1. Chapter 10 Deafness and Hard of Hearing
2. Deaf Culture
 Use of person 1 st language
 Galluadet
 American Sign Language
3. Definitions
 Deafness: A hearing impairment that is so severe that the child is impaired in processing linguistic information through hearing, with or without amplification, that adversely affects a child’s educational performance
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Hard of Hearing: perceives some sound and has sufficient hearing to use auditory-based method of communication, sometimes with visual supplements.
Table 10.1 p. 355
4. Definitions
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Hard of Hearing
Prelingually deaf
Postlingually deaf
Deafness
25% of deaf and hard of hearing students have additional disabilities
5. Types of Hearing Loss
 Conductive: blockage or damage to the outer or middle ear that prevents
 sound waves from traveling to the inner ear
Sensorineural: damage to the inner ear or the auditory nerve (most common in young children)
6. Identification
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Hertz (Hz) unit of measure for sound frequency
Decibel (Db) unit of measure for intensity of sound
7. Debate
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Oral vs. Manual method of Instruction and Communication
Deaf pride/Deaf culture
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8. Causes
 Heredity
 Maternal Rubella
Meningitis
Otitis Media
Noise
Other causes
9. Prevention
 Medical Terminology

 Makers of noisy equipment install noise-limiting devices or graphic warning lights on their products
10. Possible Signs of Needed Intervention
 Do not show recognition of being spoken to
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Continue playing and do not stop to listen to signs
Do not recognize their mothers’ voices
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Have difficulties following oral instructions
Speak too loudly/softly
Watch speakers’ lips carefully
Limited vocabulary
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11. Possible Signs of Needed Intervention
 Articulate speech sounds poorly
 Delayed language development
 Inattentive during lecture/discussions
Complain of earaches
Runny discharge from ears
Frequent colds or sinus or ear infections
Radio or television on is very loud
12. Academic Achievement
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Substantially lower than those of their peers without disabilities
Two major educational goals
– To reduce the achievement gap between students without disabilities and deaf students
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To develop the speech and language skills to these individuals potential
Reading
13. Assistive Learning Devices
 Hearing aids
 Digital hearing aids
 Cochlear implants
14. Telecommunication Devices
 Captions
 Open captions
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Closed captions
Rear window captioning
Text telephone
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Telecommunications relay service
Voice carry over
Personal data assistants
15. Technology Continued
 Speech to text

 Alerting Devices
16. Early Identification
 Universal newborn hearing screening
 Pre-referral
 Formal-Assessment by the SP/L or audiologist
17. LRE and Placement Considerations
 Severity of Loss
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Potential for using residual hearing
Academic achievement
Communication needs
Preferred mode of communication
Placement preference
18. Validated Practices
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Oral-only approach
Total communication approach
Cued speech
Bilingual-bicultural approach
19. Accommodations-general
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Placement of the child
Equipment checks
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Reduce background noise
Articulate clearly, speak slowly, repeat
Do not chew gum or cover mouth when speaking
Face the receiver
Overhead Projector
Watch movement
CONSULTATION p. 378, 385 effective teaching
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20. Issues
 Methodology
 Transition
LRE
Language Development
Families
Technology
Cochlear Implants
Collaboration and Role of Interpreter