Transcript Deaf & Hearing Impairment

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Deaf & Hearing Impairment
Jena Beluzi
Kaitlin Rodriguez
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Definitions of Hearing Loss
•Deaf: is having a hearing loss in which hearing is
insufficient for comprehension of auditory
information, with or without the use of the a hearing
aid.
•Hard of hearing: is a hearing loss that makes
understanding speech through the ear alone
difficult, but not impossible.
•Many Deaf people do not consider themselves
“disabled”, but more like members of a cultural and
linguistic minority.
•Most Deaf individuals preferred to be called a
“Deaf Person”, the term “hearing impairment”
suggests that deafness is a condition that can be
fixed or cured
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Degrees of Hearing Loss
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Degrees of Hearing Loss
•It is important to note that two people might have
the same degree of hearing loss but use their
residual hearing differently due to age differences
when hearing loss occurred, motivation, intelligence,
presence of disabilities, environmental stimulation,
and response to a training program
•0-25dB is normal for children
•40-50dB is ordinary conversation
•125-140dB painfully loud
•55dB hearing loss level communication difficulties
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3 Types of Hearing Losses and
Causes
(1)Conductive: Sound is not transmitted well to the
inner ear. No distortion, but words are faint. It is a
mechanical problem that might be able to be
fixed, and use of hearing aids help
-radio on really low volume
(2)Sensorineural: hearing loss is caused through
nerve damage and may be permanent. People
who have this have a hard time with speechwords may be loud and garbled- use sign
language and have balance difficulties
-Radio not tuned
(3) Mixed: Combination of both Conductive and
Sensorineural
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Characteristics of Deaf Students:
Language
American Sign Language (ASL)
This language is the basis of the shared identity in
Deaf culture. This means of communication has its
own grammar and structure.
Communication between the hearing and Deaf is a
major problem
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Communication
When communicating with a Deaf person…
•Maintain eye contact throughout conversation
•Use paper and pencil to augment conversation
•Signal that you understand only when you truly do
•Use polite ways to gain a Deaf person’s attention
•Learn to use a TTY- teletype writer to transmit written
words over the telephone
•Discourage interruptions to the conversation
•Correct a Deaf person’s English ONLY if asked
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Behavioral and Affective
Characteristics
•Deaf students can be labeled as slow learners or
having behavioral problems when the reason they are
acting “inappropriately” it is a result of an undetected
hearing loss.
•Deaf students learn visually and want to look around to
check their surroundings.
•Behavioral problems can be a direct result of
frustrations because of lack of understanding and
communication.
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Motor Characteristics
•If a Deaf person has sensorineural deafness then
the semicircular canals of the inner ear are
damaged, balance problems are likely because of
the vestibular damage.
•Imbalance can cause developmental delays and
motor ability delays
•With given equal opportunity, Deaf children should
equal their peers in motor skills
•Hearing loss and Deafness is a sensory disability
not a physical, there is no reason for Deaf children to
demonstrate lower fitness levels than hearing peers.
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Considerations for Teaching P.E to
a Deaf or Hard-Of-Hearing Student
Have student demonstrate learned skills in order to increase involvement
and understanding
Learn ASL vocabulary that will relate to sport movement and concepts
As it can happen in any setting, Deaf students can experience some
isolation, social deprivation and ridicule from students and or teachers
because the lack of common language. In this case, try to avoid these
situations by having the Dead student demonstrate a skill after they
understand what the task is, have students also learn simple ASL signs for
that day as a warm up for the class and partner up a Deaf student with a
student who is not Deaf.
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Cochlear Implants
Cochlear Implant: Is a device that is surgically inserted into
an individual’s ear.
It takes the place of part or all the functions of the inner ear
structures.
Goal: To improve recognition of speech and acoustic
information and also eliminates residual hearing in the
implanted ear.
However, students with a cochlear implants have unique
needs when it comes to physical education.
Those unique needs require specific teaching considerations
and they are:
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Considerations for students with
Cochlear Implants
• Avoid sports that might result in serious blows to the head such as,
soccer, hockey, lacrosse, wrestling and soccer. Modifications can be
to eliminate all means of contact.
•Avoid activities that increase the risk of falls or blows to the head such
as skateboarding, climbing walls and use of scooter. Modifications can
be with proper instruction to remove the device, and the use of helmets.
•Always use caution when considering winter activities such as, skiing,
snowboarding sledding and ice skating because these situations can cause
uncomfortable sensations around the head and neck area.
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Considerations for students with
Cochlear Implants ..Cont’d
•During water activities, remove device part and place them in water-tight
containers. Once student has removed device, now it’s the teachers
responsibility to make sure the given task is understood by ASL.
•Before vigorous activity, either have the student take out their device or
wear a sweat band or hat to keep the device dry. If caution is not taken, the
excessive sweating can create extra moisture inside the device. This is
called “Motor Boating,” which is unwanted and unnecessary noise.
•Try to avoid any activity that might create static electricity, such as
balloons, rubber and dry mats. “Mapping,” the cochlear implant
from static electricity can cause it to “demap” the device which can
make it break and unusable to the student.
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Inclusion Strategies
As a teacher, Ask yourself these questions:
•To what extend can the child hear? How can you as the teacher
maximize the use of the remaining hearing?
•What is the students preferred mode of communication? How can
you maximize the communication?
• Is there any specific activities that should be avoided or how can
those activities be modified?
•Example of Modification:
•Activity: Balancing
•Prior to lesson, evaluate balance. If there seems to be a
case where the student is having difficulty with balancing,
work on tasks to improve balance. You can start balancing
with an object and then slowly try to take away the object
as the student progresses.
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Inclusion Strategies ..cont’d
Use of an interpreter might be very beneficial to a student who is deaf. The role
of an educational interpreter is to ease the communication among deaf and hardof-hearing students and others.
To improve success, communication and socialization:
•Have interpreter stand next to the teacher
•Give lesson plans out ahead of time to interpreter so they can review and
understand activities before hand. Also include a specialized list of vocabulary if
necessary.
•Face the Deaf student, NOT THE INTERPRETER when addressing the student
•Hold the same expectations for hearing and Deaf students regarding
performance, fitness and behavior.
•Encourage students to become involved in Deaf sport. The United States of
America Deaf Sport Federation (USADSF)
•Schedule Deaf students into the same P.E class and encourage them to work
together during the class so they can help each other to understand the lesson
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Sport Opportunities
•After-School sport programs
•American Athletic Association for the Deaf (AAAD)
•Established in Ohio 1945
•The United States of America Deaf Sport Federation (USADSF)
• A worldwide counterpart of USADSF :International Comite des Sport des
Sourds, which translates to the International Committee of Silent Sports
(CISS)
•Involvement in youth Deaf sport is an important objective of USADSF
•An annual Mini Dead Sports Festival is held in Louisville, Kentucky
•Specifically designed for participation of 6 to 18 yr old Deaf students
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Sport Opportunities
USADSF has national sport organizations in the following sports for
men and women:
•Athletics (track and field)
•Badmittion
•Basketball
•Baseball
•Bowling
•Cycling
•Flag football
•Golf
•Hockey
•Orienteering
•Skiing and Snowboarding
•Soccer
•Team Handball
* * Individuals with moderate or severe hearing loss(55dB or greater in the better ear)
are eligible for USADSF competition * *
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Deafblindness
Individuals who are deafblind do not have the effective use of
either of the distance senses- vision or hearing. However, that
does not necessarily they cannot hear nor see.
This is what makes the term deafblind misleading, it should
more accurately be said that these people are hard of hearing
and partially sighted.
In a rare occasion, where a
person is totally blind and
profoundly deaf. An example of
whom that would be is Helen
Keller.
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Causes of Deafblindness
Usher Syndrome: A congenital disability characterized by hearing loss present
at birth or shortly thereafter and the progressive loss of peripheral vision.
* * Usher syndrome is the major cause of deafblindness in the United State * *
Usher Type I: congenital deadness and progressive retinitis pigmentosa
Usher Type II: adventitious deadness and progressive retinitis pigmentosa
Another cause of deafblindness is CHARGE syndrom:
C - coloboma of the eye (hole in the eye)
H - heart (congentital heart defect)
A - atresia of the choanae (nasal blockage that affects eating and swallowing)
R - retardation of growth
G - genital anomalies such as undescended testes or small genitalia
E - ear malformations such as low-set, rotated or mis-shapen ears
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Causes of Deafblindness
Rubella: Which is contracted by a
mother in her first trimester of
pregnancy
Deafblindness can also be linked
with meningitis, prematurity,
parental use of drugs, sexually
transmitted diseases (STDs), and
unknown causes
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Characteristics of Children With
Deafblindness
•Isolation
•Communication
•Lack of motivation
•Often use of tactile sign language
(hands on)
•Common to use an intervenor
(one on one teacher who works
with deafblind child)
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Adapations for Teaching
•Modifications of activities could include changing the rules, equipment,
instruction or environment.
•Offer activities that promote movement
•Use multiple teaching modes (explanation, demonstration, tactile modeling,
and physical assistance)
•Set up the environment to accommodate the deafblind child’s strength
•Be patient, flexible and creative
•Create socialization between the students. (Peer tutoring, after-school
activities)
•Link movement to language
•Learn the student’s form of communication (body language and gestures)