A presentation on the needs of having a young one with a hearing loss in
your class
Hearing Impairment
 Hearing impairment is the decreased ability to
hear and discriminate among sounds. It is one of
the most common birth defects. Each year in the
United States, about 12,000 babies (3 in 1,000)
are born with significant hearing impairment.
(Centers for Disease Control and Prevention (CDC).
Early Hearing Detection & Intervention Program. May 9,
2007 ).
http://www.marchofdimes.com/professionals
Infant Screening
 The Centers for Disease
Control and Prevention
(CDC) recommends that all
babies be screened for
hearing impairment before 1
month of age, preferably
before they leave the
hospital.
(Centers for Disease Control and Prevention (CDC).
Early Hearing Detection & Intervention Program.
May 9, 2007 )
 This is because language and
communication develop rapidly
during the first two to three
years of life, and undetected
hearing impairment can lead to
delays in developing these skills.
Without newborn screening,
children with hearing
impairment usually are not
diagnosed until 2 to 3 years of
age.
http://www.marchofdimes.com/professionals
What are some signs of hearing impairment in
infants and young children?
 Failure to startle at loud sounds
 Not turning toward the sound of
a voice or imitating sounds after
about 6 months of age
 Lack of babbling at 9 months of
age
 Not using single words by 18
months of age
 Using gestures instead of words
to express needs
http://www.marchofdimes.com/professionals
How are newborns screened for hearing impairment?
Newborns are screened for hearing impairment with one of two tests. Both tests measure how a
baby responds to sound. The tests take five to 10 minutes, are painless and can be done when the
baby is sleeping.
 In the otoacoustic emissions
(OAE) test, a small microphone is
placed in the baby's ear. The
microphone, connected to a
computer, sends soft clicking
sounds or tones into the ear and
records the inner ear's response to
sound.
 In the automated auditory brainstem response
(AABR) test, soft clicking sounds are
presented to the ear through small earphones.
Sensors placed on the head and connected to a
computer measure brain wave activity in
response to sound
http://www.marchofdimes.com/professionals
Parents should be concerned about hearing
impairment in older children if they:
 Develop vocabulary more slowly
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than their peers
Have speech that is difficult to
understand or that is too loud or
too soft
Often ask for words to be
repeated
Turn on the TV too loud
Appear inattentive at school and
have difficulties learning to read
or perform simple mathematics.
http://www.marchofdimes.com/professionals
Types of Hearing Loss
Sensorineural
Conductive
Mixed
Severity of Hearing Loss
(in terms of decibel loss)
 mild = 25-40 dB
 moderate = 41-70 dB
 severe = 71-90 dB
 profound = >90 dB
Getting ready for the new
deaf or hard-of-hearing
student
 Learning about the child’s preferred mode of communication and preparing the
other children for the integration process.
 Language is such an important part of the integration, ask the parent or a
referring specialist many questions, such as:
 Is this a child who uses American Sign Language (ASL)?
 Is this a child who uses signs in English word order as well as spoken
language (Total Communication)?
 Is this a child who depends primarily on a hearing aid and spoken
language? (Auditory / Oral)
 If the child has language acquisition and how much language is important for
you to know before this child comes into your room.
“Access For All” Solit, G., Bednarczyk, A., & Taylor, M. (1992)
Access for All: Integrating Deaf, Hard of Hearing, and Hearing Preschoolers.
Pre-College National Mission Programs,
Gallaudet University, Washington, DC.
Preparing the Class
Techniques to help the new child feel safe and comfortable
 Introduce the topic of deafness:
It is important you show no hint of patronizing
or pity—emphasis should be on the uniqueness
of the deaf individual
 Talk to the hearing children about how people
hear and what they can do if they cannot hear
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Use tools to help with this, such as children’s books
(i.e. “I’m Deaf and It’s Okay” by Lorraine Aseltine,
Evelyn Mueller, Nancy Tait; “Communication” by
Aliki; “Silent Observer” by Christy Mackinnon)
Learn/ Teach a few basic signs (only if deaf person
signs or will be signing)
“Good Morning”, “Please”, “Thank You”, “Bathroom”,
“I need…”,” Stop”, “Eat”, “Yes”, “No”, “Friend”, “Help”
Giving each person in class a name sign
An effective way for children to learn about deaf
individuals is to invite a deaf adult to come tell/
read stories in sign language.
“Access For All” Solit, G., Bednarczyk, A., & Taylor, M. (1992)
Access for All: Integrating Deaf, Hard of Hearing, and Hearing
Preschoolers. Pre-College National Mission Programs, Gallaudet
University, Washington, DC.
 How to approach different reactions
about the deaf child
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It is normal for children to have questions about
the deaf child
All questions need to be encouraged and
answered honestly
Hurtful comments or gestures must NOT be
allowed
Pretend play SHOULD be accepted and is not
viewed as disrespectful
Welcoming Deaf and Hard of Hearing Children
 Many techniques that early childhood/ child care professionals use
to introduce any new child can be used to integrate a deaf or hardof-hearing child into the group.
 Ask parents to send in photos of family members friends or pets and
names of each.
 Try to have consistency for the first few days to help student adjust to
the new class. Having an adult greet the child in his/her familiar language
each day will be comforting.
 Visual environment:
Drawings, Photos or Boardmaker for daily schedule & routines
 Photos of each area and what goes on in each area
 Labeling shelves pictorially around the room
 Anything addressing Communication is great additions
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posters, puzzles, books, games, DVDs/ videos, small materials
“Access For All” Solit, G., Bednarczyk, A., & Taylor, M. (1992) Access for All:
Integrating Deaf, Hard of Hearing, and Hearing Preschoolers.
Pre-College National Mission Programs,
Gallaudet University, Washington, DC.
Fair and Effective Classroom Communication
 Having deaf and hard-of-hearing children in a classroom requires a
different orientation for teachers who are used to working exclusively
with hearing children.
 Getting everyone’s attention before an announcement is made to make sure the
importance of paying attention both visually and auditorially is demonstrated:
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Lightly touching child on shoulder
Lights switched on/off in a few consecutive motions
Tapping the table in front of them
Waving your hand to visually get their attention
Soliciting the help of another child
 In many situations, role playing or modeling this for the first time is a
positive way to encourage the kids to learn to do this in polite ways also.
Classroom Communication (Con’t)
 Try to stay within close range of child who is wearing hearing aid(s) approximately
3-4ft. Or allow the student to move closer to sound source
(i.e. Speaker’s Voice, movie, sound speakers, etc.)
 Be aware of when speaking from across the room or too far away, it may confuse or frustrate
deaf or hard-of-hearing children.
 Student’s should be seated away from auditory distractions such as air conditioners, doors &
windows, animal cages, bathrooms, sinks and computers or any kind of visual distraction that
will take student’s focus away.
 The student should have a clear view of the faces of the speaker and other students.
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Maintain eye contact
Be at student’s eye level
Keep mouth clearly visible; avoid covering face or mouth, stand still, face student and don’t exaggerate
lip movement
*Remember the learning environment is an important
consideration for all students, and some may have to
be adjusted to the individual needs of a student.
Soundproofing Classroom
 Using tennis balls on chair legs or table legs to
muffle sounds of moving furniture.
 “Whisper Glides” are available online through
http://whisperglides.com/ for small chair legs to
help reduce noises from moving furniture or objects
 Rugs or carpets help with noise reductions
 Curtains or blinds also help muffle outside noises
*See building codes and or directors before
sound proofing your room.
Modifying Early Childhood Activities (Circle
Time)
 During Circle Time deaf or hard of hearing children
need
 A clear view of the speaker’s mouth
 No bright lights or glares from the window on the speaker’s
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face
To know they can move if they need to see better
To have one person speaking at a time
Messages repeated with appropriate facial expressions
Messages rephrased using different vocabulary or language
structure
Messages demonstrated or acted out
To be in a group if four to six children
To be in a location away from noisy equipment, such as air
conditioners
Modifying Early Childhood Activities (Story
Time)
 During Story Time when reading to deaf children, the biggest concern
is how to hold the book to show the children the picture and sign the
words at the same time. Some suggestions are…
 Utilize a deaf and hearing team teaching approach by having one person read the
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story and hold up the pictures and another person sign the story.
Put the book on a stand or easel. This will allow the reader to read and sign at the
same time.
If no book holder is available first share the picture on the page before laying the
book down to read and sign it. Show the picture again after signing the words.
Have one person tell a commonly known story without a book.
This is a good time to teach sign language. Use some signs without voice and see
if the children understand.
Have a skilled sign language storyteller visit the class as often as possible and tell
stories.
Use a flannel board or specially made puppets as visual aids to the stories and
books.
Modifying Early Childhood Activities
(Music and Movement Time)
 To give the deaf child a chance
to enjoy music, the following
suggestions are suggested:
 Increase the bass on the music
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player.
Do not make the music
excessively loud because it will
distort the sound.
If you are using a recording that
gives directions, review and
demonstrate the directions
before using the recording.
When the music is turned on,
make sure that the deaf child can
see the leader easily.
Add signs and visual props.
Small Group Activities
 Working in small groups facilitates communication and participation
in hearing, deaf and hard-of-hearing children.
 First the teacher may have to demonstrate or show the deaf or
hard-of-hearing child how to do an activity, and then point out
relevant words or signs associated with activity.
 Prompting and modeling the socially acceptable behavior and communications
between children during small group will encourage positive interactions between
the children.
“Access For All” Solit, G., Bednarczyk, A., & Taylor, M. (1992) Access for All:
Integrating Deaf, Hard of Hearing, and Hearing Preschoolers. Pre-College National Mission Programs,
Gallaudet University, Washington, DC.
Pretend Play
and Drama
 “Pretend play and drama are great ways for children to
internalize what it means to have a hearing loss or
hearing.”
 “Encouraging interactions between the deaf/hard-of-hearing and hearing children.”
 “Children often use imaginative play spontaneously to work out concepts they need
to understand.”
 Role playing others or pretending to be like them is developmentally appropriate for
cognitive and psychological development.
 Structured drama that incorporates mime, gestures, and role playing help children
to feel comfortable with language and an ability to express themselves.
“Access For All” Solit, G., Bednarczyk, A., & Taylor, M. (1992)
Access for All: Integrating Deaf, Hard of Hearing, and Hearing Preschoolers.
Pre-College National Mission Programs,
Gallaudet University, Washington, DC.
Bibliography
 http://www.marchofdimes.com/professionals
 “Access For All” Solit, G., Bednarczyk, A., & Taylor, M. (1992)
Access for All: Integrating Deaf, Hard of Hearing, and Hearing
Preschoolers.
Pre-College National Mission Programs, Gallaudet University,
Washington, DC.