Loading presentation...

Present Remotely

Send the link below via email or IM

Copy

Present to your audience

Start remote presentation

  • Invited audience members will follow you as you navigate and present
  • People invited to a presentation do not need a Prezi account
  • This link expires 10 minutes after you close the presentation
  • A maximum of 30 users can follow your presentation
  • Learn more about this feature in our knowledge base article

Do you really want to delete this prezi?

Neither you, nor the coeditors you shared it with will be able to recover it again.

DeleteCancel

Students with Hearing Disabilities

No description
by

Danna Michels

on 13 January 2017

Comments (0)

Please log in to add your comment.

Report abuse

Transcript of Students with Hearing Disabilities

Sound is measured in two ways:
Characteristics of Hearing Loss
Educating Classmates
Total or Simultaneous Communication
• its
loudness
or intensity (measured in decibels, dB)
• its
frequency
or pitch (measured in hertz, Hz)

Hearing loss is generally described as slight, mild, moderate, severe, or profound.
Helpful Links
The Four Types of Hearing Loss
Conductive
hearing losses are caused by diseases or obstructions in the outer or middle ear (the pathways for sound to reach the inner ear). Conductive hearing losses usually affect all frequencies of hearing evenly and do not result in severe losses. A person with a conductive hearing loss usually is able to use a hearing aid well or can be helped medically or surgically with cochlear implants.

Sensorineural
hearing losses result from damage to the delicate sensory hair cells of the inner ear or the nerves that supply it. These hearing losses can range from mild to profound. They often affect the person’s ability to hear certain frequencies more than others. Thus, even with amplification to increase the sound level, a person with a sensorineural hearing loss may perceive distorted sounds, sometimes making the successful use of a hearing aid impossible

A
mixed
hearing loss refers to a combination of conductive and sensorineural loss and means that a problem occurs in both the outer or middle and the inner ear.

A
central
hearing loss results from damage or impairment to the nerves or nuclei of the central nervous system, either in the pathways to the brain or in the brain itself (eHealthMD, 2013).
Defining Hearing Loss
Students who are either deaf of hard of hearing are protected from academic discrimination under IDEA and/or a 504.

• A person with 70 to 90 decibel loss or greater and who is unable to use hearing as a primary means for developing language is considered deaf.

• A person with a 20 to 70 decibel loss but benefits from hearing aids and communicates through speaking is considered hard of hearing (Turnbull, Turnbull, Wehmeyer, & Shogren, 2013).
Believe You Can Do It
Students with Hearing Disabilities

IDEA defines deafness as “a hearing impairment that is so severe that the child is impaired in processing linguistic information through hearing, with or without amplification.”
Center for Parent and Information and Resources
http://www.parentcenterhub.org

Center for Disease Control and Prevention: Hearing Loss in Children
http://www.cdc.gov/ncbddd/hearingloss/index.html

Better Hearing Institute
http://www.betterhearing.org

* Links may show as a separate web page when you exit Prezi.
This approach combines both sign and spoken language as well as amplification of residual hearing, reading, and writing along with American Sign Language.
"Hearing loss impairs the development of spoken language, but the IQ rage of students who are deaf or hard of hearing is much the same as it is in the general population (Nikolaraizi & Makri, 2004/2005)" (Turnbull, Turnbull, Wehmeyer, & Shogren, 2013, p. 317).
Children who are born deaf or hearing impaired will exhibit mild to severe language delays because of their inability to process auditory information.

The manual communication approach teaches some form of sign language which uses a combination hand, body and facial movements to communicate. The most common forms of sign language are fingerspelling and American Sign Language (ASL).
Manual Communication Approach
In order to successfully include a child with a hearing impairment into the general education class, it is necessary to educate all students about what it means to be deaf or hearing impaired.
Here is a link to a helpful article on Fingerspelling (as well as some teaching strategies)

http://vl2.gallaudet.edu/assets/section7/document100.pdf



* Web site should be up upon exiting Prezi

Cochlear Implant











A cochlear implant is a small electronic device that consists of an external portion placed behind the ear and an internal reciever that is surgically placed under the skin. The implant gives the person a sense of the sound.
Oral/Aural Communication
This approach relies on early detection of a hearing disability and then uses amplification (hearing aid) or cochlear implants. The child then receives extensive auditory training and speech therapy. Sometimes speech reading (also known as reading lips) is also taught, but is difficult to master (Turnbull, Turnbull, Wehmeyer, & Shogren, 2013).

There are three commonly used approaches used to teach communication skills to hearing impaired students:
oral/aural
,
manual
, or
total communication
.






The IEP team and parents must determine the best educational placement for a student with a hearing disability. Many parents see deafness as a culture and American Sign Language as their student's first language. They want their child to have the opportunity to communicate with others who speak the same language, so they my opt for a private school for the Deaf.

If a student attends a public school, there are various adaptive technologies available to help communicate.
As with all students, planning for universal design, early intervention, using effective and culturally responsive instructional strategies, and providing good transitional planning for postsecondary education and training will help all students to achieve academic success. It is also vital to have a strong IEP team in place to support the student and family.
References
NIDCD Information Clearinghouse. (2013, November). Cochlear implants. Retrieved July 20, 2014, from

http.www.nidcd.nih.gov/health/hearing/pages/coch.aspx

Slowik, G., FRCS. (2013, April 16). Welcome to ehealthMD! Retrieved July 15, 2014, from wwww.ehealth.com

Turnbull, A., Turnbull, R., Wehmeyer, M. L., & Shogren, K. A. (2013). Exceptional lives special education in today's

schools (7th ed.). Boston, MA: Pearon.



Full transcript