Supporting Hard of Hearing children in Your classroom

Buendia | Capacete | Gapas | Gana | Gonzales | ReyMatias | Tabobo | SPED-24 | Prof. Cora Hugo- Mina

Overview
What is hearing impairment?

What are the possible causes?

What are the symptoms? What are its effects to communication? How can you support children with hearing

impairment in the classroom? What are the treatments for HI? Recommendations Resources

What is Hearing Impairment?

According to IDEA
An impairment in hearing,

whether permanent or fluctuating, that adversely affects a childs educational performance but is not included under the definition of deafness. A hearing impairment is a permanent hearing loss or a decrease in hearing that is so significant it negatively affects a child's performance in school or ability to learn.

Deafness A hearing impairment so severe that a child is impaired in processing linguistic information through hearing, with or without amplification, that adversely affects a child's educational performance.

According to KYADA
A hearing impairment is a

ACCORDING TO NET.
Hearing impairment is the

hearing loss that prevents a person from totally receiving sounds through the ear.

decreased ability to hear and discriminate among sounds.

What are its possible causes?

Most common causes of hearing loss

Age- related hearing loss
Age is the biggest single cause

Acoustic Trauma
Occur when part of the delicate

of hearing impairment. Also known as Presbycusis. Occurs when the sensitive hair cells inside the cochlea gradually become damaged or die. This can make understanding speech in background noise very difficult.

inner structure of the ear becomes damaged. After prolonged exposure to loud noises, the cells inside the spiral part of the cochlea become inflamed. These are the people who: work with noisy equipment, work in environments where there is loud music and those who listen to music at a high wolume through headphones.

Most common causes of hearing loss

Conductive hearing loss
Occurs when sounds are unable to pass into the inner ear Happens usually due to a blockage such as having too much ear wax

or from a build up of fluid caused by glue ear or an ear infection

Conductive hearing loss can also be caused by:
A perforated eardrum- where the eardrum is torn or has a hole in it. Otosclerosis- an abnormal growth of bone in the middle ear which

causes the inner hearing bone (stapes) to be less mobile and less effective at transmitting sound.

Most common causes of hearing loss

Sensorineural hearing loss Occurs if the sensitive hair cells inside the cochlea are damaged or damaged the auditory nerve (the nerve that transmit sound to brain) in some cases, both may be damaged. Many different causes of sensorineural hearing loss: Age-related hearing loss Genetic hearing loss Prolonged exposure to loud noises Viral infection of the inner ear (mumps or measles) Viral infections of the auditory nerve (mumps or rubella)

Most common causes of hearing loss

Mnires disease- where a person suffers from vertigo

(spinning dizziness) hearing loss can come and go , tinnitus and a feeling of blockage in the ear Acoustic neuroma- a non-cancerous growth or on near the auditory nerve. Meningitis- infection of the protective membranes that surround the brain and spinal cord Encephalitis- inflammation or swelling of the brain Multiple sclerosis- a neurological condition that affects the central nervous system (brain and spinal cord) Stroke- where the blood supply of the brain is cut off or interrupted

What are the symptoms of having HI?

Hearing impairment can be present at birth or it can develop at a later stage during childhood or adulthood. The symptoms of hearing impairment will vary depending on what is causing it.

Hearing loss can gradually develop over time, especially hearing loss related to noise exposure and age.
It can develop more rapidly when related to earwax, ear infection or disease in the middle ear.

Symptoms of Hearing Impairment in Infants and Toddlers

low birth weight (less than 2 pounds) and/or prematurity low Apgar scores (numbers assigned at birth that reflect the newborn's health status) severe jaundice after birth maternal illness during pregnancy (for example, German measles [rubella]) hydrocephalus is not startled by loud noises

does not turn to the source of a sound while under four months old does not say single words by the time they are one year old notices you when they see you but not when you call their name hears some sounds but not others

Symptoms of Hearing Impairment in Children

is delayed in learning to talk, or they are not clear when they speak often asks you to repeat yourself often talks very loudly often turns up the volume of the TV poor school performance respond inappropriately to questions the child does not respond to his or her name consistently or asks for words, phrases, or sentences to be repeated. the child does not seem to be paying attention to sounds or to what is being said Have articulation problems or speech/language delays Complain of earaches, ear pain or head noises Seem to speak differently from other children his or her age

do not reply when you call him or her

Watch others to imitate what they are doing

Symptoms of Hearing Impairment in Adults

Muffled hearing Listening to the television or radio at higher volume than in the past Avoiding conversation and social interaction.

Depression
Ringing, roaring, hissing, or buzzing in the ear (tinnitus). Ear pain, itching, or irritation Pus or fluid leaking from the ear

What are its effects to communication?

 Hearing impairment

Refers to the reduced function of loss of the normal function of the hearing mechanism. The impairment limits the persons sensitivity to tasks like listening, understanding speech, and speaking in the same way those persons with normal hearing do.

 Hearing impairment is not simply an inability to hear or to communicate through speech. The most devastating effect of deafness is

the deprivation of language.

He or she does not acquire listening skills that

provide the base for the development of speaking, reading, writing and other communication competencies.

 Persons with hearing impairment might have corollary problems in cognitive development, emotional adjustment, difficulties in

socialization and anxiety in daily experiences that only a person with hearing impairment can describe.

 deeper and more complex.. a much worse misfortune for it means the loss of most vital stimulus, the sound of the human voice that

brings language, sets thoughts astir, and keeps us in the company of man. Helen Keller

How can you support children with hearing impairment in the classroom?

How do hearing aids work?

What is this word? What do you need to know to figure it out?

Listening is hard work!!!!

Hard of hearing people must make extra effort to

process information:
experience.

Recognize what they do hear. Fill in the blanks for the rest using context and prior

If the information is unfamiliar, it will be difficult to

accurately fill in the blank. Wrong interpretations feel right people dont know what they dont know.
check for understanding!

It is not enough to say, tell me if you dont understand

Other noise makes it even harder!

As the teacher, it is

important to make sure that your voice is heard.

Get close to the student or

use an FM system. Make sure the student can see your mouth.

People wearing hearing

aids hear what is closest to them the loudest. Typically hearing peoples brains filter out unimportant sounds. Hearing aids cannot do this.

What can you do?

Technology
Classroom Modifications Communication Strategies Teaching Strategies

Technology Hearing Aids

Behind the Ear Hearing Aid
1.
2. 3. 4. 5.

Microphone inputs with Microphone Protector

Program switch (optional) Battery compartment with ON/OFF switch Hook / sound output Individual earmold

Remember!

Hearing Aids cost more than my car!!!! Please take care of them!
Hearing Aids cannot get wet. Please remove for activities that involve water. On younger children, make sure that hearing aids dont get lost. Keep extra batteries on hand.

Technology - FM System
Turn on the FM receiver and transmitter whenever the hard of

hearing person needs to hear what you are saying and there is noise or distance between you and the student.

During group activities During center-time or independent play time if you are talking to Will and/or

you need his attention. During outside play time if you need to get Wills attention. (Outside you can keep the FM on MUTE, and then un-MUTE it when you need Wills attention -for example, when you tell children to come inside). When watching a video you can put the microphone next to the TV speaker or hook it into the audio jack.

It is OK to let other children talk into the mic during group discussions. Turn the FM OFF (both the transmitter and receiver), when:

You are talking to another person and Will should not hear the information. In the bathroom. If you will be loud (i.e. you are cheering for kids in a race) It is OK to keep it on even when you are not talking directly to the hard of hearing child. Other children learn when overhearing people talk. The FM allows hard of hearing children to overhear conversations.

General Classroom Modifications

Add carpeting, area rugs or drapes to the classroom. If you don't have carpeting, attach tennis balls to the bottom of chair legs to stop chairs from scraping on the floor Focus on reducing background noise as much as possible (i.e., loudly ticking clocks, air conditioning units, open door to hallway, noise from open windows, etc.). Add other noise absorbing materials such a cork board to the walls. Consider background noise when choosing the child's seating placement. Use fully lighted classrooms. Make sure videos are captioned. Provide written school announcements (or make sure you make announcements face to face). Use FM system. Select classrooms away from noise, i.e. adjacent traffic, road construction, playgrounds, cafeterias, music/band room, gymnasium.

Communication Tips

Focus on familiarity of topic be very clear about unfamiliar vocabulary. Reduce the distance between the student and the speaker. Speak directly to the student, never behind or over the shoulder . Many words and sounds look the same on the lips; do not repeat a single word over and over again if the student does not understand; use another word or phrase to express the same thought. Get the persons attention before you speak. Try to speak to the student from a position which allows for adequate light to fall upon your face; shadows make lip movements difficult to see; don't exaggerate lip patterns. Repeat what other students say, especially questions that they ask. Be aware of acoustic conditions, especially noise interference; allow the child time to respond. Remember that two people with almost identical hearing losses may function very differently; each is an individual; seek help from other professionals or agencies whenever you have a question or problem.

Teaching Tips

Expect behavior and achievement levels which are similar to that of your other students.
Use visual aids whenever possible. This will provide additional access to information for all types of learners and benefit the deaf or hard of hearing child as well as the entire class.

Present new vocabulary to the student prior to the lesson. This will enable the child to recognize the word and maximize comprehension during the lesson.
Be aware that the deaf or hard of hearing student is expending extra energy to attend and may fatigue easily. Allow for an occasional break. Educate the class about hearing loss. Invite a professional in if possible to answer questions the students may have. Allow the children to see and learn about the assistive technology that will be used in the classroom. Be positive. If your attitude is positive, it will carry over to the class.

Lets Watch These!

Recommendations in Handling Students with HI

Since facial expressions, gestures, and other body language will help convey your message: Get the attention of a student with a hearing impairment before speaking and communicating and always face the student. If not facing a student with a hearing impairment, gently touch a student on the shoulder or on the arm to indicate that you want to talk to him/her.
Do not be alarmed if the student does not understand and you cannot understand him/her. Generally, you will become accustomed to each other in time. When communicating, always face the student with a hearing impairment. Facial expressions, gestures, and other body language will help convey your message. For reinforcement repeat new vocabulary in different contexts. Sequence topics so that new material is related to that previously learned. The use of visual aids is most helpful since vision is the student's primary means of receiving information.

Use written announcements (assignments, due dates, exam dates, changes in the class schedule, special event dates, etc.). If ambiguities or difficulties arise in the home concerning assignments or lessons, have the parents make a note of these difficulties. Follow-up in written detail. Provide an outline in advance of the lesson/activity to give to the student in advance, also list your expectations. Write all homework assignments, class instructions, and procedural changes on the chalkboard. Use captioned films, videos, and laser disks. Use interpreter where needed (see general strategies). Avoid seating the student in heavy traffic areas. Do not touch or pet a hearing dog. These animals are working animals and it may be hazardous for the hearing impaired student if the dog is distracted. Avoid vibrations and excessive noise. Make chalkboard notes legible. Do not talk while writing on chalkboard. Eliminate background noises. Sounds taken for granted and normally ignored by hearing individuals, are amplified by a hearing aid and interfere with the communication of the person who is hard of hearing.

 Establish, with the student, a procedure in case of an emergency. For

example, agree that for a fire drill (or fire) the teacher will write on board "Fire drill FIRE--go out backdoor." (Also, if you have a signing student, learn the signs for emergency, fire, go, etc.)
Get the attention of a person with a hearing impairment before

speaking. If necessary, use written notes to communicate. Supplement audible alarm systems with simple visual alarms such as flashing lights.
When teaching a student with a hearing impairment, ask where he/she

would like to sit, in order to communicate in an optimal manner.

If the student lip-reads: Have students sit closer to the lecturer. Look directly at the student. Speak slowly, naturally, and clearly. Slowing down slightly may help. Do not exaggerate your lip movements or shout. If you have a mustache, keep it well trimmed. If the student uses an interpreter: Speak directly to the student rather than to the interpreter. Signing may be distracting at first, but you and the other students will soon become accustomed to the interpreter's presence. Give the student and the interpreter outlines of the lecture or written material, in advance, so that they can become familiar with new technical vocabulary. Interpreters should not give their opinion of a student's progress as this can violate the student's rights. Provide scripts of video and laser media when possible for both the interpreter and the student with a hearing disability (with or without captioning). The interpreter is not to answer lesson related questions from the student with a hearing impairment. The student should direct all lesson related questions to the instructor. The interpreter should stand closer to the section of the chalkboard that is being used by the instructor, thereby allowing the student to simultaneously see both the signs and the writing on the board.

 When writing materials for hearing impaired students:

Break up long sentences. Reduce difficult vocabulary load. Reduce concept density. When using a pronoun be sure that the antecedent is very clear. Do not omit words such as: "that" where such words will clarify a sentence connection. Stay with simple coordinating conjunctions (e.g., but, so, for, and) and avoid less common transitional words (e.g., however, as a consequence, nevertheless, although). Keep cause-and-effect expressions in a very simple in form. Keep conditional expressions which influence the meaning of a statement to a minimum (such as; if, when, assuming that, suppose, provided that, etc.). If there is no other way to avoid using a difficult word, include a brief explanation in parentheses, however keep parenthetical explanations to a minimum.

 If an important basic or technical word is to be taught:

Make meaning and application a bsolutely clear. Use context as a memory aid.
For a new term, repeat the word numerous times in a variety of contexts.

Certain language forms are generally to be AVOIDED: Passive voice verbs. Negative forms of verbs and other expressions of negation . Too many modifying forms, such as prepositional phrases, relative clauses. (If a relative clause must be used, the relative pronoun [who, which, that, where, etc.] should be next to the word to which it refers). Stylistic embellishments, such as rhetorical inversions. Colloquial and idiomatic expressions. Cut wordiness while retaining simple English. Avoid the use of idioms.

Strategies to Create Information Access for Persons with Hearing Loss

ENVIRONMENT
Provide the audience with a clear and direct view of your mouth and

face.
Speak from a well-lighted area of the room. Reduce background noise by turning off slide projectors or other

types of apparatus when not in use.

Speak clearly and naturally and at your normal pace, unless you are

asked to slow down.

For those with mustaches, trim so the lips show clearly

INTERPRETERS
Sign language interpreters are certified professionals who use American

Sign Language or Signed English to interpret spoken English for people who are deaf or hard of hearing.
If a sign language interpreter is used, introduce yourself to the

interpreter and go over technical and specialized vocabulary before beginning presentations.
Interpreters at conference presentations should stand on one side of the

platform at the front of the room, even with extra lighting if needed, in order to be clearly seen from anywhere in the audience.
When replying to a query from a hearing impaired individual using an

interpreter, speak to the hearing impaired person, NOT to the interpreter.

AUDITORY MATERIALS
Audiotapes, videotapes, and other auditory materials can be translated

into print format to make them accessible to people who are deaf or hard-of-hearing. When transcribing video, be sure to mention any sounds and actions that may occur independent of the spoken text, and indicate settings or changes of scene as well. To find a transcriber, look in the Yellow Pages under "Transcribing Services."

Resources
http://www.ncbegin.org/school_issues : Beginnings has lots of

information on hearing loss and tips for teachers and families. http://www.phonak.com/com/b2c/en/multiused_content/iframe_apps/f m_eschooldesk.html: The eSchoolDesk includes many useful tips and recommendations for daily life, background information and articles about FM. http://www.listen-up.org/haid/with-aid.htm: Listen Up has a wide vareity of information about hearing loss and technology. http://www.marchofdimes.com/baby/hearing-impairment.aspx http://nichcy.org/wp-content/uploads/docs/gr3.pdf http://www.nhs.uk/Conditions/Hearingimpairment/Pages/Introduction.aspx http://kidshealth.org/teen/diseases_conditions/sight/hearing_impairme nt.html#a_What_Is_Hearing_Impairment_ Introduction to Special Education by Teresita Inciong, Yolanda Quijano, Yolanda Capulong, Juliet Gregorio and Adelaida Gines

Thank you so much!