Transcript Students who are Deaf or Hard of Hearing in Mainstream Classes

Presented by:
Jacqui Herran
Teacher for the Deaf and Hard of Hearing
Carmel Clay School Corporation









How the ear works
A conductive hearing loss
A sensorineural hearing loss
Hearing Testing
Hearing Aids
Cochlear Implants
FM Systems
Classroom Modifications and Suggestions
Any Questions…

Outer Ear

Middle Ear
 Hammer
 Anvil
 Stapes

Inner Ear


Cochlea
Auditory
Nerve
A Conductive Hearing Loss~




This happens when there is a problem with a
part of the outer or middle ear.
Most kids with conductive hearing loss have a
mild to moderate hearing loss.
Sometimes it is temporary because medical
treatment can help.
Causes are: ear infections, wax buildup, fluid
buildup, problem in ossicular chain,
childhood diseases, congenital abnormalities
A Sensorineural Hearing Loss~




This happens when the cochlea is not
working correctly because the tiny hair cells
are damaged or destroyed. A sensorineural
hearing loss means the nerve that carries
the messages from the cochlea to the brain
is damaged.
Sensorineural hearing impairment is almost
always permanent and a kid's ability to talk
normally may be affected.
This loss is often severe to profound.
Causes are: birth trauma, head trauma,
severe infections/illnesses, noise, lack of
oxygen, hereditary, ototoxic drugs








When a child is suspected to have a hearing
loss, an audiologist will test his/her hearing
and record the results on an audiogram.
Hearing is measured in decibels (dB HL). The
larger the number, the louder the signal
needed to for the child to hear it.
Normal hearing: 0-25 db HL
Mild Loss: 25-40 db HL
Moderate Loss: 40-55 db HL
Moderate to Severe Loss: 55-70 db HL
Severe Loss: 70-90 db HL
Profound Loss: 90 db and above


The Better Hearing Institute has great
examples of common sounds with either a
mild or moderate hearing loss:
http://www.betterhearing.org/sound/index.c
fm
Hearing Aids~



Hearing aides simply increase the volume to
the user. They do not change the signal in
any way.
Analog vs. Digital Hearing Aides
Some tips for working with HA users:
 Know how to change batteries and have extras
available
 If “squealing” or giving feedback, check to be sure
the ear mold is in tight
 Remember they may hear you better with HA but
still may need processing time or repetition
Cochlear Implants~




Cochlear Implants are best suited for those
with a severe to profound sensorineural
hearing loss.
They require a surgical operation to put
electrodes and device in place.
Sounds through an implant do not sound the
same as normal hearing. Speech is described
as robot or Donald Duck sounding.
Be aware that Electrostatic discharge can
damage the cochlear implant.
How does a cochlear implant work?
1. The external processor captures sound and converts the
sound into digital signals.
2. The processor sends the digital signal to the internal
implant components through the magnet.
3. The internal implant
converts the signals into
electrical energy,
sending it to an
electrode inside the
cochlea.
4. The electrodes stimulate
the auditory nerve,
allowing the brain to
perceive signals as
“sound”.
Provides localization of sounds
 Aids in understanding speech
 Help overcome background noise
 Take time and training to adjust to
input from both signals
 Can be implanted at same time or one
after the other
 Relatively new procedure in this area

FM Systems~




An FM System is a listening device that helps the
student in noisy situations or when they are some
distance from the speaker.
It helps reduce background noise and makes the
speakers voice louder than all other sounds.
It consists of a microphone worn by the teacher, a
transmitter (also worn by the teacher), and a receiver
worn by the student. Often these receivers are called
“boots” because they clip on like a boot on a foot.
Needs to be charged often- should become the
student’s responsibility as they are capable.
Examples of FM Systems~

Transmitters

Receivers
Example of a boot
on a hearing aid.
Some Cochlear Implants
have boot that is internal.
Checking Hearing Equipment~




To be sure a child’s hearing equipment is
working, do a Ling Six Sound check.
The Six Sounds: Ahh, Ooo, Eee, Shh, Sss,
Mmm
If checking hearing aides or cochlear
implant, stand behind the student and use a
quiet voice.
If checking an FM system stand 3 to 9 feet
behind the student.
Suggestions & Modifications~







When speaking, use a normal voice and rate.
Use normal facial expressions and gestures.
Arrange seating so student can hear majority of
what is happening in class- not always front and
center but may be in the middle.
Decrease or eliminate background noise as much
as possible.
Make things as visual as possible and try to have
the student’s attention before starting to speak.
Auditory fatigue can occur- working at listening
all day can be exhausting.
Assign a buddy to help student with
any missed information.
Suggestions & Modifications~




Check comprehension often with open-ended
questions.
Summarize comments and questions of other
students.
It is important to remember that a student with a
hearing loss may “seem” to hear everything, but
will still need help with comprehension and
vocabulary knowledge and may not keep up with
the pace of a classroom.
If the student does not understand…
 Repeat, emphasizing key words
 Rephrase, using simpler language
 Demonstrate or use visual cues
Feel free to contact me with any
questions or concerns:
[email protected]
or voicemail 367-2921
Resources:







http://kidshealth.org
http://www.phonak.com
http://www.bionicear.com
http://www.cochlearamericas.com
http://www.pacificaudiology.com
http://www.raisingdeafkids.org
Information from Child’s Voice School, The Moog Oral School,
and St. Joseph Institute for the Deaf