Chapter 15 Objectives

1. Hearing Loss Chapter 15 Objectives At the end of this presentation, you should be able to: • Describe characteristics of students with hearing loss. • Recall the major causes of hearing loss. • Understand the curricular and instructional needs of students with hearing loss. • Describe instructional strategies that lead to successful progression in the general curriculum for students with hearing loss. Chapter Objectives

2. Hearing Loss Understanding Individual Students Who Is Amala Brown? • Amala is a high school student. • She was adopted from an orphanage in India at the age of four. • Her adoptive mother had been a teacher of children who are deaf and a sign language interpreter for many years. • At times, she attended her local school part time and the Oregon School for the Deaf part time. • As she has gotten older, she has grown from having a group of friends who were deaf or hard of hearing to also having friends who are hearing. • She is very independent, and uses technology and even her dog to complete daily tasks on her own.

3. Interview with Hannah • Who is Hannah? • School days… • Out and about… • Cool stuff…

4. How Do You Recognize Students with Hearing Loss? Defining Hearing Loss How Do You Recognize Students with Hearing Loss? • The ear and its functions • Three parts: outer, middle, and inner ear • Sound waves are vibrations in the air. • Sound is measured in units that describe the frequency and intensity of these vibrations: • Intensity: measured in decibels (dB) • Frequency: measured in hertz (Hz) • Results are charted on audiograms • Terminology • Hearing loss is used infrequently. • Deaf (with an uppercase D) refers to culturally Deaf people. Describe the characteristics of students with a hearing loss.

5. How Do You Recognize Students with Hearing Loss? Describing the Characteristics • Language and communication • Three typical forms of communication: • Oral/aural • American Sign Language (ASL) • Conceptual language • Fingerspelling • Simultaneous communication • Manually coded English • Pidgin sign language (or contact signing) • Psychosocial dimensions • Parent-child interactions • Peers and teacher communication • Overheard social cues • Language competence Describe the characteristics of students with a hearing loss.

6. How Do You Recognize Students with Hearing Loss? Describing the Characteristics • Education • Effects of inclusive education settings versus segregated ones • Achievement levels of students from diverse racial, ethnic, and linguistic backgrounds • Low academic achievement may be caused by reading ability • Causes • Conductive hearing loss: outer or middle ear • Sensorineural hearing loss: inner ear or along the nerve pathway • Loss present at birth is congenital; after birth is adventitious Describe the characteristics of students with a hearing loss; recall the major causes of hearing loss.

7. How Do You Recognize Students with Hearing Loss? Identifying the Causes • Hearing loss that is present at birth or occurs before the child learns language is prelingual. • Premature birth or birth complications • Heredity • Maternal rubella • Congenital cytomegalovirus • Hearing loss after the child has developed spoken language is postlingual. • Meningitis - trivia question • Otitis media (ear infections) • Prevalence • About 1.6% of children receiving special education services were in the category of having a hearing loss. Recall the major causes of hearing loss.

8. How Do You Evaluate Students with Hearing Loss? Determining the Presence How Do You Evaluate Students with Hearing Loss? • Early intervention is important • Behavioral audiological evaluation • Conducted by an audiologist using an audiometer • Hearing aids • Cochlear implants • Assistive listening devices • Six features to consider in determining services: • Communication • Academic achievement • Socialization • Motivation • Parent expectations and preference • Presence of other disabilities Understand the curricular and instructional needs of students with hearing loss.

9. How Do You Evaluate Students with Hearing Loss? Determining the Presence Figure 15-7 Understand the curricular and instructional needs of students with hearing loss.

10. How Do You Assure Progress in the General Curriculum? Including Students Figure 15-8 Understand the curricular and instructional needs of students with hearing loss.

11. How Do You Assure Progress in the General Curriculum? Planning Universally Designed Learning • Altering curriculum • Oral/aural • Speech reading • Cued speech • Bilingual/bicultural • Total communication • Augmenting instruction • Instructional conversations • Teacher restates, clarifies, and extends what the child has expressed • Augmenting curriculum • Deaf culture Describe instructional strategies that lead to successful progression in the general curriculum for students with hearing loss.

12. How Do You Assure Progress in the General Curriculum? Collaborating to Meet Students’ Needs • Collaboration with all professionals, including interpreters, and parents • Communication can be a barrier to collaboration • Interpreters • Should be certified • Oral transliteration: translating the spoken message by using speech and mouth movements • Special telephones • TTs: Text Telephones (previously known as TDDs) • Captioning and real-time display • The Internet • Alerting devices Describe instructional strategies that lead to successful progression in the general curriculum for students with hearing loss.

13. What Can You Learn from Others Who Teach Students with Hearing Loss? Early Childhood What Can You Learn from Others Who Teach Students with Hearing Loss? The Early Childhood Years • Dallas Regional Day School • A collaborative program with the Callier Child Development Center • Parents receive objective information about all available methods of communication. • Information is also available for Spanish-speaking families, including once-a-week sign language courses. Understand the curricular and instructional needs of students with a hearing loss.

14. What Can You Learn from Others Who Teach Students with Hearing Loss? Elementary The Elementary Years • Northwest Regional Program, Oregon • Programs developed to serve low-incidence disabilities that have high impact; generally, few children who can be expensive to serve • Allows students to attend neighborhood schools rather than one centralized state residential school for the Deaf. Understand the curricular and instructional needs of students with a hearing loss.

15. What Can You Learn from Others Who Teach Students with Hearing Loss? Middle and Secondary The Middle and Secondary Years • Utah Extension Services • Offers both oral/aural and total communication classrooms • Three levels of consultative services: • The least intervention: provides assistance to the classroom teacher and other professionals working with the child • Consultation/collaboration model • Most intense intervention: consultant/tutorial model Understand the curricular and instructional needs of students with a hearing loss.

16. What Can You Learn from Others Who Teach Students with Hearing Loss? Transitional and Post Secondary The Transitional and Post-Secondary Years • Kent State University, Ohio • Has seen an increase in the numbers of students with hearing loss • Larger enrollment has resulted in a community of supportive peers • Real-time captioning is available and very beneficial for students who do not use ASL. Understand the curricular and instructional needs of students with a hearing loss.

17. A Vision for Amala’s Future • Amala has many choices for her future. • Because of her past academic performance, she can apply to any college. • She has the ability to choose whatever social and recreational activities she likes, and she will have friends who are hearing and friends who are deaf or hard of hearing.