Transcript Hearing Impairment Presentation

Inclusion of Students with
Hearing Impairment
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Assignment 2B Presentation
Casey Baills, Kath Conway, Sharon Campbell, Emma Dever & Alison James
Hearing Impairment
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Hearing loss varies between individuals.
No two hearing losses are the same.
Hearing loss is described in terms of degree.
There are two main types of hearing loss.
It is expressed in four levels.
Types of Hearing Loss
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Conductive
Sensorineural
Conductive Deafness
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Associated with any interference in the sound
waves being conducted to the cochlea.
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Eg - blocked ear canals (wax, foreign objects)
Perforated eardrums
Fluid in middle ear
Structure/functioning problems of the ossicles
Sensorineural Deafness
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Is associated with an interference in the structure
and/or functioning of the cochlea.
Affects both the quantity and quality of sound.
Has a significant affect on learning.
Distortion is a common feature.
Levels of Hearing Loss
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Mild
Moderate
Severe
Profound
Mild
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(0 - 40 dB)
May have some difficulty understanding speech,
especially in noisy surroundings.
May experience some difficulty with Language Arts
[especially reading].
Moderate
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(41 – 69 dB)
May understand conversational speech, face to face,
within 1 metre but miss up to 50% beyond this
distance.
Will have noticeable deficiencies in speech and
language development and use.
Will find group communication extremely difficult.
Severe
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(70 - 90 dB)
Conversation must be loud to be heard at all.
May be able to discriminate between some vowels
but will have difficulty with most consonants.
Both speech and language will be delayed and
deficient.
Will usually have some degree of reliance on vision
(usually lip-reading) to compliment information
received through residual hearing.
Profound
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(91 + dB)
May hear only loudest of environmental sounds.
Will usually rely heavily on vision for communication
purposes (reading, lip-reading &/or manual
communication).
Speech and language skills are often poorly
developed.
Things To Do...
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Activity
Discussion
Video snippet
EQ Policy States...
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A commitment to the provision of equitable
educational opportunities in order that all students
have access to, participate in and gain positive
outcomes from schooling. Deaf/hearing impaired
students are enrolled at all levels of schooling. A
Total Communication philosophy ensures that
deaf/hearing impaired children across the State have
equal access to an appropriate educational program
and a consistent communication approach.
Refer CS-11 DOEM 1997-2000.
The Implications…
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For all students, the quality of their experiences at
school will relate to – the appropriateness of the curriculum;
– the nature of the learning environment;
– the learner-teacher partnerships that exist.
What do I expect of deaf/hearing
impaired students...
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They are like any other student.
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They will–
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want to be part of the class and of activities;
want to have friends;
want to be valued as learners;
may require extra support in some area of
learning and social interaction.
Teaching Strategies To Help...
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Reduce noise levels;
Use speech reading;
Be aware of positioning;
Be aware of other strategies.
Reduce Noise Levels
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Avoid rooms near busy/noisy roads
Single classrooms are better than double classrooms
Reduce & absorb background noise & reverberation
in the room by using – rubber tips on chair legs,
– fabric/cork boards on walls,
– curtains,
– room dividers,
– soft floor coverings, etc.
Speech Reading
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Includes using lip movements, facial expression &
other non-verbal clues that assist in the
understanding of speech.
Don’t:
– talk facing the blackboard;
– move around while speaking;
– over-exaggerate speech or shout.
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So make sure:
– students can see your face;
– avoid glare or light behind you;
– use normal slightly slower speech.
Positioning
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Seat student close to the front of the classroom at a
distance of about 1 metre between them and the
speaker
So student can see visuals
Unilateral loss (one ear) position for optimum use of
their good ear [eg - on the right hand side of the
room - as you face the class - if the loss is in the left
ear].
More Tips...
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Use movement purposely [eg point to information];
Seek advice from Speech Therapist if speech lacks
fluency;
Stand still so student can locate you before speaking;
Two sources of information cannot be read at the
same time [eg handout and lips]. Explain the
material before handing it out;
Seek the students feedback to how they are coping
and comprehending.
Ascertained Support Levels
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Level 1
– Tested but not
hearing impaired.
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Level 2
– Tested & has hearing
impairment.
– Letter sent by AVT at
beginning of the
year.
– Normally no hearing
aides.
– Not visited by AVT
unless requested.
Cont...
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Level 3
– Hearing impairment
usually mild to
moderate.
– usually issued with
hearing aides.
– AVT visits up to once
per month.
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Level 4
– Hearing impairment.
– Some modifications
necessary.
– AVT support up to 1
1/2 hours per week.
Cont...
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Level 5
– Hearing impairment.
– Major modifications
necessary.
– AVT support up to 3
hours per week.
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Level 6
– Unit placement or
IEP.
Who Can Offer Support?
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Administrators
Support teachers
Special needs teachers
Parents
Students
Dept.Heads
Colleagues & aides
Social justice/special
needs committee/P&C
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AVT’s/education advisor
Physio/nurses/OT’s/S-L
pathologists/GO
Cluster schools
Specialist units
General practitioner
Medical specialists
Specialist organizations
& agencies
Resources...
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Kits
– Qld Consortium for
Students with Special
Needs. (1996). Profiles:
Learning about students
- Focusing on outcomes
for deaf/hearing impaired
students.
– Romanik,S. (1990).
Auditory Skills Program
for Students with Hearing
Impairment. NSW, Dept
of School Ed.
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Videos
– Understanding Hearing
Loss. (1991). Brisbane:
Centre for deafness
studies & research, GU.
– What is Otismedia?
(1993). Peter Allen.
(deafness resource
centre)
– Signs of Language
(1992). Brisbane: Centre
for deafness studies &
research, GU.
Any Questions??
Good Luck Next Year!