Hearing Loss

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Hearing Loss
Chapter 15

• Chapter 15
• Hearing Loss
• Exceptional Lives Special Education in Todays
  Schools (4th ed.)

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How Do You Recognize Students with Hearing Loss?
How Do You Recognize Students with Hearing Loss?
Defining Hearing Loss

• Hearing involves the gathering and interpreting
  of sounds.
• The ear and its functions
• Three parts outer, middle, and inner ear (look
  on page 426)
• The inner ear links the fluid filled outer ear
  with the fluid filled inner ear)
• Sound waves are vibrations in the air that are
  translated into meaningful information.
• Sound is measured in units that describe the
  frequency and intensity of these vibrations
• Intensity (loudness) measured in decibels (dB)
• Pressure of the sound (loudness)
• Frequency (pitch) measured in hertz (Hz)
• Number of sound waves that occur in one second
• Results are charted on audiograms
• Terminology
• Disability-first approach or people-first
  approach
• Hearing loss is used infrequently (implies a
  loss has been suffered)
• Deaf (with an uppercase D) refers to culturally
  Deaf people.
• Authors use deaf and hard of hearing

Describe the characteristics of students with a
hearing loss.
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How Do You Recognize Students with Hearing Loss?
Describing the Characteristics

• Language and communication (for persons who are
  deaf or hard of hearing)
• Single greatest challenge for children who are
  deaf or hard of hearing
• Acquire language largely through their eyes
  (because aural language is often incomplete)
• Three typical forms of communication
• Oral/aural speech, speech reading, residual
  hearing, and amplification of sound
• American Sign Language (ASL) language structure
  distinct from other languages
• Fingerspelling spelling words and proper nouns
  that have no known sign
• Simultaneous communication method of
  communication that involves the use of sign
  language (manually coded English and Pidgin sign
  language) and spoken English.
• Four Factors that Affect Psychosocial
  Development
• Parent-child interactions communicate values
  and beliefs and nurture positive self-concept
• Peers and teacher communication communicate
  social norms, rules of conversation, appropriate
  ways of responding, and how to develop close
  friendships
• Overheard social cues may notice visual
  cues-they miss spoken ones
• Language competence a key component to social
  and emotional development since we interact with
  the world through language
• Children who identify with others who are deaf or
  heard of hearing have higher self-esteem than do
  children who identify only with hearing
  individuals

Describe the characteristics of students with a
hearing loss.
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How Do You Recognize Students with Hearing Loss?
Describing the Characteristics

• Education
• Relatively low academic achievement of many
  students appears to be a result of their reading
  ability
• One-third of a grade equivalent for each year in
  school
• Students in general education classrooms seem to
  demonstrate higher academic achievement than do
  students in self-contained classrooms
• Educators of children who are deaf or heard of
  hearing are liesslikely than other educators to
  acknowledge the different educational experiences
  of children from minority backgrounds although
  African-American Students as well as Hispanic
  students perform ower of measures of achievement
• Causes
• Conductive hearing loss outer or middle ear
  (sound conduction)
• Sensorineural hearing loss inner ear or along
  the nerve pathway (sound perception)
• 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.
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How Do You Recognize Students with Hearing Loss?
Identifying the Causes

• Hearing loss that is present at birth or occurs
  before the child learns language is prelingual.
  (95) (occurs before age 2)
• Premature birth or birth complications due to
  hemorrhage in the brain or reduced oxygen to the
  inner ear
• Heredity
• Maternal rubella virus attacks the developing
  fetus
• Hearing loss after the child has developed spoken
  language is postlingual.
• Meningitis viral or bacterial infection of the
  central nervous system which can extend to other
  organs (brain and ear)
• Otitis media (ear infections) inflammation of
  the middle ear

Recall the major causes of hearing loss.
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How Do You Evaluate Students with Hearing Loss?
How Do You Evaluate Students with Hearing Loss?
Determining the Presence

• Early intervention is important but many infants
  go undetected
• Behavioral audiological evaluation
• Conducted by an audiologist using an audiometer
  and is based on conclusions drawn from students
  behaviors
• Six features to consider in determining services
• Communication evaluation of childs hearing
  loss, spoken or sign language development, speech
  intelligibility, speech reading ability, and
  signing proficiency
• Academic achievement includes standardized tests
  and curriculum-based assessments
• Socialization
• Motivation
• Parent expectations and preference
• Presence of other disabilities

Understand the curricular and instructional needs
of students with hearing loss.
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Figure 15-7
How Do You Evaluate Students with Hearing Loss?
Determining the Presence
Understand the curricular and instructional needs
of students with hearing loss.
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Hearing Enhancement Devices

• Hearing Aids make sounds louder but do not
  correct hearing
• Cochlear Implants an electronic device that
  compensates for the damaged or absent hair cells
  in the cochlea by stimulating the auditory nerve
  fibers
• Assistive Listening Devices
• FM systems-teacher wears a microphone-student
  with hearing aid picks up sound only from
  microphone

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Figure 15-8
How Do You Assure Progress in the General
Curriculum?
Including Students
Understand the curricular and instructional needs
of students with hearing loss.
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How Do You Assure Progress in the General
Curriculum?
Planning Universally Designed Learning

• Altering curriculum
• Oral/aural
• Speech reading (lip reading)
• Speech language pathologists are typically
  responsible for carrying out instruction in
  speech
• Bilingual/bicultural Most programs in deaf
  education are based on English as a second
  language
• Augmenting instruction
• Instructional conversations
• Teacher restates, clarifies, and extends what the
  child has expressed
• Augmenting curriculum
• Deaf culture to have students gain an
  understanding of the culture so they participate
  in the Deaf community and to transmit the culture
  to the next generation

Describe instructional strategies that lead to
successful progression in the general curriculum
for students with hearing loss.
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How Do You Assure Progress in the General
Curriculum?
Collaborating to Meet Students Needs

• Collaboration with all professionals, including
  interpreters and parents
• Communication can be a barrier to collaboration
• Interpreters
• May be certified
• 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.