Transcript Deafness/Hard of Hearing

Deafness/Hard of Hearing
Shelley Holland
Ed 120
Introduction to the Exceptional Child
Definition of Deafness
• Partially or completely lacking in the
sense of hearing.
• Deaf: Of or relating to the Deaf or their
culture.
• Webster's online dictionary
• The 2 main types of deafness are
• 1. Conductive Deafness
• 2. Nerve Deafness
Devices to Aid with Hearing Loss
• A cochlear implant is
an electronic device that
restores partial hearing to
the deaf. It is surgically
implanted in the inner
ear and activated by a
device worn outside the
ear. It does not restore
hearing and the benefits
vary by individual. This
device is used only by
individuals who would
not benefit from a
hearing aid.
• A hearing aid is a
device used to help hard
of hearing people hear
sounds better. It comes in
various shapes and sizes,
however the most widely
used today are the small
styles that fit inside the
ear. The microphone on
the hearing aid picks up
sound and amplifies it
passing it through to the
ear mold into the child’s
inner ear.
Statistics
• Approximately 28 million Americans are
reported to have severe to profound
hearing loss. The percentage of people
who are culturally Deaf and use ASL as
their primary language, is much smaller. It
is difficult to pinpoint an exact number
but estimates are near 500,000 to one
million in the United Sates and Canada.
Approximate 20 million people in the US
have hearing loss.
Sign Language
• There is no universal form of sign
language. Like the spoken language, sign
language varies from country to country.
There can also be regional differences
(slang) of sign languages within countries,
including the United States.
A few characteristics you might notice in students who have hearing
loss or deafness
• May chose younger and or handicapped friends.
• May be isolated and frequently misunderstood
by peers.
• May use physical contact to get attention.
• Lacks self-confidence.
• Withdraws from group activity.
• Reading comprehension skills below grade level.
• Written language skills lower than grade level.
• Reluctant to seek help.
Difficulties in Educational Achievement related to Deafness/Hearing Loss
• Students who are deaf or have a loss of hearing
face many challenges in regards to learning the
English language. How to read, spell, use and
define vocabulary words, and many other aspects
of communication need to be met with a variety of
accommodations and technological aids in the
classroom setting. The following are a few
examples of distinct accommodations and tools
that can be used.
Accommodations and Classroom
Strategies
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Itinerant teacher of deaf.
Paraprofessional.
Note taker to copy notes.
FM Listening System.
Captioned media program.
Hearing Dog.
Signed books on video.
Peer tutoring.
Remember to keep lights on, it
is hard to speech read in a
darkened room.
• Preferential seating near front
of room.
• Semicircle seating during
classroom discussion.
• Set up buddy support system.
• Use of visual aids, maps and
charts.
• Use of overhead projector or
smart board.
• Avoid excess movement ,keep
hands and paper clear of face.
• Use of sign language by
teacher.
• Arrange for peers to learn
basic sign language.
Software Programs
• American Sign Language
Reference Edition
published by m2k for all
ages
• The American Sign
Language Dictionary
published by M2K all
ages
• ASL Songs for kids1
published by Institute for
Disabilities, research and
training ages preschool -2
Types of Communication
• There are several
different types of
communication
means available for
deaf or hearing loss
people.
Learning Techniques
• The Auditory-Verbal Approach- focus on using
audition to improve speech and language
development, relying very heavily on
technology.
• The Auditory-Oral Approach- Very similar to
the Auditory-Verbal differing in the use of visual
cues, such as speech-reading and cued speech,
where the speaker uses hand shapes to
correspond to sounds.
Learning Techniques
• The Bicultural-bilingual Approach. This approach
has various methods but most include the following
characteristics
• 1. American Sign Language is the first language
learned and used with oral English being the second.
• 2. Deaf people help implement the use and
development of the program.
• 3. The Deaf Culture and it’s history is a vital part of
this program of study.
Websites
• The following are websites that can
help parents and educators in their
quest for information on deafness and
hearing loss.
• 1. American society of Deaf Children at
www.deafchildren.org
• 2. Alexander Graham Bell association
for the Deaf at http://www.agbell.org
Websites
• 3. www.deafnessabout.com Site has information
presented by guide Jamie Burke a deaf adult and
graduate of Gallaudet University.
• 4. Laurent Clerc National Deaf Education Center
http://clerccenter.gallaudet.edu/InfoToGo/
• 5. American Speech Language Hearing
Association www.asha.org
Role Models
• Every child needs a role model. The following is a brief list of inspiring deaf
or hearing loss adults.
• Amy Wong – Miss Deaf America 1998 – 2000.
Barbara Dodd – Deaf firefighter.
• Bonnie Poitras Tucker - Professor of law at Arizona State University College
of Law.
• Curtis Pride – Professional Baseball player.
• Marlee Matlin – Actor.
• Jim Kyte – NFL player who wears hearing aids.
• Terence Parkin – Silver medal winner in swimming at the Sydney Olympic
Games.
• Tom Ridege – Former Head of Homeland Security.
• Connie Briscoe – African American Author.
• I. King Jordan – First deaf president of Gallaudet University.
• Laurent Clerc – Co-Founder of the first deaf school in North America.
Tips for Parents Looking for
learning Environment
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The following are some things a parent can look for
in a new learning environment.
Is there background noise from outside, is the class too
large?
Are there support services and assisted technology?
Visual aids? Computers?
Are there any teachers deaf/with hearing loss?
Is your child placed in a class with a diverse group of
peers?
Are there provisions for language development?
Is there a system of accountability for academic
achievement? Regional, or at a state level?
Teacher Interview with Mrs. C, 4th grade General Education USD 259
• How long have you been a teacher?
• I have been a teacher for six years now.
• Have you ever taught a deaf or hearing loss student before?
• Yes, a student who was untreated.
• What changes or adaptations to your curriculum have you had to make?
• Well, this particular student uses a fm listener device. I also am a
certified smart board teacher for the district and I find that this is a
particularly useful tool, as it provides a hands on visual aid. We have
made a few adjustments to our seating arrangements and we have
group discussions in a semicircle making it easier for the student to
see who is speaking.
• Has it been a difficult adjustment for the student? No, this student has a
hereditary hearing loss and this has been an issue the family has
dealt with since kindergarten. The student has very good oral
communication skills and also has excellent reading skills. She has
also always been in general education classrooms.
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Teacher Interview
• How does the student and her peers interact?
• They interact like any other children would. As I stated this particular
student has not yet fully lost all hearing and has been able to verbally
communicate since she was a toddler. She also wears hearing aids to
help amplify the hearing she does have left.
• Do you have any suggestions for other teachers that might be faced with
this situation for the first time?
• First of all follow all guidelines set in the IEP. Try to face things
objectively and listen. I would suggest researching as much as you
can about whatever disabilities you will be faced with in class. There
are several great websites with tips and even lesson plans to help
make a smooth transition. Don’t be afraid to make adjustments to
your lesson plans as needed. Remember to incorporate visual aids
and hands on lessons as much as you can. I have also found that the
use of technology is a huge plus for most of my students. They love
the hands on experience.
Information Portfolio
• Parents and caretakers can present teachers
with an information packet concerning their
child. Useful things to include in this notebook
would be any necessary medical information,
care of FM and the processor if used, questions
teachers have asked in the past and your
response, educational history and any hints, or
suggestions you might have on dealing with
difficult situations. This resource can be a
valuable tool for parents and teachers
throughout your child's educational journey.
DEAF CULTURE
• The Deaf culture plays a very important
part for many people who do not view
their deafness as a disability merely a
cultural difference.
• Many people in the Deaf community are
very active in trying to preserve the Deaf
culture and what they see as threats to it.
Examples being cochlear implants and the
use of prenatal genetic engineering.
Works Cited
• Exceptional Learners and Introduction to
Special Education 10th edition by Daniel P.
Hallahan and James M. Kauffman
copyright 2006
• Websters Online Dictionary copyright
2006