Hearing Loss
Chapter 15 Objectives
At the end of this presentation, you should be able to:
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Describe characteristics of students with hearing loss.
Recall the major causes of hearing loss.
Understand the curricular and instructional needs of students with hearing
loss.
Describe instructional strategies that lead to successful progression in the
general curriculum for students with hearing loss.
Chapter Objectives
Hearing Loss
Understanding Individual
Students
Who Is Amala Brown?
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Amala is a high school student.
She was adopted from an orphanage in India at the age of four.
Her adoptive mother had been a teacher of children who are deaf and a sign
language interpreter for many years.
At times, she attended her local school part time and the Oregon School for
the Deaf part time.
As she has gotten older, she has grown from having a group of friends who
were deaf or hard of hearing to also having friends who are hearing.
She is very independent, and uses technology and even her dog to complete
daily tasks on her own.
Interview with Hannah
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Who is Hannah?
School days…
Out and about…
Cool stuff…
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QuickTime™ and a
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Defining Hearing Loss
How Do You Recognize Students
with Hearing Loss?
How Do You Recognize Students with Hearing Loss?
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The ear and its functions
– Three parts: outer, middle, and inner ear
– Sound waves are vibrations in the air.
• Sound is measured in units that describe the frequency and intensity of these
vibrations:
– Intensity: measured in decibels (dB)
– Frequency: measured in hertz (Hz)
– Results are charted on audiograms
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Terminology
– Hearing loss is used infrequently.
– Deaf (with an uppercase D) refers to culturally Deaf people.
Describe the characteristics of students with a hearing loss.
How Do You Recognize Students
with Hearing Loss?
Describing the
Characteristics
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Language and communication
– Three typical forms of communication:
• Oral/aural
• American Sign Language (ASL)
– Conceptual language
– Fingerspelling
• Simultaneous communication
– Manually coded English
– Pidgin sign language (or contact signing)
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Psychosocial dimensions
– Parent-child interactions
– Peers and teacher communication
– Overheard social cues
– Language competence
Describe the characteristics of students with a hearing loss.
Describing the
Characteristics
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How Do You Recognize Students
with Hearing Loss?
Education
– Effects of inclusive education settings versus segregated ones
– Achievement levels of students from diverse racial, ethnic, and linguistic
backgrounds
– Low academic achievement may be caused by reading ability
Causes
– Conductive hearing loss: outer or middle ear
– Sensorineural hearing loss: inner ear or along the nerve pathway
– Loss present at birth is congenital; after birth is adventitious
Describe the characteristics of students with a hearing loss; recall the major causes of hearing loss.
Identifying the Causes
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How Do You Recognize Students
with Hearing Loss?
Hearing loss that is present at birth or occurs before the child learns language
is prelingual.
– Premature birth or birth complications
– Heredity
– Maternal rubella
– Congenital cytomegalovirus
Hearing loss after the child has developed spoken language is postlingual.
– Meningitis - trivia question
– Otitis media (ear infections)
Prevalence
– About 1.6% of children receiving special education services were in the
category of having a hearing loss.
Recall the major causes of hearing loss.
Determining the Presence
How Do You Evaluate Students with
Hearing Loss?
How Do You Evaluate Students with Hearing Loss?
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Early intervention is important
Behavioral audiological evaluation
– Conducted by an audiologist using an audiometer
Hearing aids
Cochlear implants
Assistive listening devices
Six features to consider in determining services:
– Communication
– Academic achievement
– Socialization
– Motivation
– Parent expectations and preference
– Presence of other disabilities
Understand the curricular and instructional needs of students with hearing loss.
Determining the Presence
How Do You Evaluate Students with
Hearing Loss?
Figure 15-7
Understand the curricular and instructional needs of students with hearing loss.
How Do You Assure Progress in the
General Curriculum?
Including Students
Figure 15-8
Understand the curricular and instructional needs of students with hearing loss.
Planning Universally
Designed Learning
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How Do You Assure Progress in the
General Curriculum?
Altering curriculum
– Oral/aural
• Speech reading
• Cued speech
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– Bilingual/bicultural
– Total communication
Augmenting instruction
– Instructional conversations
• Teacher restates, clarifies, and extends what the child has expressed
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Augmenting curriculum
– Deaf culture
Describe instructional strategies that lead to successful progression in the general curriculum for students
with hearing loss.
Collaborating to Meet
Students’ Needs
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How Do You Assure Progress in the
General Curriculum?
Collaboration with all professionals, including interpreters, and parents
Communication can be a barrier to collaboration
Interpreters
– Should be certified
– Oral transliteration: translating the spoken message by using speech and
mouth movements
Special telephones
– TTs: Text Telephones (previously known as TDDs)
Captioning and real-time display
The Internet
Alerting devices
Describe instructional strategies that lead to successful progression in the general curriculum for students
with hearing loss.
What Can You Learn from Others
Who Teach Students with Hearing
Loss?
Early Childhood
What Can You Learn from Others Who Teach Students with Hearing
Loss?
The Early Childhood Years
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Dallas Regional Day School
A collaborative program with the Callier Child Development Center
Parents receive objective information about all available methods of
communication.
Information is also available for Spanish-speaking families, including once-aweek sign language courses.
Understand the curricular and instructional needs of students with a hearing loss.
What Can You Learn from Others
Who Teach Students with Hearing
Loss?
Elementary
The Elementary Years
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Northwest Regional Program, Oregon
Programs developed to serve low-incidence disabilities that have high impact;
generally, few children who can be expensive to serve
Allows students to attend neighborhood schools rather than one centralized
state residential school for the Deaf.
Understand the curricular and instructional needs of students with a hearing loss.
Middle and Secondary
What Can You Learn from Others
Who Teach Students with Hearing
Loss?
The Middle and Secondary Years
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Utah Extension Services
Offers both oral/aural and total communication classrooms
Three levels of consultative services:
– The least intervention: provides assistance to the classroom teacher and
other professionals working with the child
– Consultation/collaboration model
– Most intense intervention: consultant/tutorial model
Understand the curricular and instructional needs of students with a hearing loss.
Transitional and Post Secondary
What Can You Learn from Others
Who Teach Students with Hearing
Loss?
The Transitional and Post-Secondary Years
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Kent State University, Ohio
Has seen an increase in the numbers of students with hearing loss
Larger enrollment has resulted in a community of supportive peers
Real-time captioning is available and very beneficial for students who do not
use ASL.
Understand the curricular and instructional needs of students with a hearing loss.
A Vision for Amala’s Future
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Amala has many choices for her future.
Because of her past academic performance, she can apply to any college.
She has the ability to choose whatever social and recreational activities she
likes, and she will have friends who are hearing and friends who are deaf or
hard of hearing.