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Deaf:
- A person must have a hearing loss of 70 to 90 decibels or more.
- Unable to hear even with amplifications
Hard of Hearing:
- Has a hearing loss of 20 to 70 decibels.
- Benefits from amplifications
- Communicates mostly through speaking
Vision involves both the eye and brain. Damage to visual can occur during development in the embryo, immediately after a infant is born, or during the developmental process.
Congenital: Occurs at birth or, the case of blindness, before visual memory has been established.
Objectives
Adventitious: Individuals that acquire a vision loss after having unimpaired vision. They may loose their sight caused by heredity or an event, trauma.
Legal Blindness: Some individuals that are legally bind have a great deal of useful vision and can read print.
Acuity:
Acuity determines the depth of blindness. Acuity is determined by having individuals read letters on a chart.
Blindness does not affect what a student can learn but how they learn
Supplementary aids and services
It is important that teachers focus on three areas when developing curriculum for students that are visually impaired: daily living skills, orientation and mobility, and self-determination.
a. 20/20
b. reduced visual acuity
c. and d. restricted fields of vision
Idea defines a visual disability as "an impairment in vision that, even with correction, adversely affects a child's educational performance. The term includes both partial sight and blindness."
Low Vision: individuals who can read print but they may require optical aids like magnifying lenses (glasses). Some will read both braille and print and rely on vision for learning. They may not be legally blind.
Functionally Blind: individuals who typically use braille for reading and writing. They may rely on their vision to move around their environment. The use a combination of tactile and auditory learning.
Totally Blind: individuals that do not have meaningful input through their visual sense. They use tactile and auditory means to learn about their environment and they typically read braille.
Hearing loss impairs language, but IQ is similar to the rest of the population
Academic issues come from difficulties in speaking, reading, and writing.
Lesson planning should include concept planning, language goals, speech goals, and auditory goals.
Supplementary Aids
Communication Options
Early Childhood Students
Hearing Aids: Amplify sound but do not correct hearing
Cochlear Implants: Electronic device surgically implanted under skin and behind ear. Magnets connects to external magnet sound transmitter
Managing environment/acoustics: Microphones can be used in classrooms to amplify sound. Receivers can be linked to hearing aids.
Assistive Technology: Captioning videos
Computers and the Internet: Provides access to instructional support such as translation software.
Interpreters: Translators can be present in classrooms to translate spoken words into sign.
Elementary and Middle School Students
American Sign Language (ASL): Used most in North America. ASL is it's own language, not just a visual representation of English
Fingerspelling: Hand representation of the alphabet.
Manual Communication: Mixture of sign language and other visual representations of communications.
People with hearing loss depend greatly on visual communication
Early Intervention: Access to language-rich environment is important. Access to programs, such as The Shared Reading Project, give deaf children the opportunity to learn with similar peers, developmental skills, and support.
Hands on experiences
Make learning authentic
graphic organizers and other visuals (similar strategies to ESL)
Captioning and Labeling
Deaf Community
Create opportunities for self-expression: let students bring their deaf culture into the classroom
Provide Deaf Role Models: It can be inspiring for deaf students to interact with deaf adults.
Teach Deaf Studies: The deaf community, history, and famous deaf people can be incorporated in any subject.
Congenital loss: Hearing loss present at birth
Acquired loss: Hearing loss after birth
Genetic Causes
Results from inheriting an autosomal resessive gene
Postnatal Causes
Infections such as bacterial meningitis and ear infections
Prenatal Causes
Being exposed to viruses and bacteria before or after birth
Lack of oxygen during birth
Infection that occurs during pregnancy or early infancy
You will learn about the different types of hearing loss
You will learn about the parts of the ear
You will learn about the ways students with hearing loss communicate
You will learn about the evaluation process for hearing loss
You will learn about the importance of a deaf community
Postlingual Causes
Injury to the skull can cause damage to the cochlea and middle-ear bones
Exposure to excessively loud noises can cause damage to the cochlea
References
Turnbull, A., Turnbull, R., Wehmeyer, M.L., Shogren, K.A., 2013. Exceptional lives:special education in today's schools. Boston, Massachusetts: Pearson Education, Inc.
There are two terms that describe hearing loss: Deafness and Hard of Hearing.
Retrieved from www.coopersafety.com
Diagnostic Assessment
The sooner a hearing impairment is detected, the quicker intervention can begin.
Diagnosis is made by professionals, a primary doctor, an otologist, and an audiologist