Hearing Impaired: A Case Study

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Hearing Impaired A Case Study

• Marie Taylor, Michelle Diamond, Jana Graham, and
  Paul Walker

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Our Goal

• What is a hearing impairment?
• Is there a difference between the terms deaf
  and hard-of-hearing?
• How do those with hearing impairments lead a
  productive life?
• Provide an example of a person who has a hearing
  impairment?

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Goals Continued

• How does this impairment effect cognition and/or
  language?
• How can I, as a teacher, assess a student with a
  hearing impairment?
• What are some interventions?
• How can I accommodate this type of student?

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Statistics
www.jsu.edu/.../ sld013.htm
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Definition

• Hearing impairment A hearing disability that
  ranges from mild to profound.
• Deaf Processing of linguistic information is not
  successful
• Hard-of-hearing Has some residual hearing and
  can process linguistic information

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Types of Hearing Loss
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Successful Communication

• Problems in hearing causes problems in speaking
• How does communication occur?
• Success in the classroom

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Michael

• Student at San Diego State University
• Severe-profound hearing loss
• Difficulty with normal speech
• Voice quality is abnormal
• Prefers oral communication

Important Fact There is a 79 attrition rate
among students who are deaf or hard-of-hearing in
two and four year colleges and universities.
www.jsu.edu/.../ sld013.htm
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• Michael is considered hard-of-hearing
• Uses a hearing aid
• Does not use ASL
• Utilizes
• a note taker
• real-time captioning
• speech reading

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Early Interventions

• Hearing Impaired with an Intact Language System
• Can limit the need for extensive services
  throughout school years
• Especially when child enters school

• May need some management and communication
  therapy
• Less academic problems requiring remediation

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Interventions

• Early identification of hearing impairment is
  critical
• Diagnosis by 6 months of age
• Early intervention
• Acquire professional services
• Especially in cases of minor impairments,
  cognitive abilities in tact, and no other
  developmental disabilities

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Focusing on Intervention

• Teachers must realize
• Hearing impairment needs to be assessed
• Hearing loss requires focus on visual and tactile
  aids
• Possible need to use sign language

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Assessment Strategies

• Assessment Teams
• Audiologist
• Psychologist
• Specializing Consultants
• intellectual
• academic
• language skills

• Types of Assessments
• Audiological
• Speech
• Language
• Sign Communication
• Cognitive development
• Academic and Vocational

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Additional Support Options

• Hearing Loss Tests
• Pure-tone audiometry
• Speech reception threshold or Speech Audiometry
• Physical test called Tympanometry

• ADTs
• built-in telephone amplifiers
• special alerting devices (like paging systems and
  smoke detectors)
• training in speech reading
• surgery

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Utilizing these Resources

• Collaborate with school district personnel in
  planning appropriate educational programs
• Goal planning for educational program
• Assist in the selection of education
• Facilitate transitional planning

• Best Uses for Michael
• Use of hearing aid
• trained speech reading
• Collaborate with school district personnel

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Accommodations

• Remember The type of help is determined by level
  of hearing impairment
• Accommodating Michael
• Private interview to find general needs
  preferences
• Seating arrangements for optimal listening lip
  reading
• Front row seat
• View of instructor
• Away from windows, open doors

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Role of the Teacher

• Teachers Role in Classroom
• Empty mouth
• Unobstructed view of mouth
• Clear speech, moderate pace, and using repetition
  often

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Aids to Communication

• Lip Reading
• 20 - 40 speech picked up
• Visual cues such as gestures, pointing, and
  facial expressions
• Use of Hearing Aid
• Coordinated with audio loop system
• Teachers speech

• Note Taker
• Definition
• Responsibilities
• Visual Aids
• Real time captioning
• Summary of unit on films, tapes
• Key terms on blackboard

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Forms of Signing

• Manually coded English
• Manual signs that correspond to English words,
  and that use the same grammatical structure as
  spoken English
• American Sign Language (ASL)
• Differs significantly from spoken English in its
  grammatical structure. For example, one ASL sign
  can represent a concept that requires many
  English words to express.

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More Support

• Classroom Requirements Social Interaction
• Question/ answer session
• Wait time
• Group Activity
• Visual Aid materials

• Test Taking
• Instructions
• Extended time
• Separate place (room) with less distraction

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Works Consulted

• www.islandhearing.com/ health3.html
• www.pinnacle-performance.com/ consult/ccomm.html
• www.hearingvision.com/ products.htm
• www.tash.org/communication/
• www.hearingtests.ca/ hearing_aids.htm
• http//www.washington.edu/doit/Faculty/Strategies/
  Disability/Hearing/