/East Europe and Central Asia region (Lopez et al, 2006). Johns (2011) conducted a study on the prevalence of hearing loss on the population of the United States of America (USA) and found that nearly a fifth of all Americans aged 12 years or older has hearing loss that may make communication difficult

Studies show that Sub-Saharan Africans, South and East Asia people remains the world areas with the greatest occurrence of hearing loss in both grownups and youngsters (Rejoice, 2015). Explanation to this could be based on the fact that there are high grades of pre- and post-natal infantile infections like chronic otitis media, rubella, meningitis, and use of ototoxic drugs, measles, and excessive noise exposure (Meinke, 2017). Between 15 out of 20 children, there is high occurrence and prevalence in children considered to be due to greater rates of infections like acute or chronic otitis media, and meningitis (Rejoice, 2015). Excessive noise exposure and ototoxic drugs use in the low revenue countries also increase the prevalence of hearing loss. Rejoice (2015), studies point to these issues and add that poverty contributes greatly to hearing loss. This is as a result of the fact that there is a majority of Ghanaians lives below the poverty line and are not able to afford hearing care services and attends clinics early even when they are aware that they have hearing problems ( Essel, 2001; Denkyira et al., 2002)

In Ghana, studies on hearing loss focused on the adults. Hence, there is very little information on the prevalence of hearing impairment specific to children. In particular, Awuah et al. (2012) reported a 72.6% prevalence of hearing loss among out-patients both adult and children attending a hearing clinic at Korle-bu Teaching hospital. In a study by Amedofu et al. (2006), a prevalence of 89.9% was reported among 6,428 patients with hearing problems in the Offinso Municipality of the Ashanti Region of Ghana. In a different study involving 128 children aged between 1-5 years Amedofu et al., (2006) reported that 51.5% presented with congenital sensorineural hearing loss (SNHL), congenital sensorineural hearing loss (CSHL), while the remaining 48.5% suffered acquired sensorineural hearing loss (ASHL) at an ENT and audiological clinic. This is an indication that the prevalence of hearing loss is common among young people. This is because the late efforts at addressing the suspected hearing problems at an early stage could be attributed to parents’ inability and inefficient methods at detecting early signs of hearing impairments at birth in their children. Only a few government clinics, especially the teaching hospitals, have some modern equipment like OAE (Otoacoustic Emissions, is used to find out how well your inner ear, or cochlea, works), to detect hearing loss at the early stages. There is no government policy making it a mandatory requirement although Ghana is a signatory to most international treaties that emphasize early detection and prevention of hearing loss.

Problems associated with the management of hearing loss

Hearing loss is one of the major forms of disability in Ghana (Fobi & Oppong, 2019; Oppong et al, 2018; Fobi & Oppong, 2019). However, in order of ranking among the various regions in Ghana, it is the fourth after visual, mobility difficulty and learning disabilities (MESW, 2000). This makes individuals with hearing loss a minority group within the country. This creates a situation that easily leads to their needs being side-lined. In addition, their disability is not easily identified by others in society because it is not physically visible (Opoku, 2016). This is noted by Ademokoya (2008), who stated that “those who suffer from deafness do not readily get the sympathy and support from able-bodied persons as those with blindness do”. 

The hearing health care system is largely unknown or difficult to penetrate by the general public (Fobi & Oppong, 2019; Oppong & Fobi, 2019). 

In managing problems of hearing loss, precise diagnostic assessment is required for providing suitable treatment and effective management (Marfo, 2011). In Ghana, often the facilities for carrying out assessment may be limited due to the scarcity of technological assistance for equipment calibration and repair, limitation of stable and dependable electricity for equipment, and other factors (Amedofu, 2002; Amoako, 2019). Nevertheless, knowledge of basic audiological principles and methods involved can ensure optimal use of resources that are available. 

In children, disabling hearing loss impedes speech and language development and sets the affected children on a trajectory of limited educational and vocational attainment. This is because the hearing loss will cause significant effects on speech and language development, particularly if it is not detected early. It also negatively affects the development of reading abilities because phonological processing, one of the fundamental prerequisites for reading, takes place in the auditory areas of the brain at an early stage (Olusanyo et al.,2015) In adulthood, disabling hearing impairment can lead to embarrassment, loneliness, social isolation and stigmatization, prejudice, abuse, psychiatric disturbance, depression, dif?culties in relationships with partners and children, restricted career choices, occupational stress and relatively low earnings (Mulwafu et al, 2016).

Individuals with hearing loss are often relegated to the background and therefore face barriers to participation in societal activities. Lack of participation often leads to their inability to take control of their lives and health. World Health Organisation (WHO), explained that health is not only the absence of disease but also the presence of sound physical, social and psychological wellbeing (WHO, 2016). Lack of participation in any given situation leads to feelings of inferiority. These feelings further leads to lack of self- esteem and a perception of low self-image. Such feelings affect the psychological and social health of a person (Annan, 2009).

Orrie and Motsohi demonstrate this in a study exploring healthcare delivery by English and African speaking providers to IsiXhosa speaking patients. Orrie and Motsohi (2018), stated that individuals with hearing loss who have sign language (SL) as their first language are most disadvantaged and could potentially benefit most from a sign language interpreter service at healthcare facilities. It has been reported that deaf patients gave more positive ratings to healthcare interactions when sign language was used than not. However, while interpreters help overcome language barriers, inappropriate use of escorts as interpreters may deny a patient his or her autonomy and right to confidentiality. 

Strategies to address the incidence and management of hearing loss

Health care in general is also undergoing transformations that can propel hearing health care forward, and priorities have been identified which can be applied and incorporated into hearing health care. Efforts are focused on patient-centred care that is evidence-based with attention to quality, safety, and value (Meinke, 2017). Team-based care is also a priority, with teams that include the patient and family in addition to the relevant health care professionals (Education & Liu, 2013).  Principles identified as key to team-based hearing health care are (a) shared goals (b) clear roles (c) mutual trust (d) effective communication, and (e) measurable processes and outcomes in a continuous loop of improvement ( Gustafson &Tharpe, 2015). Additionally, emphasis on a health hearing care system will be of great benefit to the management of hearing loss (Meinke, 2017). As defined, a health care system is one in which science and informatics, patient–clinician partnerships, incentives, and culture are aligned to promote and enable continuous and real-time improvement in both the effectiveness and efficiency of care. Health care encompasses a broad network with widely varying resources and skills applied to a vast array of health concerns. Nevertheless, progress is being made and efforts put forward that coordinate and integrate hearing health care into the evolving broader health care system. Hearing health care, throughout all of its diverse professional and patient care pathways, offers a wealth of opportunities for fully engaging in changing the paradigms and embracing the quality measures and actions that can improve care for individuals with hearing loss. Opportunities include the exploration and evaluation of diverse delivery and payment system (Baguley & Mcferran, 2015).

Managing hearing loss is important for the well-being of individuals with hearing loss, and there is increasing understanding of its potential connections to health. However, only a small proportion of the individuals with hearing loss access hearing health care (Goman, Reed & Lin, 2017).An interventional audiological approach to educating communities through outreach and community-based health promotion programmes could raise general awareness of hearing health care, potentially decreasing the time between recognition of hearing loss and seeking audiological care (Goman, Reed & Lin, 2017).

One effective public health approach for reaching underserved populations is to conduct health promotion and ear health education outreach. Community Health Workers (CHWs) in the community are members of the public health workforce who develop linkages between the health care system and the community. In other areas of health promotion, CHW interventions have been successful in improving health care access and management of chronic health conditions. CHWs have served as outreach liaisons targeting underserved or disadvantaged populations to facilitate access to services and improve the quality and cultural competence of service delivery (Duthey & Ph, 2013).

An interaction with the coordinator for Centre for Hearing and Speech Services (CHSS) Winneba stated that, since 2015, the CHSS in the Effutu Municipality has helped to increase access to ear care and ear health education, encouraged community empowerment, improved quality of care and compliance with care, reduced costs, improved health status, promoted behaviour change, and helped people manage their chronic hearing loss.

Method

Research Design

The present study was as part of a document analysis conducted at the Centre for Hearing and Speech Services (CHSS) in the University of Education, Winneba. Clients’ database and assessment results were carefully analysed.

Ethics

The research was conducted within the University of Education, Winnbea (UEW), Center for Hearing and Speech Services (CHSS). As a former coordinator for CHSS, permission was sought from the current coordinator of the centre in order to get access to the records of potential participants of the study. These clients had already given their consent on a case history form for their data to be used for academic purpose only without the disclosure or identity of the client. Database information on recorded cases for the period 2018 was used for the study. Data were extracted using a standard protocol that’s audiograms using audiometric hearing test results.

Participants

The total cases recorded for the year 2018 study was 1200 was used for the study. Out of the 1200 recorded cases, 671 cases were selected for the study. These were all individuals from Winneba. Both male and female individuals with hearing loss in this category were considered.

Sample

The sample cases used for the study were 671. The researcher purposively selected 2018 because analysis of the records revealed that clients who attended the centre consented that their records could be used for academic research purposes. This consists of individuals within the Effutu Municipality who visited CHSS for hearing assessment.

Out of 671 cases from the Municipality who visited CHSS, 169 (representing 25.2 %) belonged to the 0-20 age group, 313 (representing 46.6 %) were 21-40 years old, 117 (representing 17.7 %) were within the ages of 41-60 years and 72 (representing 10.7%) were above 60 years. Among 671 recorded cases from the Effutu Municipality, 364 (representing 54.2%) were male while 307 (representing 45.8 %) were females. The table below presents the summary demographic details of participants.

Table 1: Demographic data of participants

The table below present the demographics of participants used for the study.

Table 2: Age distribution of participants

This table presents the age range or distributions of participants for the study.

Data Collection

Data for the study was retrieved from the clinical recorded cases of individuals who had visited the Center for Hearing and Speech Services (CHSS) in the Effutu Municipality, Winneba in the year 2018. Audiograms for the participants were used. It was because, it was found out that all the participants in that year consented that their results could be used for academic research purpose.

Data Analysis

Data was analysed by interpreting and reviewing audiograms and audiometric assessment of cases at the Center for Hearing and Speech Services to give meaning around the assessment results. This was based upon the standard classification used by the centre on the threshold measurement classification from mild to profound (Offei, Essel, Cobbina, Acheampong & Diedong, 2009)

The information obtained is presented in tables and figures below.

Results

Audiometric Test

Figure 1 shows the distribution of the results of the documentary analysis of the audiometric test results. To fail audiometric test means not able to respond correctly to stimuli for all frequencies 250Hz – 800Hz intensity range from 26db and above and to pass audiometric test means to respond correctly to stimuli for all frequencies 250Hz – 800Hz intensity range from less than 26db. Out of the 671 records selected from the cases, majority of the respondents, 501 (representing 74.7 %) passed the audiometric test whiles 170 (representing 25.3%) of the respondents failed the audiometric test and had treatment at the CHSS for further clinical examination and management or referred for further management and treatment.

Age Distribution of Clients Audiometric Test

 Figure 2 shows the age distribution of audiometric test of participants. Out of 170 cases, those who failed audiometric test, 43 (representing 25.3%) were below age 20, 79 respondents (representing 46.5 %) belonged to 21–40 age group, 30 respondents (representing 17.6 %) belonged to 41-60 age group and 18 (representing 10.6%) were above 60 years.  This implies that the occurrence of hearing loss in the Winneba Municipality is common in younger adults with the age range of 21-40 and also old people within and above 60 years. It could be deduced that participants within age 60 were attributed to presbycusis (old age hearing loss).

Gender Distribution of Clients Audiometric Test

The gender distribution of associated cases with hearing loss in the present study is shown in figure 3 below. Out of 170 cases with hearing loss, 99 respondents (representing 58%) were male while 71 respondents (representing 42%) were female. This result indicated that more males within the municipality had some form of hearing loss than females. This was attributed to the fact that more males visited the centre within that period than females. Also, it is an indication that more males are at high risk. This is because most males who reported at the Centre according to their case history were staying at the coast and had fishing as their major occupation. Therefore, once majority of the respondents with hearing impairment were males, it could be said that the males in Winneba are exposed to high risk of hearing loss. This finding validates the assertion of Amedofu and Fuente (2008), who reported that workers in Ghana especially the males are exposed to noise in farm jobs where noisy equipment such as tractors, chainsaws, and grain crushers are used. In this case the primary occupation of the natives is fishing and could cause a threat to the men.

Audiometric Assessment of Severity of Clients with Hearing loss

Figure 4 show results of audiometric assessment of severity of clients with hearing loss. Of 170 respondents found with hearing loss, 44 respondents (representing 25.9%) had mild hearing loss, 38 respondents (representing 22.4%) had moderate hearing loss, 32 respondents (representing 18.8%) were found to have moderately severe hearing loss, whereas 22 respondents (representing 12.9%) had severe hearing loss, and 34 respondents (representing 20%) had profound hearing loss. This is an indication that most people with hearing loss in Winneba have mild type of hearing loss with only few with severe and profound hearing loss.

Configuration of Hearing Loss

The study shows that, out of 170 respondents with hearing loss, 42 respondents (representing 24.7%) had problems in the right ear, 42 (representing 24.7%) had problems in the left ear, and 86 (representing 50.6%) had problems in both ears. The result from configuration or pattern of hearing loss indicates that most individuals have bilateral type of hearing loss thus, hearing loss affecting both ears. This can be as a result of factors in the outer, middle or external to the carnal or a combination of both among clients.

Types of Hearing Loss

The types of hearing loss of respondents in the study shows that, of 170 respondents with hearing loss, 42 (representing 24.7%) had conductive hearing loss, 88 (representing 51.8%) had sensorineural hearing loss, and 40 (representing 23.5%) had mixed hearing loss. The results of the study indicate that, most individuals in the Effutu Municipal have the sensorineural type of hearing loss.

Risk factors that contribute to hearing loss in the Winneba Municipality

The clinical reports and case histories attached to the audiograms attributed to hearing loss for the cases analysed is presented in figure 5 below. Out of 170 cases with hearing loss, 129 of the cases were attributed to medical conditions of hearing loss, 46 (representing 36%) had cerumen impaction, 30 (representing 23%) had otitis media, 23 (representing 18%) were taking ototoxic drugs and 30 (representing 23%) had presbycusis (old age hearing loss).  Incidence of impacted cerumen was very high (36%). Ototoxic drugs recorded the least (representing 18%) medical conditions associated with hearing loss common in Winneba.

Discussion

The findings of the study showed that 671 out of 1200 individuals who were from Winneba and visited the Centre for Hearing Speech Service (CHSS) in 2018, one hundred and seventy (170) were identified with hearing loss. 43 respondents (representing 25.3%) belonged to the 0-20 age group, 79 respondents (representing 46.5%) were in the 21 – 40 age groups, and 30 respondents (representing 17.6%) belonged to 41-60 age group while 18 of the cases observed (representing 10.6) were above 60 years.  The results show that respondents within the ages of 21-40 years have higher number of hearing loss in the Effutu Municipality. 

Again, it was found that out of 170 cases reviewed for hearing loss, 99 (representing 58%) were male while 71 (representing 42%) were female. Therefore, once majority of the cases with hearing loss were males, it could be said that the males in Effutu Municipality are exposed to high risk of hearing loss. Further, the study reveals that most of the people in the Effutu Municipality who visited the Centre for Hearing and Speech Services in the year 2018 were diagnosed of having mild hearing loss of which most of these were attributed to noise and other medical conditions especially middle ear infections. The most common configuration or pattern of hearing loss among people in the Effutu was bilateral type of hearing loss (which means both ears affected). Also, the study indicates that, most individuals in the Effutu Municipality have the sensorineural type of hearing loss.

The study further revealed that out of 129 observed cases with medical conditions associated with hearing loss, majority of cases representing 36% were impacted cerumen. This figure is higher than the one reported by Lamptey et al (2004) who reported that 32.2% of the 1,433 school children screened by otoscopy had unilateral or bilateral impacted cerumen occluding the tympanic membrane in the Sunyani district of Ghana. The incidence of impacted cerumen is very high with (36%). Otitis media and old age hearing loss recorded the next highest (representing 23%) medical condition associated with hearing loss in the municipality.  Itching ear infections (Acute or Chronic otitis media) were also found to be significantly associated with prevalence of hearing loss in this study. Those with itching ear infections were more likely to have hearing loss in one or both ears than those who had no experience of itching ear.

Recommendations

Considering the research findings and conclusions made from the study, the researcher made the following recommendations.

People working or living in this environments or communities (fishing) should go for regular hearing assessment and related check-ups and use other ear protecting devices. This is because they are most often exposed to noise from the sea and noise from their canoe or boat engine. Also, more attention should be paid to the identification of the hearing impaired so that appropriate interventions can be initiated as early as required. It is necessary for governments, health planners and other decision makers to educate and protect the society by enacting laws aimed at safeguarding the life and protection of those who might be vulnerable to hearing impairment related problems. Future research should consider finding the incidence of hearing loss for the Municipality by analysing all the data at CHSS from 1993 to date. This is likely to give an informed data in all the cases at the centre. There is also the need for national survey to access the incidence of Hearing Impairment in the country by considering data from other parts of the country.

Conclusion

The objective of the study was to systematically analyse/establish the data on the prevalence of hearing loss on reported cases at the Centre for Hearing and Speech Services in the University of Education Winneba in the Effutu Municipality. Out of the overall 170 diagnosed cases emerged. 42 of the cases were right ear hearing loss whiles 42 had left ear hearing loss with 86 having bilateral hearing loss. Hearing loss of clients was mostly acquired. With the acquired cause, clients’ vulnerability to infectious diseases like meningitis, otitis media, measles, and prolonged excessive noise exposure to the ears caused the hearing loss. The presence and impact of disabling hearing loss is unequally distributed across the world, with the burden of hearing loss (both individual and societal) being greatest in low-resource countries, where access to education, medications, technology and interventions are limited. Given the social, emotional and significant economic impact of hearing loss, it is important that resources are targeted towards minimizing the load. Interventions aimed at reducing the burden hearing loss, through the prevention, identification and management of ear disease and hearing loss, are imperative. These include: building stronger otological and audiological service delivery models, developing affordable hearing aid and rehabilitative services, improving health and community education programmes, providing closer regulation and monitoring of use of medications, creating incentive schemes to encourage attendance at health clinics, and improving the uptake of immunizations. It can be concluded that most of these findings are preventable if appropriate measures are taken.

References

Amedofu, G.K. & Fuente, A. (2008). Occupational hearing loss in developing countries. New York: Nova Science Publishers.

Amedofu, G.K. (2002). Hearing impairment among workers in surface gold mining company in Ghana.African Journal of Health Sciences, 9(1-2), 91-97.

Amedofu, G.K., Opoku- Buabeng, J., Osei Bagyina, A. (2006). Hearing loss among school children in Ghana. Ghana Medical Journal, 37,148-152

Baguley, D. M., & Mcferran, D. (2015). Hearing impairments: Causes, effects and rehabilitation. London: Moore Whurr Publishers.

Cecilia – Opoku, A. (2016). Determinants of hearing loss and its effects on students’ academic performance among junior high school children in Bibiani Anhwiaso Bekwai District of Ghana. Unpublished Master dissertation, University of Ghana, Legon. children.

Doris, S. (2009). The prevalence of hearing impairment within the Cape Town Metropolitan area., South Africa Journal of  Communication Disorders 14(2), 1–10.

Duthey, B. B., & Ph, D. (2013). Priority medicines for Europe and the World: A public health approach to innovation. San Diego, CA: Singular Press.

Education, U., & Liu, G. (2013). Managing concerns about hearing loss after cancer treatment. American  Academy of Otolaryngology, 140(4), 2-10.

Fobi, D. & Oppong, A. M. (2019). Communication approaches for educating deaf and hard of hearing (DHH) children in Ghana: Historical and contemporary issues. Deafness & Education International, DOI: 10.1080/14643154.2018.1481594

Goman, A. M., Reed, N. S., & Lin, F. R. (2017). Addressing Estimated Hearing Loss in Adults in 2060. JAMA Otolaryngology–Head & Neck Surgery, 143(7), 733. 

Gondim, L.M.A., Balen, S.A., Zimmermann, K.J., Pagnossin, D.F., Fialho I de, M., & Roggia, S.M. (2012). Study of the prevalence of impaired hearing and its determinants in the city of Itajaí, Santa Catarina State, Brazil. Brazilian Journal of Otorhinolaryngology, 78(2), 27–34.

Krug, E., Cieza, A., Chadha, S., Sminkey, L., Martinez, R., White, K. & Brown, S. (2010.). Childhood hearing strategies for prevention and care Contributors. New York: Pub Publications.

Lopez, A.D., Mather, D., Ezzati, M., Jamison, D.T., Christopher, J., & Murray, J. (2006). Global burden of diseases and risk factors. New York : Wold Bank/Oxford University Press

Marfo, A. (2011). Prevalence of hearing impairment in the Offinso Municipality. Unpublished Thesis; Kwame Nkrumah University of Science and Technology, Kumasi.

Meinke, D. (2017). Hearing health system public access. Right Links Journal 44(1), 67–75.

Mulwafu, W., Kuper, H., & Ensink, R. J. H. (2016). Prevalence and causes of hearing impairment in Africa. Researchgate 21(2), 158–165

Offei, N.Y., Essel, J., Cobbina,J.,  Acheampong, E.K.,& Diedong, M.N. (2009). Pure tone audiometry. In J. Essel (2009) Ed. Handbook of clinical practice in audiology. Cape Coast: YACI Publications.

Olusanya. B.O., Okolo., A.A. & Ijaduola, G.T.A. (2000). The hearing profile of Nigerian school children. International of Pediatric Otorhinolaryngology 55, 17-179.

Oppong, A. M. & Fobi, D. (2019). Deaf Education in Ghana. In H. Knoors,., Brons, M. & Marschark, M.Deaf Education beyond the Western World – Context, Challenges andProspects for Agenda 2030. Pp 53-72. New York: Oxford University Press. doi: 10.1093/oso/9780190880514.003.0004

Oppong, A. M., Adu, J. Fobi, D. & Acheampong, E. K. (2018). Academic experiences of deaf students at the University of Education, Winneba, Ghana. Journal of the American Academy of Special Education Professionals, 13 (1), 66-81

Orrie, S., & Motsohi, T. (2018). Challenges experienced by healthcare workers in managing patients with hearing impairment at a primary health care setting?: A descriptive case study. South Africa Family Practice, 60,6:207-211

Salter, J. M. (2015).Developing understandings of deaf students’ learning in mainstream secondary classrooms: Teaching assistants’ perspectives. PhD thesis, University of Leeds.

Schick, B. S., Marschark, M., Spencer, P. E., & Winston, E. A. (Eds.). (2005). Advances in the sign language development of deaf children. Oxford University Press on Demand.

Spencer, P. E., & Marschark, M. (Eds.). (2005). Advances in the spoken-language development of deaf and hard-of-hearing children. Oxford: Oxford University Press.

Tharpe, A. M., & Gustafson, S. (2015). Management of children with mild, moderate, and moderately severe sensorineural hearing loss. Otolaryngologic Clinics of NA, 48(6), 983–994.

About the Author

Emmanuel Kwasi Acheampong is a lecturer in the Department of Special Education, University of Education Winneba.He did his Bachelor and MPhil Degree in Special Education from the University of Education Winneba. He is currently a final year Ph.D candidate at the University of Cape Coast in Ghana. He is currently the program coordinator for the Unit of Community Based Rehabilitation and Disability Studies in the University of Education. His teaching area is in training professional rehabilitation personnels and teachers for special and inclusive schools for children with hearing impairment. Mr Acheampong’s special interest is in deafness and early interventional studies, paediatric audiology, aural rehabilitation, and school screening for children with hearing loss

Emmanuel Kwasi Acheampong

Faculty of Educational Studies,

University of Education, Winneba

Department of Special Education.

ekacheampong@uew.edu.gh

+233(0)502691100

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Book Review: Emotional Intelligence for the Modern Leader: A Guide to Cultivating Effective Leadership and Organizations

Julie M. Pfeiffer

“The mind set of looking forward to the next thing is priceless,” Christopher D. Connors learned this lesson from his 5-yr. old son and uses it as inspiration for guiding and informing leaders and executives. Christopher D. Connors is a keynote speaker, leadership consultant and an executive coach.  He weaves the main, core concepts of emotional intelligence with the foundational aspects of leadership in a straightforward manner in his book, Emotional Intelligence for the Modern Leader:  A Guide to Cultivating Effective Leadership and Organizations, (Connors, 2020).  His book serves as a practical guide and a resource to current modern leaders such as CEOs, school administrators and anyone who has the desire to improve by understanding oneself and how to utilize emotional intelligence to enhance success.

The purpose of Christopher Connor’s book is to clearly outline and guide the reader through what emotional intelligence is in a leader, and how leaders successfully use their own emotional intelligence within the context of leading organizations.  The Institute for Health and Human Potential defines EQ as the ability to:  recognize, understand and manage our own emotion; recognize, understand and influence the emotions of others, (2020).

Connors proposes that the five pillars of emotionally intelligent leadership are embodied by purposeful leaders who begin by examining their core values and getting to know themselves. They begin a commitment to a journey of becoming an emotionally intelligent leader in order to have greater impact on their organizations through the development of a connected culture and embrace the process of sustainable change.  Connors supports this thesis with compelling examples and a structural guide with practical reflections.

Emotional Intelligence or EQ, according to Connors, is the predictor that distinguishes outstanding performers and leaders from the average (pg. xi).  By highlighting relevant examples of leaders in varying industries and providing powerful behavioral examples, Connors supports the idea that competent and effective leaders lead with self-knowledge, by modeling, and following the Golden Rule. 

Themes

Connors begins by presenting his audience with strong examples of leaders who are very relatable.  He highlights many positive qualities of these leaders and how they embody the fundamental characteristics of emotionally intelligent leaders.  The examples range from CEOs, entrepreneurs, a successful author, actor and director to an influential, winning basketball coach.  Through the vivid illustrations of these examples, the reader is able to have a deep sense of the qualities and characteristics of how these individuals tapped into their emotional intelligence to be successful in leadership roles within their organizations.  Additionally, the described leaders were intentional in developing relationships and communication with the people around them in their organizations.

Next, the five pillars of emotionally intelligent leaders are featured and explained in detail.  The pillars include:  self-awareness, self-management, motivation, empathy and social skill.  Dr. Daniel Goleman established the five pillars in Emotional Intelligence (1995). Connors emphasizes that self-awareness is the most challenging pillar to master because it takes time, energy and skill to really get to know ourselves and understand our own motivations (pg. 15). Self-management requires each individual to hold himself/herself accountable with regards to managing emotions, responsibilities, time, and needs of the organization, along with planning and implementing effective strategies.  Motivation encompasses the passion and energy that leaders bring to the workplace.  The motivation of the leader can inspire members of the team of the organization to build the momentum required to work towards goals with optimal productivity.  An empathetic leader actively listens, focuses and connects with individuals in an authentic manner and builds relationships and communication which is foundational for the trust in working cohesively toward the vision of the organization.  The social skills of the emotionally intelligent leader give him/her the ability to influence and engage colleagues and members of the team in an impactful way.  Once again, Connors weaves the content with vivid examples of authentic leaders who demonstrate the pillar or behavior that he is highlighting.

Leadership styles are described in detail, along with mostly the positive aspects of the various styles with only a few negatives.  Leadership styles highlighted by Connors include:  visionary, coaching, affiliative, democratic, pacesetting, and commanding, Connors highlights the ways that these styles are alike and different, mostly focusing on how a leader’s emotional intelligence serves him/her in the type of style that he/she exhibits.  There is overlap in the leadership styles and the two main styles which have potential pitfalls are the pacesetting (the leader must be mindful of not pushing the team too hard and too fast, and the commanding, which can fail to take the input and feelings of others into leadership).  Connors relates the different styles to the emotionally intelligent leader and gives suggestions to those who have leadership styles which do not as naturally follow the pillars, but leaders with the pacesetting and commanding styles can keep the key concepts in the forefront in order be effective.

In Connor’s recommendations for becoming an emotionally intelligent leader, he begins with a dive into self-awareness, and a clear plan for leaders, which includes reflection of the individual on his/her values, passion, and purpose, with commitment, discipline and self-accountability checks.  He proposes a 5 yr.-plan, and includes the why, the direction, and the substance of what matters to the leader.  Connors provides thoughtful questions and guiding activities so that the reader can think through these steps in the book. Connors continues by recommending visualization, and a positive attitude which results in a feeling of self-satisfaction.

Leaders transform organizations by building relationships and seeking feedback from others. Connors acknowledges that there may be some regression in response to transformation and change, and it requires leaders to face adversity by being kind to oneself, eliminate excused, invite others to be part of the journey and put thought and mindfulness into actions.

In the leadership of an emotionally intelligent organization, those at the top begin with the creation of a collaborative culture by building relationships and cultivating communication with an open mind.  Effective leaders understand the importance of both understanding the needs of each team member and facilitating the sharing of ideas and knowledge.

Collaborative cohesive environment, building a dynamic culture leading with empathy, adaptability, a positive outlook and a belief in people.  Connors guides with reflection activities to enhance the experience of contemplation of the vision, mission, purpose and core values.  He emphasizes the value on investing in people, listening with an open mind, and facilitating communication.  Connors again complements the learning with clear examples of how different leaders have shown emotionally intelligent leadership in practice with respect to influencing culture, relationships and communication.  Connors recognizes that there will be obstacles to meet and emotionally intelligent leaders recognize, acknowledge and respect the process.

In the stage of sustaining change, Connors provides a simple formula:  commitment + consistency + momentum = impact (pg. 109). He acknowledges that keys to success in sustaining organizational change is a combination of continuity, consistency and flexibility.

Key Quotes

Emotionally Intelligent leaders form lasting connections and “realize the potential and ability that they have inside them.  That’s the genius of a true leader.” (pg. 6). Connors features the characteristics and story of success of Tyler Perry, who is a role model, actor, owner of a film studio and one of the most successful entertainers in the industry. Perry is famous for saying

“You’re not truly successful unless your success Is having a positive impact on the world.” (pg.6)

A values-based leader who believes in himself, earns the trust of those around him and who has “attention to detail, and making people understand why details matter, set him apart” is Brad Stevens, the current coach of the Boston Celtics, (pg. 7).  Stevens has an altruistic approach which is firmly rooted in service.  “Serve your employees first.  Serve those you lead. Lead by example, but part of that leadership should be conscious acts of serving for success.  He presents the cornerstone EQ principle of adaptability, which is at the heart of what makes him so special. (pg. 9).  Connors picked Stevens to illustrate the coaching style of leadership which has a strength in that it is highly focused on service.  Servant Leadership, defined as “a philosophy and set of practices that enriches the lives of individuals, builds better organizations, and ultimately creates a more just and caring world.  Successful leaders are respected and admired by others because they give without the expectation of anything in return. (pg. 31)

“Putting people first and the important of employee engagement as modeled by CEO Herb Kelleher of Southwest Airlines.  The culture that he developed transformed the business.” (pg. 36). Connors illustrates how an emotionally intelligent leader can influence the direction of a company through people, relationships and communication.

Katrina Lake, the CEO of Stitch Fix, and the youngest woman founder to lead an IPO in 2017, is a spot-on example of a democratic leader, “operating in reciprocal relationships. Building powerful, personalized relationships that translate to collaborative teams.  At the heart of democratic leadership is a great listening ear and a mind-set of teamwork, which create the expectation and promulgation of communication and new ideas from employees.  Valuing the input and contributions of her team, active listening is at the heart of a truly emotionally intelligent leader”. (pg. 53).

Strengths and Weaknesses

Connors brings readers on a journey of learning about emotional intelligence, and qualities and characteristics of emotionally intelligent leaders.  He guides with a “how to” approach which involves reflection, contemplation and problem solving.  This book could be used by an individual or a team to facilitate goal setting, mission building and organization in leadership.  It also can be used to develop the culture, relationships, communication and organization.

Connors blends the right amount of definitions, descriptions and explanations with vivid examples which gives the reader insight into the various leaders, CEO’s, school leaders, entrepreneurs, authors, entertainers, and coaches. He makes meaningful connections between the content of the book and the relevancy of the examples that he has chosen.  It is clear that Connors has a passion for the topic of emotional intelligence and that he effectively provided a construct for people to understand how to become more intentional and tap into emotional intelligence when working to improve aspects of life, especially work life.

One area of weakness is that in the descriptions of leadership styles, it seemed that some of the styles were clearly more in line with the way in which emotionally intelligent leaders lead, and at least two of the styles had some inherent flaws.  Connors takes note that the pacesetting and commanding styles do need more reflection in order to stay mindful of how they can be perceived if they do not acknowledge the potential pitfalls of these two styles.

Comparison

Another comprehensive leadership book by Michael Fullan, Leading in a Culture of Change, (2001) is also very comprehensive in its approach to a framework of leadership.  These books are similar in that they both have very strong recurring themes about qualities of exceptional leaders and both give an excellent framework to follow in order to implement successful leadership in a dynamic time.

Fullan and Connors both reference Dr. Daniel Goleman and the pillars of emotional intelligence (1995).  They recognize the importance of these qualities in a leader and the ability of leaders to cultivate these fundamental aspects of emotional intelligence within themselves through intention and reflection.

Fullan and Connors agree that emotionally intelligent, or intentional leaders begin with a strong sense of their vision, mission and purpose.  Fullan refers to the moral purpose of the organization which is a key component of a successful leader.  Connors emphasizes leaders examining their own values and beliefs and knowing themselves and then inviting the organization to be part of the vision and mission of the organization.  Both Fullan and Connors illustrate clear and meaningful examples to highlight their points, giving relatable, real world scenarios and descriptions.

Both of the authors give importance to emotionally intelligent leaders building relationships in organizations and facilitating communication through team building and sharing knowledge and ideas so that all team members feel valued and listened to in such a way that each member has opportunities to participate.  Both authors provide structure and organization so that the “how to” concepts build upon the examples and foundation.  They are not giving a recipe, but a process to think through, contemplate and give intention to the development of leadership, the culture and the organization. 

With respect to leadership styles, both authors define and name them similarly.  Fullan names the commanding style as coercive, and the visionary style as authoritative (which is inviting).  Both Fullan and Connors describe the styles well and give examples.  Fullan shows preference for the authoritative, affiliative, democratic and coaching styles above the coercive (commanding), and pacesetting styles.  Connors mentions the pitfalls of the commanding and pacesetting styles of leadership, and is able to find positive qualities about all six styles.

Another difference between the two books is that when Fullan discusses resistance to change, he illustrates how it is an expected disturbance which is an essential part of the process, and that it can generate ideas and sharing of thoughts which leads to creative solutions.  Connors describes resistance as an obstacle which will require persistence, determination and commitment from the leader.  Both perspectives add value to the problem solving aspect of working through the unforeseen resistance and difficulties which are encountered as part of the change process. 

These two authors provide excellent overviews and guides for exceptional leadership using the core qualities of emotional intelligence, while cultivating self-knowledge and reflection.  The guidance gives solid and effective constructs for effective leadership through relationship building, fostering communication, and building collaborative teams.

References

Connors, C.D. (2020).  Emotional Intelligence for the Modern Leader:  A Guide to Cultivating Effective Leadership and Organizations.  Rockridge Press, CA.

Fullan, M. (2001).  Leading in a Culture of Change.  Jossey-Bass, CA.

Goleman, D. (1995).  Emotional Intelligence.  Bantam Books, NY. 

Institute of Health and Human Potential, (2020).  “What is Emotional Intelligence?”,

www.ihhp.com/meaning-of-emotional-intelligence.

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Book Review: Lead like a Pirate: Make School Amazing for your Students and Staff

Cristina Barros

Purpose and Thesis of Book

Often times as educators our purpose is to reach the maximum potential of our students and from time to time we ask ourselves “How can we do more for our students?” . In this book, Lead like a Pirate, its main purpose is to increase student engagement, boost creativity, and transform your life as a leader. Burgess presents a “pirate” philosophy that can revitalize and place the emphasis back on students and learning. Pirate in this case, is an acronym that stands for: Passion, Immersion, Rapport, Ask and Analyze, Transformation, and Enthusiasm. Although the main target for this book is for teachers to be able to be a leader in their classroom. This book contains core ideas all principals should embrace, espouse, and model in their actions while leading their school.  It embraces how to achieve the PIRATE philosophy. Principals today are much more than mere disciplinarians or supervisors. A school leader must act as an entrepreneur: a person of vision who is able to inspire, empower, and motivate his or her staff under a shared mission and common goals. Principals today are expected to be PIRATES: transformational leaders who communicate a school vision that promotes instructional practices, permeates classrooms, and leads to high level achievement.

Main Themes

Throughout the novel, Burgess expresses the importance and effectiveness of implementing the PIRATE philosophy throughout the school. He emphasizes the importance of each part of the acronym starting with Passion, explaining that if us as educators are not passionate about the role we play, we cannot expect enthusiasm from our staffs, students, and school communities. Burgess connects the passion of leaders to one’s willingness to explore new frontiers without a clear map. Our educational world today is filled with new frontiers, and passion must be a guiding force for us to move ahead and continue advocating for our students and their learning. Next up in the list is Immersion, which is the secret to improving at almost any skill. Becoming a better leader by fully listening. Get to know students better by spending time with them in classrooms, in the lunchroom, and even during their unstructured activities. Also becoming more knowledgeable about the curriculum and the standards by reading, digging, and leading other teachers to apply them. Which works alongside with maintaining a good Rapport, by building relationships are built and start with trust. Nothing leaders do matters much without the trust of their teams and communities. It’s nearly impossible to build the kid of school’s educators dream of if trust isn’t involved. Trust is the oxygen of the school’s systems. Burgess expresses you can’t see it, hear it, touch it, or feel it, but without it, you will find yourself struggling to survive. Leading to the next main concept of our actions as leaders to ask and analyze. As leaders we are often spurred by the questions we ask and the answers we receive. Burgess gives the reader an insight if they are truly asking the right questions. He reminds educators who are reading the types of questions we ask determine the types of answers we receive. Leaders must ask critical questions that will lead staff members and students to tune into the areas that need our attention. This part of the PIRATE philosophy needs to be mastered before entering the next phase which is Transformation. PIRATE leaders want to make a significant difference, a notable contribution, and transform the lives of their students. They need to have a clear vision about where they want to go and why it is an important journey for people to take with them. Leading to the last and final important aspect of the PIRATE philosophy which is Enthusiasm which leaders must infuse into their work. They bring it every day, and they are committed to being on. Enthusiasm leaders are the ones who can bring you up when you are down; they help their staff reignite your fire when it is starting to burn out, they point out how you have contributed and made a difference.

Quotes

“Everyone wins when highly effective leaders bring their passion work” (pg. 2) -This quote explains how highly effective leaders can be when they bring their passion to their work. It shows that if you believe in what you are doing that it will show high results.

“Hope on its own doesn’t create change. Action Does” (pg. 17) – Burgess expresses that in order to see change within the school environment one must not hope for it one must perform the necessary actions in order to see the results.

“Nothing leaders do matters much without the trust of their teams and communities” (pg. 31) – This quote brings the main idea of this book all together, that leaders may be leaders but nothing you may do as a leader won’t matter if you don’t have the trust of your team and community.

“Good questions inform; great questions transform” (pg. 48) – In this part of the book, it is expresses how the type of leader you are is defined by the type of questions you answer and how you analyze them.

“Brainstorm ways to individualize intervention time so students can get what they truly need” (pg. 59) – This quote and this book expresses the importance of taking the time to be able to understand what your students really need, and what type of instruction that will be overall effective.

“Enthusiasm is often the missing element to engagement” (pg. 70) – Often times, when there is a lack of enthusiasm your overall team and community has a lack of motivation leading to no involvement. But it is important that as leaders that each element of enthusiasm is implemented to ensure that your school community is overall engaged.

“Programs don’t teach kids; teachers do, and teachers are capable of making magic happen for kids” (pg. 94) – The solution to any school challenge or issue is never just a new program. It is a commitment to the people who are doing the work. It is building a sense of self-efficacy in the individuals on your team and convincing them that the magic isn’t in the latest program – the magic is them.

Strengths and Weaknesses

 Burgess, and Houf novel is nothing but famous for their wittiness, motivational, and inspiring words. In which brings educators, principals, and leaders to looking at a different point of view when it comes to handling their leadership. This book embraces and realizes all the challenges that leaders face day to day it provides a guide how to overcome these challenges or fears by shining light on the main purpose on why they became a leader in the first place and which was to make change, take action, and lead by example. The PIRATE philosophy is the biggest strength that this book has it created an acronym that leaders can easily remember and follow and implement within their staff. Each chapter was designed on how to implement this philosophy within your schools community and gave detailed explanations on how these strategies will be most effective.

Now on the other hand this book may have its strong characteristics, but it has some aspects where it lacks true statistical information. This book leads on theories on what these educational leaders Burgess and Houf believe in. At times educators rely on real life experiences that leaders have overcame so readers can actually apply to their own experiences. Also, this book stays very close to the pirate theme it creates images and pirate phrases throughout the book that from time to time can confuse or disengage a reader. For example, at the end of a chapter it will refer the reader to go to Twitter and use their hashtag. It would loses the momentum that the reader had already gained.

Comparison to Fuller

While Lead like a PIRATE focuses on their own philosophy on how to establish a strong leadership role using all aspects of your schools community, Fullan’s text relies on teambuilding and how administrators should work together with all parties involved to create not only a successful team but the leadership within their teams. Fullan’s novel makes a clear vision on how to create a plan, put it on paper, and bring it to life within the school community.

Throughout the novel of Lead Like a PIRATE, it displays pictures that symbolizes pirates. But compared to Fullan’s text it displays descriptions and vivid tables that bring everything that is stated in text together.

But much like Fullan’s text, Burgess and Houf focus their book around leaders who have just chosen this career path. Both text focus on utilizing their resources to create a more effective school environment to then overall reach their staff and students.

References

Burgess, Shelley, and Beth Houf. Lead like a Pirate: Make School Amazing for Your Students and Staff. Dave Burgess Consulting, Inc., 2017.

Fullan, M. (2009). The challenge of change: start school improvement now! Thousand Oaks, CA: Corwin.

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Book Review: If You Don’t Feed the Teachers They Eat the Students! Guide to Success for Administrators and Teachers

Sofia M. Borron

Abstract

This book review is for the book If You Don’t Feed the Teachers They Eat the Students!: Guide to Success for Administrators and Teachers, by Neila A. Connors. This paper focuses on key components necessary to have a successful administration that provides effective leadership for the teachers and school. The purpose of this book was to reflect on successful schools and how administrators led the school in an effective way while supporting the teachers. The information in the book is based on observations, discussions, personal learning experiences, shadowing, and common-sense practices.

Introduction

The best teachers understand the students within the class and remember what it was once like to be a student.  If You Don’t Feed the Teachers They Eat the Students: Guide to Success for Administrators and Teachers provides leaders with powerful tools that are necessary to keep the school successful while keeping the teachers engaged and successful. The book offers acronyms for each chapter that compare school to a fine dining experience, while explaining the steps necessary towards achieving it. Administrators need to understand the teachers and remember what it was like being a teacher in order to be an effective leader. Educators deal with a variety of children from different backgrounds and issues at home that are then brought into the learning environment. The power that each educator holds in a child’s life can either have a positive or negative impact. As teachers and administrators, a safe, secure, professional, and encouraging environment must be provided for students (Connors, 2000). Teaching is not an easy profession and requires acts of appreciation in order to promote positive experiences. The main ideas throughout the book include the importance of administration feeding the teachers and themselves, creating the appropriate ambiance for success, and the key components of a great school and personality. If You Don’t Feed the Teachers They Eat the Students: Guide to Success for Administrators and Teachers by Connors (2000), provides a framework for administrators to follow in order to promote student and teacher success through leadership and collaboration.

Feeding the Teacher and Administrator

According to Connors (2000), a leader who creates a culture of nurturing and identifying talents is one who “feeds” the teachers continually. If administrators treat teachers with respect, then administrators and teachers can become allies. Administrators who strive towards success must check in with the teachers and commonly ask questions in order to open a line of communication and respect. Administration may ask questions such as, “How was your week?”. Administration may also ask, “What are some successes you experienced this week?” (Connors, 2000, p. 22). This also provides feedback to the administrator in order to stay informed, while creating rapport between each other. Random acts of kindness can be done by both the teacher and the administrator as well because the administrator also needs to be fed (Connors, 2000). Teachers want to be seen and be acknowledged and once teachers are, then teachers and administrators can work as a team toward school success.

Appropriate Ambience for Success

According to Connors (2000), administrators in present times must recognize the importance of climate within the school. Climate is defined as “the prevailing circumstances or set of attitudes influencing environmental conditions characterizing a group.” Schools must provide safety both physically and intellectually for the students and staff. The school staff should feel as if they belong in order to model stability for the students. Connors (2000), states how leaders need to lead in a climate of change. This is a similar perspective to Fullan (2007), who talks about the importance of change and how leaders need to lead in a culture of change. According to Connors (2000), the appropriate ambience includes a happy and healthy climate. In order to be a great leader, one must bring out the best in others and assist them in displaying a great attitude. “Your attitude is not determined by circumstances, but by how you respond to those circumstances”, (Connors, 2000, p. 55).

Key Components of a Great School and Personality

Like any great restaurant, how you are treated can dictate your dining experience. The best administrators are present and positive, uplifting and motivating for the staff. According to Connors (2000), success is based directly on attitude. Great leaders can recognize what decisions are best for the entire school and continually do so. These leaders must have a pleasing personality including appearance, great actions, great attitude, and solutions to problems. If a leader maintains passion, others become motivated and feel as if they have a purpose and mission. A theme throughout the book is the idea of compassion. As an administrator, caring for staff is essential. Once teachers feel cared for, everything falls into place and schools can aim for success. Teachers need to be praised for hard work and efforts made in order to feel appreciated. According to Connors (2000), administrators should always praise in public and criticize in private while including training for what’s wrong. The open line of communication is essential between teachers and administrators because problems need to be solved and not just seen as complaints. Collaborative efforts and effective communication between teachers and administrators promote success in schools.

Educational Leadership and Administration

Both Fullan (2001) and Conners (2000), write about the importance of collaboration in order to become an effective leader and have many points in common. The points made by Conners were repetitive, but it allows the reader to understand the importance of an uplifting and positive persona. These points include moral purpose, understanding change, developing relationships, and the reasoning as to how effective leaders do it. While Fullan (2007), offers wonderful examples, the examples are not solely related towards educational leadership. Connors (2000), is very specific in each chapter towards the points being made and how to achieve them. Many of the chapters in If You Don’t Feed the Teachers They Eat the Students: Guide to Success for Administrators and Teachers include questionnaires that administrators can use with teachers and staff in order to effectively collaborate and communicate, while pinpointing the personality traits necessary to effectively lead. Leading in a Culture of Change, by Fullan (2001), gives insight to the culture of change, but it does not define the characteristics of effective leaders in such depth as If You Don’t Feed the Teachers They Eat the Students: Guide to Success for Administrators and Teachers. Both books do explain the importance of educational leadership and administration. The points made in If You Don’t Feed the Teachers They Eat the Students: Guide to Success for Administrators and Teachers by Conners (2000) was detailed, but could have included some evidence-based practices or research studies rather to increase validity. 

Conclusion

While teachers need to be cared for, administrators need to be as well. The business of administration is not easy administrators must pave the way for the rest of the staff. “The S.A.N.E. take time in making choices to avoid additional stress due to outcomes” as stated by Conners (2000). The way that an administrator carries themselves, determines the way the staff will as well. The foundations for effective leadership include collaboration and communication while embracing humanity. A leader that displays compassion with staff and makes the staff feel cared for and acknowledged can make all the difference. The main ideas that are listed throughout the book detail the importance of administration feeding the teachers and themselves, how to create the appropriate ambiance for success, and the key components necessary for a great school and personality. If You Don’t Feed the Teachers They Eat the Students: Guide to Success for Administrators and Teachers by Connors (2000), effectively provides a framework for administrators to follow in order to promote student and teacher success through leadership and collaboration.

References

Connors, N. A. (2000). If you don’t feed the teachers, they eat the students! : A Guide Success  for Administrators and teachers. Incentive Publications.

Fullan, M. (2001). Leading in a Culture of Change.

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* Educational Instructional Support Specialists – The Collaborative for Educational Services (CES) is seeking Educational Instructional Support Specialists to assist with onsite coordination of hybrid and/or remote teaching and learning. The Specialist will provide structure, onsite support and the connection to teachers as needed.  The Specialist’s purpose is to make sure that students have what they need in order to actively, and successfully engage with their learning when done via remote instruction, or through a combination of in person and on-line (hybrid) programming. To learn more- Click here

* FT Special Education Teachers, (K-4, 5-8, 9-12) – PA Virtual has openings for Full Time Special Education Teachers at the Elementary, Middle and High School Levels. All teaching positions are remote and we require candidates to have a current, valid certification to teach in the state of Pennsylvania. The Teacher position is responsible for the planning, organization and implementation of an appropriate instructional program, in an elementary or secondary virtual learning environment. To learn more – Click here

* Special Education Teacher – A local school district in Charleston, SC has partnered with an industry leading healthcare job placement agency, to fill several vacant Special Education Teacher positions in Charleston, SC for the entire 2020-21 School Year. The Special Education Teacher is responsible for planning, coordinating and the provision of special education services to eligible students. This position assures adherence to timelines and federal and state requirements for special education services and the responsibility for monitoring compliance with Individualized Services Plans (ISP) and/or Individualized Education Plan (IEP). To learn more – Click here

* Special Education Teacher – Merakey is seeking a Special Education Teacher to join our Education Services within our Children’s and Family division in our school in Chambersburg PA for the 2020-2021 school year. The Merakey Children’s and Family Division focuses on a continuum of care throughout the lifespan. The core, fundamental principles of Applied Behavior Analysis (ABA) are incorporated into a specialized approach across all service offerings. To learn more – Click here

* Special Education (Autism) PreK-4  – General responsibilities indlude aiding each student consistent with his or her abilities and educational needs. Develop competence in the basic learning skills, progress on the basis of achievement, and to qualify for further education and/or employment. To learn more – Click here

* Virtual Special Education Teacher Positions – K12 believes in education for everyone. We provide families an online option for a high-quality, personalized education experience. Students can thrive, find their passion, and learn in an environment that encourages discovery at their own pace. In support of this, we are committed to creating and maintaining a culture of inclusion and diversity. To learn more – Click here

* Special Education Teacher – $60,000/school year (185 days), summers off with year-round pay and year round appreciation. Special Education Teachers needed in Arizona (Phoenix and surrounding cities). Needs are in the self-contained and resource settings serving students with emotional disabilities (ED), Autism (A), Severe/Profound (S/P), and Intellectual Disabilities (ID). STARS is the largest school contract agency in AZ. STARS is owned and operated by Occupational Therapists. You will be an employee and receive full benefits – To learn more – Click here

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Acknowledgements

Portions of this or previous month’s NASET’s Special Educator e-Journal were excerpted from:

• Center for Parent Information and Resources
• Committee on Education and the Workforce
• FirstGov.gov-The Official U.S. Government Web Portal
• Journal of the American Academy of Special Education Professionals (JAASEP)
• National Collaborative on Workforce and Disability for Youth
• National Institute of Health
• National Organization on Disability
• Substance Abuse and Mental Health Services Administration
• U.S. Department of Education
• U.S. Department of Education-The Achiever
• U.S. Department of Education-The Education Innovator
• U.S. Department of Health and Human Services
• U.S. Department of Labor
• U.S. Food and Drug Administration
• U.S. Office of Special Education

The National Association of Special Education Teachers (NASET) thanks all of the above for the information provided for this or prior editions of the Special Educator e-Journal

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To View or Download a PDF file for this issue of the Special Educator e-Journal  –  CLICK HERE

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