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Sensory Impairment: Hearing About hearing
impairment
Hearing loss occurs when there is a problem with or damage to one or
more parts of the ear or ears. Some people are born with hearing
impairment and some can lose their hearing for many reasons like:
❺ physical trauma
❺ prenatal infections
❺ disease or illness
❺ upper respiratory tract infections
❺ heredity
❺ malnutrition
❺ blood incompatibility of parents
❺ medications
❺ long term exposure to excessive noise
Hearing impairments can range from
❺ mild to moderate
❺ moderate to severe
❺ severe to profound
People with hearing loss are sometimes referred to as “hard of hearing”
or deaf.
People who are hard of hearing can hear speech tones when wearing
hearing aids.
People who are deaf do not benefit from these.
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Early intervention learning difficulties: Working
collaboratively : Improving outcomes for learners
The checklist provided is a guide only for teachers in order to better
understand the learner who is having significant difficulties with
hearing. The information may then support referral to relevant
specialists.
.
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Name:
Teacher:
Hearing Impairment Checklist
Grade:
Date:
School:
Observations of one or more
⑤ shows strained expression when listening
⑤ be less responsive to noise, voice or music
⑤ moves closer to speaker when talked to
⑤ watches faces especially the mouth and the lips of the speaker
⑤ often asks for repetition when talked to
⑤ delayed or no responses to questions
⑤ makes use of natural gestures, signs and movements
⑤ has limited speech
⑤ uses limited vocabulary
⑤ speaks in words rather in sentences
⑤ talks with poor rhythm
Comment:
Non-formal auditory screening tests
❺ Complete observation checklist
❺ Whisper test – stand or sit the learner 1-2 metres away, back facing
the teacher. The teacher says numbers/words familiar to the learner
and asks them to repeat.
❺ Coin-click test / noisemakers test – The learner sits or stands 2-3
metres away, back facing the teacher. The teacher tosses the
coin/noisemaker and instructs the learner to raise their hand every
time the clicking of the coin or sound of the noisemaker is heard.
Follow up:
When:
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Adjustments
Teachers can learn the basics of the manual alphabet/signing
and teach other learners.
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Numbers
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Words/Sentences
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Teaching strategies
May I go out?
Communicating with learners who are hard-of-hearing
❺ Put the learner close to the teacher for better sound reception
and visual cues
❺ Be sure the light, natural or artificial, falls on the teacher’s face
rather than behind
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❺ Reduce classroom noise levels with wall hangings, mats,
curtains
❺ Get the learner’s attention before commencing talking
❺ Make use of the residual hearing by using amplification
❺ Speak slowly, clearly and face to face with the learner
❺ Rephrase - especially if the learner does not understand what
was said
❺ Write key words or outlines when shifting to a new topic
❺ Seat or place the learner in a position with full visual access to
the teacher
Communicating with learners who are profoundly/totally deaf
❺ Enunciate clearly to support lip reading
❺ Utilise sign language – teach signs to the whole class
❺ Finger spelling
❺ Back up verbal communication with writing/typing
❺ Provide the learner with copies of instructions assignments,
summaries of discussions and key points
❺ Use body language, pantomime and natural gestures
❺ Prepare visual aids to supplement the lesson
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❺ Use multi-sensory approaches
❺ Break up long sentences and instructions
❺ Choose simple words
❺ Repeat new words numerous times
❺ Assign a buddy for note sharing and discussion
❺ Have learners work in groups
❺ Use concrete aids
Ideas
“Talk to them not about them.”
Reading
While reading a story to the class, show the book or prepare visual
aids. After the story, group the class into 5. Give each group strips
of paper with the important details of the story. After 5 minutes or
so, let them arrange the strips according to the sequence of the
story. Each member of the group will stand while holding the strip.
The first group to finish the sequence correctly will be declared the
winner.
Music
Let the hearing impaired hold a stick or drum. While the other
students are singing a song, the child can beat the drum every four
counts. The teacher has to count showing his fingers for the child
to follow. This way, the child knows that when the teacher shows
four fingers, he has to beat the drum. After a week, the teacher
may let the child beat the drum at the second and fourth beats.
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Survival Tips!
❺ Be patient.
❺ Stay positive and relaxed.
❺ Plan, plan, plan
❺ Be flexible
❺ Congratulate yourself for a job well done! ❺ Use the learner’s
strengths
Resources
Strategies for teaching learners with hearing impairment
http://www.as.wvu.edu/~scidis/hearing.html
Hear-it AISBL is comprised of IFHOH (The International
Federation of the Hard Of Hearing), AEA (Association
Européenne des Audioprothésistes).
Extensive resources to support teachers, families,
stakeholders. http://www.hear-it.org/
Deaf Ministries International. Links to project in the Philippines
http://www.deafmin.org/
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