Transcript Hearing Impared - Samvedna Social Welfare Trust

Hearing is a primary sense that
helps to access information
through the ear and connects
us to people and things in our
environment.
Hearing impairment is a
condition in which a child or
adult suffers from difficulty
in hearing.
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According to the Person with
Disability Act of 1995, “Hearing
Impairment means a loss of 60
decibels or more in the 60 db is
normal conversational range of
frequencies (loudness)” 60 db is
normal conversational level.
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Early signs of Hearing
Impairment are
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A sleeping infant does not awaken to hear noises
Babbling remains monotonous containing only vowel
sounds
Instead of becoming more specific and acquiring
meaning, the hearing impaired child babbles less
and less over time becoming mute by one year of
age
Without the ability to imitate, repeat and
associate sounds with meaning , vocalizations
decline.
Receptive language also lags
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ANATOMY OF EAR
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External Ear
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Middle Ear
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Inner Ear
Note :- Please refer ear structure
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Major Factors to be considered when
talking of hearing impairment include
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Age of onset
Degree of hearing loss
Type of hearing loss
Age of onset refers to the age at which
the started. It is important to know this,
so that a rehabilitation program could be
developed
Degree of hearing loss refers to the
extent of hearing loss. It could be
classified as
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Normal hearing - 0 to 15 dB
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Minimal loss - 15 to 25 dB
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Mild loss - 25 to 40 dB
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Moderate loss - 41 to 55 dB
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Severe loss - 71 to 90 dB
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Profound loss - 90 dB and above
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Types of Hearing loss could be
 Conductive
Hearing loss
 Sensory-neural
 Mixed
Hearing loss
Hearing loss
 Central
Auditory disorders
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Functional Hearing Assessment
Why ?
 HI passes off as undetected till the
age of one or two years
 HI can be ‘hidden’ if parents and
professionals are not observant
 HI in childhood has serious impact on
normal acquisition of speech and
language
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Standardize test norms may not be
appropriate for deafblind population as
many items tend to rely on vision and
hearing
Medical examination can only tell of
potential capacity
Resulting information may not be useful for
planning, which may result in delay in
intervention
Dual sensory impairments result in
problems in speech, communication, motor
and cognitive skills
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What do we gain from functional
hearing assessment
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We can identify the current levels of
functioning in hearing
This enables us to set goals to
develop hearing behavior
Functional hearing assessment helps
evaluate efficacy of teaching
auditory responses
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How to go about functional
hearing assessment
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Establish reason for testing
Identify sources of information
Ask the parent/caregiver about
observations and concerns
Select appropriate tools for gathering
information like interviewing, looking at
medical records, and observations
Use selected stimuli such as parents/
caregiver’s voice, sound making toys etc. to
get responses
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Choose a familiar but quiet place to
conduct assessment
Place the child in a comfortable
position to allow an unobstructed view
of his/her possible responses
Position yourself to be able to
present sounds at different locations
and observe responses or take turns
with the parents/caregiver to
present sounds and observe
responses
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Establish rapport and observe the child
before presenting sound stimulus to
become familiar with his/her typical
behaviors
Select sounds and words to which the child
has been exposed or which may be
developmentally appropriate
Include speech, sound making toys and
environmental sounds
Response to a sound stimulus may be
observed as a change in
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A) Activity level; a startle or sudden
movement of the body or limbs, an increase
or decrease in movement or vocalization
B) Body posture: head turn, reaching or
body orientation
C) Facial expression: Smile or laughter,
frowning, eye widening, searching, or
blinking
if no responses are observed, it may not
mean that the child does not hear, however
he may be referred for a formal hearing
test
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Guidelines for observation can be
used
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Awareness/reflexive and attention/alerting
levels
Does the child respond to environmental
sounds such as
A door slamming?
A telephone ringing ?
A dog barking?
Sound of mixie/pressure cooker whistle?
Water falling in to a bucket?
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Localization
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Auditory Discrimination
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Auditory Recognition
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Describe the child’s responses:
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CURRICULUM
What is curriculum ?
An effective teaching leads a child to
function as independently as possible in the
world around him.
Why we need curriculum ?
¤ A curriculum for children with
deafblindness helps to reach the goal of
helping the child achieve personal adequacy,
social and economic independence.
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¤In other words….. Support him in taking care of his
needs such as ¤ immediate self care needs such as - eating,
drinking,bathing,brushing etc.
¤ Moving from one place to another
¤ Search and locate things which he needs
¤ Help him to solve problems that occur in his day to
day life
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Curriculum for these children includes
planned exercises provided by the
learning and environment which helps
the child to reach levels of
performance that are appropriate and
planned.
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¤The overall aim of a curriculum is to
make the life of a child with
deafblindness and additional disabilities
happier.
¤ A curriculum increases the child’s
interaction with people, objects and
actions of the world around him.
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Benefits of Learning experiences for
children with Deafblindness and
Additional Disabilities
¤ Helps the child to identify significant people
in his life.(family members)
¤ Helps the child to establish a trusting
relationship with family members.
¤ Helps the child to ask for help and support
whenever he needs it.
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¤Helps him to achieve economic
independence wherever possible in right context.
¤ Helps the child to learn best use of his
remaining vision or hearing along with his other
senses.
¤ Helps the child in performance of his immediate
life and environment.
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GROUP DISCUSSION
Some questions………
Que :- Why are you doing this particular
activity with the child ?
Que :- Does the child need to do the same
activity when he is not with you?
Que :- Would the same activity be
important for him to do when you are no
longer in his life ?
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Know your LEARNERS better…
¤ All Children with deafblindness and additional
disabilities differ because…..
¤ May have different levels sensory impairments.
¤ May have various degrees of sensory
difficulties.(Tactile defensiveness,
Gravitational insecurity)
¤ Existence of other disabilities
¤ May be developmentally delayed or have mental
retardation due to brain damage.
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¤ May have serious medical problems and
required constant attention.
¤ Impact on their ability to learn and remember
due to medical problem.
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WHO IMPLEMENTS THE
CURRICULUM?
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All people who interact with the child on a
day to day basis are a part of the team
Often amongst the family members the
mother is the only contact person for a long
time
Other professionals such as the
physiotherapist, occupational therapist,
psychologist, speech therapist and others may
be involved depending on the needs of the
child
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LEARNING ENVIRONMENT
Use real life situations and experiences to
teach different skills to the child
 Give the child motivation and reasons for
learning
 Provide reactive environment
 Keep in mind the child’s emotional and social
responses
 Give opportunities to develop positive self
image through success experiences
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Things to remember
Overall aim of the curriculum is to make
the life of the child happier
 It should help the child achieve personal, social
and economic independence
 Children with Deafblindness and additional
disabilities have unique needs and learning styles
 A curriculum increases the child’s interaction
with people, objects and actions of the world
around him
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•The person with Deafblindness and additional
disabilities remains the focus of any educational
decisions and settings
•Family members play an important role in the
educational decisions related to the child
•A multi disciplinary team approach
is an effective way of working
with children with Deafblindness
•It is important to provide a reactive environment
to the child
•Children learn best within their immediate
environment
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THANK YOU
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