Hearing Loss
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Slight
Severe
Mild
Moderate
Profound
36% of children with hearing loss attend regular
classrooms, 19% attend resource rooms for part of
the day, 27% are in separate classrooms, 11% go
to residential schools
No two children have exactly the same pattern of
hearing, even if their responses on a test are similar
Effects of a Hearing Loss
Difficulty learning language
 Different patterns of social development
 Many deaf individuals choose
membership in the deaf community and
culture
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Educational Approaches
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Oral/aural: view speech as essential if students who are
deaf are to function in the hearing world. Training in
producing and understanding speech and language is
incorporated into all aspects of education.
Cued speech: a method of supplementing oral
communication.
Total/simultaneous communication: use a variety of
forms of communication to teach language to students with
hearing loss.
Sign language: uses gestures to represent words, ideas,
and concepts.
Available Technologies
Amplification – including FM systems
 Auditory training
 Speechreading
 Educational interpreter
 Text telephones
 Closed television captioning
 Alerting devises
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Teaching Strategies for
Deaf/Hard of Hearing (1)
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Promote adult-child interaction by pointing out
communication patterns and attempts.
Promote peer interactions by modeling and
practicing play with child.
Information learned incidentally by hearing
children must be explicitly taught to children
who are deaf/hard of hearing.
Emphasis on process of learning not just
product.
Repeat information and present in multiple
formats.
Teaching Strategies for
Deaf/Hard of Hearing (2)
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Use Experiential Learning
Scaffolding
Collaborative learning and peer tutoring
Visual Aids: Illustrations, semantic maps,
graphic organizers, flow charts, videos, slides,
television, and computer technology
Classroom Design Modifications
Listen-Look-Listen sequence of instruction
Plan with and for interpreters
Blindness/Visual Impairment
Visually impaired:
 20/70 with correction in the stronger eye.
 A reduced visual field.
Legally blind: 20/200 with correction in best eye.
Totally blind with light projection: can identify source
of light.
Totally blind with light perception: can identify the
presence of dark and light.
Totally blind: no light perception.
Oculomotor problems.
Effects of Blindness/
Visual Impairment
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Limitations in range and variety of experiences
Limitations in orientation and mobility and independent travel
Limitations in interactions with the environment
Delayed language development
Slightly different motor development sequence
Social isolation and/or delayed development of social skills
Difficulty in receiving and expressing affection
Stereotypical behaviors – “blindisms”
Limited knowledge or misconceptions about human sexuality
and reproduction
Self-concept of Individuals With Low Vision
- Ann Corn
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View self as whole, not as having “remaining” or
residual vision.
View environment as stationary and clear.
Low vision offers a different aesthetic experience.
20/20 acuity is not needed for most tasks or for O & M
within most environments.
Clinical measurements do not dictate visual
functioning.
Visual functioning can be enhanced through the use of
optical aide and environmental modifications.
The use of low vision is not always the most efficient
or preferred method of functioning.
Curriculum
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In addition to the regular curriculum,
children who are blind/vi must develop
skills in three areas:
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Skills needed to access the academic
curriculum
Skills learned incidentally by others
Skills specific to students with VI
Instructional Methods for B/VI (1)
Repeated visual or hand-over-hand
kinesthetic demonstrations
 Systematic instruction
 Gradual fading of assistance and prompts
 Significant periods of practice
 Adapted materials (see slide)
 Be explicit giving oral presentations
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Instructional Methods for B/VI (2)
Tactual/kinesthetic approach
 Additional experiences
 O & M instruction
 Specific instruction in daily living and
social skills
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Use experiential learning
Scaffolding
Collaborative learning and peer tutoring
Adapted Materials for Children
Who Are Blind
Tactile aids and manipulatives
 Enlarge and enhance printed materials
 Technology aids for reading print
 Convert print to Braille
 Computer access & Braille technology
aides
 Oral output devices
 Descriptive video service
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Adapted Instruction for Children
Who Have Low Vision
Approach magnification
 Lenses
 Large print
 Low glare materials
 “back” lighting
 Practice listening skills – learning to listen
activities; mnemonics
 O & M training
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Scaffolding
Assess current knowledge.
 Develop logical sequence of instruction
so that each new step builds on what
the child already knows.
 Provide opportunities for the child to
practice the information.
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Collaborative Learning
and Peer Tutoring
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Set up collaborative teams that are
heterogeneous so that students with varying
ability levels comprise each group
Make sure each student has an assignment
Develop an assessment that enables each
student to succeed at a level of mastery
Use peer tutoring activates that allow students
to take turns at being a tutor and a mentor
Classroom
Design Modifications
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Seat students who speechread closest to speaker.
Encourage students to move whenever necessary.
Well lighted classrooms without shadows or glare.
Always have light on your fact, not behind you.
Consider assigning a peer to be a buddy who can signal
changes in speakers, help the student follow along, and
alert student to alarms.
Move potential sources of noise .
Carpet as much area as possible.
Add pieces of carpeting or bulletin boards to bare walls
to absorb sound.
References
Goetz, L., Guess, D., Stremel-Campbell, K. (1987). Innovative
program design for individuals with dual sensory impairments.
Baltimore, MD: Brookes.
Heward, W. L. (00). Exceptional children: An introduction to special
education. Upper Saddle River, NY: Prentice Hall.
Holbrooke, M. C. (1996). Children with visual impairments: A
parents’ Guide. Bethesda, MD: Woodbine House.
Mangold, S. S. (1982). A teachers’ guide to the special educational
needs of blind and visually handicapped children. New York,
NY: American Foundation for the Blind
Turnbull, A., Turnbull, R., Shank, M., a& Leal, D. (1999). Exceptional
lives: Special education in today’s schools. Upper Saddle
River, NJ: Merrill.
Mastropierei, M. A., & Scrugges, T. E. (00). The inclusive classroom:
Strategies for effective instruction. Upper Saddle River, NJ:
Merrill.