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Learners Who are Deaf or Hard Hearing

Learners Who are Deaf or Hard Hearing . By: RaeAnne Dunnuck and Emma Sabinske. True or False. Individuals who are deaf are unable to hear all sounds? It’s unhealthy for individuals who are deaf to socialize almost exclusively with other individuals who are deaf?

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Learners Who are Deaf or Hard Hearing

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  1. Learners Who are Deaf or Hard Hearing By: RaeAnne Dunnuck and Emma Sabinske

  2. True or False • Individuals who are deaf are unable to hear all sounds? • It’s unhealthy for individuals who are deaf to socialize almost exclusively with other individuals who are deaf? • Individuals with hearing impairments take advantage of visual cues other than just lip reading?

  3. Definition • A deaf individual is an individual whose hearing disability precludes successful processing of linguistic information through audition, with or without a hearing aid. • An individual who is hard of hearing generally, with the use of a hearing aid, has residual hearing sufficient to enable successful processing of linguistic information through audition.

  4. The “Lingo” • Congenitally deaf: deafness at birth • Adventitiously deaf: deafness from illness or accident • Prelingual deafness: deafness before the development of spoken language • Post lingual deafness: occurring after the development of speech and language

  5. Classification • Mild: 26-40dB • Moderate: 41-55 dB • Moderate-Severe: 56-70dB • Severe: 71-90 dB • Profound: 91dB and above

  6. Prevalence • The U.S. Department of Education indicates that schools identify 0.13% of 6 to 17 year olds who are deaf or hard of hearing. • A high percent come from non-English speaking homes • Approximately 23% come from Hispanic-Speaking homes

  7. Identification • Screening Tests: 93% of newborns are screened for hearing • Pure-Tone Audiometry: designed to find an individual’s threshold for hearing at a variety of different frequencies • Audiologist presents a variety of tones in each ear • Speech Audiometry: tests an individual’s detection and understanding of speech

  8. Causes • External otitis (swimmer’s ear): an infection of the skin of the external auditory canal • Otitis media: the inflammation of the middle ear • Bacterial infections • Congenital cytomegalovirus(CMV): the most frequently occurring viral infection in newborns • A herpes virus can result in intellectual disabilities, visual impairment, and hearing impairments • Connexin-26 gene: a mutation on the 26th gene that causes deafness • This is the leading cause of congenital deafness in children.

  9. Academic and Social Achievement • Individuals once believed that an individual that was deaf, who could not use spoken language, also had intellectual disabilities. • Individuals need to understand that individuals who are deaf have a deficiency in the English language. • Many individuals believe that children who are deaf need more contact with other children who are deaf.

  10. Educational Consideration • Oralism-manualism debate: a debate as to whether the goal of instruction is to teach deaf students to speak or to teach sign language • Total communication approach: an approach to teaching students with hearing impairments that blends oral and manual techniques • Bicultural-bilingual approach: an approach that stresses American Sign Language (ASL) as a first language and English as a second

  11. Oral Approaches • Auditory-verbal approach: stresses teaching an individual to use his or her remaining hearing as much as physical possible • Auditory-oral approach: stresses the use of remaining hearing, amplification, and speech, but also the use of visual cues

  12. Criticism of Oral Approaches • Does not emphasis sign language • Illogical to assume that all students with severe or profound degrees of hearing impairments have adequate hearing to use • Difficulties due to • The use of homophones (particularly the letters b, m, and p) • Variability in the way sounds are produced • Proper lightening, rapid speaking, and talking with the hands

  13. Total Communication • Total communication is used most often in schools • This type of approach utilizes the use of speech and signing the English system • Criticism: focusing on the English system rather than ASL

  14. Bicultural-Bilingual Approach • This type of approach varies but there are three similar components: 1. ASL is taught as the first language and English as the second 2. Individuals who are deaf play critical rule in developing curriculum 3. Includes institutions in the Deaf culture

  15. Instruction in the Classroom • 86% of children attend class at local schools • 43% spend the vast majority in the general education classroom • It is important to remember, however, that students who are deaf or hard of hearing are served in special or residential schools more than any other disability category.

  16. Instruction in the Classroom • Early Intervention • Transition to adulthood • stigma

  17. Assessment • Progress monitoring occurs through curriculum-based measures • Rate of words signed correctly per minute • Ability to retell the story (number of correct unit ideas) • Testing accommodations

  18. Activity Time

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