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Characteristics of students with hearing impairment disabili

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Shayne Sacchi

on 23 August 2015

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Transcript of Characteristics of students with hearing impairment disabili

Which child has a hearing impairment disability?
Ellen...
Ellen's level of hearing impairment is profound. Meaning that she is unable to hear any nose at all. Not even a jet plane taking off. However, Ellen has a cochlear implant in her left ear, allowing her to hear. Children that are profoundly deaf, without a cochlear implant, rely on lip reading and or sign language.
Lucy
Lucy, on the other hand, is moderately deaf, meaning that she only has to wear hearing aids to clearly hear. As Lucy is moderately deaf she is still able to hear loud noises
without hearing
assistance. The
hearing aids allow
sounds to be more
clear.
The typical characteristics.....
Hearing loss may impact a students' ability to:
Produce speech sounds
Hear and understand language
Produce oral language
Acquire and use background knowledge across a range of topics
Access information presented in the classroom
Understand new concepts - particularly language-based concepts
Interact with other students. Which then leads to the student being more uncomfortable in larger groups.
Hearing and Understanding Language
As children with hearing impairment disabilities can not hear or hear very little, often the only input a deaf child can understand is when people talk or sign to them directly, one-to-one. This also affects incidental learning, usually from overhearing conversations, listening to the radio or TV. The input a deaf child receives will be much less than what a hearing child will receive, leading to problems with communication and learning in school.


What is hearing impairment?
Hearing impairment, deafness, or hearing loss refers to the inability to hear things, either totally or partially. Symptoms may be mild, moderate, severe or profound.
Characteristics of students with hearing impairment disabilities.
Impacts on students learning
Teaching strategies
Using interpreters

Ensure you have the student's attention before you begin speaking.
Don't stand in the shadows (this will cover your face) and ensure any facial hair is kept trimmed so your lips are visual. Don't talk with your back to the students.
Try to incorporate natural mime or gestures while talking.
Use captions when giving task which are multimedia.
Minimize sounds (having a carpet room (if possible) or having mats in the classroom)
Using interpreters
Using teacher aids
Using not takers
When using interpreters, allow time for the interpreters signs to catch up to your speaking.
When possible, give the interpreter any classroom material before the class.

Teacher Aids
Ensure the teacher aids has some kind or professional development and/or experience with working with hearing impaired students.
Do not let the student become depend on the aid. Allow the aid to also help other students and assist the hearing impaired student only when needed.

Using Note Takers

Writes down the content of the lesson for the student to read. Either when the lesson is occurring or afterwards.
The notes either be typed or written clearly, and with correct spelling and punctuation.

Understanding new concepts, especially language based
interacting with other students
delayed communication skills
development of vocabulary is slower
sentence structure is simpler than of those without hearing impairment
they can not hear quiet speech sounds, such as s, th, f, t and k. therefore they do not use them in their speech.
Questions
Full transcript