Transcript Effectively Educating Students with Hearing Impairments

Hearing Impairments
Background Information
Intensity (loud versus quiet) is measured in
decibels (dB)
 Frequency of sound (high versus low) is
measured in hertz
 Assessment is conducted by an Audiologist
 Results are scored on audiogram
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Normal Hearing
0
– 15 dB
 0 indicates no loss
 Numbers > 0 indicate the degree
or amount of loss
Definitions
The inability or limited ability to receive
auditory signals…a hearing loss
 Degrees of hearing losses
Mild-loss of 25-40 dB. Difficulty with
conversations.
Moderate-loss of 40-70 dB. Difficult
keeping up with conversations when
not using a hearing aid.
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continued
Severe-loss
of 70-95 dB. Benefits
with a powerful hearing aid; yet
still relies on lip reading. Some
sign language is used.
Profound-loss of 95 or more dB.
Hard of hearing. Relies on lip
reading and or sign language.
Characteristics
 Person
has trouble hearing others.
 Person appears to be not “paying
attention.”
 Speech Impairments
Warning Signs
 Daydreaming
 Inattention
 Behavior
Issues
 Not following simple verbal
directions
 “huh?”
“I don’t know”
continued
 Limited
speech or vocabulary
 Inappropriate responses to questions
 Difficulty with phonics
 Unusual voice quality (soft, nasal,
monotone)
 Watching others for instructional cues
Challenges
Learning language – greatest challenge
 Low expectations by teachers
 Lower than expected reading levels (4th-5th
level as graduates)
 No difference in self-esteem
 Not hearing “social cues”
 Social/emotional growth and needs
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Types of Losses
 Conductive
 Outer
or middle ear blockage
 May be temporary
 Usually mild to moderate
 Improved through amplification
continued
 Sensorineural
– Inner ear
 Sound not delivered to brain
 Prelingual or post lingual
 Congenital – present at birth
 Adventitious – later in life
Some causes
Premature birth/birth complications
 Heredity (10% have parent who is hard of
hearing)
 Maternal rubella (vaccine in 1969)
 Other viruses contracted by fetus
 Meningitis (after birth) viral infection
 Otis media (after birth) inflammation of
middle ear
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Assessment Procedures
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Infant Screening
 Performed at the hospital, days after birth.
 Tests performed:
 Automated auditory brainstem response
(AABR).
 Conventional auditory brainstem response
(ABR).-Electrodes are placed on baby’s
head. Sound is introduced to baby’s ear
through tiny earphones, while child sleeps.
Electrodes pick up sound that reaches
brain. Painless. 5 min.
continued
 Transient
evoked otoacoustic response
(TEOAE).-A tiny, flexible plug is inserted
into the baby’s ear. Sound is projected
through this plug. A microphone inside
the plug detects any OAE (faint sounds
produced in the inner ear) and sends them
to a computer for recording. Emissions
will not be detected if the baby cannot
hear. Painless and performed while baby is
sleeping.
Assessment Procedures, cont.

School Aged Screening
 If a teacher suspects a student has trouble
hearing, the teacher will notify the school
nurse.
 The school nurse or school audiologist can
perform a hearing test on the child, with
parent’s permission.
 The child’s parents can also take the child
to the child’s regular doctor and have the
doctor perform a hearing test.
Prevalence and Causes

Causes
Ageing
Exposure to frequent loud noise
Result of disease or infection
Inherited
Result of physical damage to ears or
serious injury to the head
Prevalence and Causes, cont.
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Prevalence
Get tested
Use a hearing aid
Learn sign language or how to lip read
Avoid noisy situations as much as
possible…cover your ears
Treat diseases and infections as soon
as possible
Accommodating Students with
Some Residual Hearing
 Position yourself to child’s better
ear
 Lip reading considerations
 Watch glare and shadow
continued
Remain in one place as much as possible.
 Speak slowly but naturally.
 Be careful not to drop your voice at the
end of a sentence.
 Try to use shorter sentences and pause
between phrases.
 When possible, repeat the questions or
responses of other students in the
classroom.
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Speaking Individually with
Students Who are Deaf
Get the student’s attention with a touch
or a visual sign.
 Use gestures, body language, and facial
expressions to support communication.
 Use paper and pencil if necessary. If a
computer is available, typing may be
faster than writing.
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continued
Face the student directly and maintain eye
contact.
 Avoid asking, “Do you understand?”
Instead, use open-ended questions to
check comprehension. This prevents
students from nodding without really
understanding.
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Adapting the Classroom for
Students Who Are Deaf
Incorporate as many visuals as possible
Non-verbal communication is crucial
Put an outline of the class agenda
Provide the student with vocabulary lists and
definitions of new terms and concepts.
Additional time
Grade writing on content, not grammar
Encourage social interaction
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Encourage the student to use on-line and
other computer sources to increase their
exposure to course specific terminology.
Try to incorporate “hands-on” assignments
When reading to the class, provide the
student with a copy of the text.
If possible, copy the in-class notes of
another student for the student who is deaf.
You might ask other students to help you
monitor the pace and clarity of lessons.
Working with Interpreters
Control the pace of the class. Speak
slowly and pause more often.
 Speak to the student, not to the
interpreter.
 Speak clearly so the interpreter can
understand.
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continued
When asking a question to the class, wait
until the interpreter has finished signing
before calling on a student. This allows the
student with the hearing impairment the
opportunity to participate.
 Interpreting is a physically demanding job.
Build breaks into your lesson to allow the
interpreter time to rest.
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Reading is often much faster than
extemporaneous speech. When reading to
the class, pause often. If possible, provide
the interpreter with a copy of the text.
Only one person should speak at a time in
the classroom. Multiple conversations cannot
be interpreted.
The student who is hearing impaired must be
able to see the teacher, the interpreter, and
the board or overhead projector. Keep this
visual line open.
Allow the interpreter time to reposition
whenever necessary.
 Interpreters avoid sitting in front of a
bright window because the bright light
can be tiring to a student’s eyes.
 Teach other students how to better
accommodate the student who is
hearing impaired.

Interpreters are not content experts.
 Consider giving the interpreter a copy
of your lecture notes before class.
 Read out loud any thing you write on
the board or overhead.
 Many words (including technical terms
and proper names) must be
“fingerspelled.” Provide interpreters
with the correct spelling of such words
in advance. Or, even better, write these
words on the board.
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Videos are often fast-paced and dense in
content. Use captioned videos whenever
possible. Or, allow the interpreter to view the
video ahead of time or provide the
interpreter with a summary.
If a video must be signed, alert interpreters
ahead of time so they can bring a small,
portable light. This will allow the student to
see the interpreter even after the lights are
turned off.
When working with the chalkboard or
overhead projector, pause briefly so the
student may first look at the board/screen
and then at the interpreter.
Provide overhead notes to the student
before class.
 Written English can be difficult for
many students with hearing
impairments. Interpreters may need to
translate written tests into sign language.
 Interpreters are experts in
communication between the hearing
world and individuals with hearing
impairments. Ask the interpreter how
to modify your lessons to accommodate
students with hearing impairments.
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Technology for Students with
Hearing Impairments
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Radio Microphone System:
The teacher wears a microphone which
transmits speech to a receiver worn by the
student. This helps to eliminate distracting
background noise. This system does not
work to transmit comments of other
students.
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Induction Loop:
The teacher wears a microphone which
transmits speech to an induction loop
fitted around the perimeter of the room.
Sound is amplified through the student’s
hearing aid which must be within the
magnetic field of the loop. This system
helps to eliminate background noise but
only the teacher’s voice is amplified.
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Micro Cassette Recorders:
Students may choose to tape record
lectures. The recorder must be positioned
close to the speaker at all times. Teachers
should avoid moving around the room
when speaking. Students can use the tapes
at their leisure to clarify any words or
sentences which were difficult to
understand in class.
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Speed Text:
This is a “Windows-based” service
which requires two laptops, one for the
student and another for the operator. The
operator types all that is said onto his or
her laptop which is then immediately
transmitted to the student. The student is
able to type comments or questions which
are transmitted to the operator.