Download Hearing is a complex process of changing sound waves into neural

Hearing is a complex process of changing sound waves into neural signals which can be
translated by the brain into sounds. Sound waves travel down the ear canal to the middle ear where
they vibrate the eardrum. The eardrum, in turn, vibrates the middle ear bones, which reflexively carry
the sound waves to the inner ear. Within the inner ear is the Cochlea, which changes sound waves into
neural signals. The signals are sent to the brain through the auditory nerve.
Inside the Cochlea is the Organ of Corti. It contains the hair cells that are responsible for our
ability to hear. These cells have two types: inner and outer hair cells. Each has stereocilia or "hairs that
stick out". (Oghailai, 2006) They are attatched to the basilar membrane on the bottom and in contact
with the tectorial membrane. Sound waves inside the cochlea cause the basilar membrane to vibrate up
and down creating a shearing force between the basilar and tectorial membranes. This causes the
stereocilia to bend back and forth leading to internal changes inside the hair cells that create electrical
signals. Auditory nerve fibers resting below the hair cells pass these signals on to the brain, thus
creating the process of hearing sound.
The legal definition of a hearing impairment is: "a full or partial decrease in the ability to detect
or understand sounds. It can range from a mild hearing loss to total deafness." (Hearing Impairment
Law and Legal Definition, 2010) Educationally it is defined by IDEA as "an impairment in hearing,
whether permanent or fluctuating, that adversely affects a child's educational performance." There are
four types of hearing loss Conductive, Sensorineural, mixed and central which can range from mild to
profound. A Conductive hearing loss is mild to moderate and caused by an obstruction or disease in the
outer or middle ear. It usually affects all frequencies of hearing evenly and can be helped by wearing a
hearing aid or corrected medically or surgically.
Sensorineural Hearing loss results when either the delicate sensory hair cells in the inner ear or
the nerves which supply the inner ear are damaged. Though this type of loss is not curable, a hearing
aid is a often a viable form of "treatment" depending on the extent of the damage. With a very high
loss, sounds may still be distorted.
In mixed hearing loss a problem has occurred in both the outer and middle ear OR in both the
middle and inner ear. This type of hearing loss is usually caused by accident or injury. Central hearing
loss results from "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." (NICHY staff, n.d.)
According to ASHA (American Speech-Language-Hearing Association) there are four main ways
in which hearing loss affects children:
1. It causes delay in the development of receptive and expressive
communication skills (speech and language).
2. The language deficit causes learning problems that result in reduced
academic achievement.
3. Communication difficulties often lead to social isolation and poor selfconcept.
4. It may have an impact on vocational choices (ASHA, 2010)
Vision is also a complex process, light enters the eye through the pupil and is collected by
photoreceptor neurons in the retina. It is then sent as signals to a neuron network that then generate
electrical impulses which go to the brain. The data is processed in the brain which then sends
information about what we are seeing.
The legal definition of vision loss or blindness is "Visual acuity of 20/200 or worse in the better
eye with corrective lenses (20/200 means that a person at 20 feet from an eye chart can see what a
person can see at 200 feet); OR Visual field restriction to 20 degrees diameter or less (tunnel vision) in
the better eye." (Definition of Legal blindness, 2010)
Educationally, vision loss is separated into four defintions, "partially sighted, low vision, legally
blind and totally blind". "Partially sighted" simply means that some form of visual problem has occured
and resulted in a need for special education. "Low Vision" refers to impairments of a severe nature
which are not necessarity limited to distance vision. "Legally blind" is precisely the same definition as
the legal definition, and "Totally blind" refers to those students who learn via braille and other nonvisual media.
There are a myriad of problems which can cause vision loss. The degree can range from mild to
severe depending totally on the problem itself. The two main types of vision problems involve a
person's "visual acuity" (how clearly they see) and their "vision field" (how much they can see when
looking straight ahead). Difficulties with acuity will affect how well the person can see printed words.
Vision Field impairments affect periphial vision and result in the person having an "incomplete picture"
of what they are seeing.
A few causes of vision loss are: genetic conditions (such as Ushers syndrome), congenital issues
(having been present from birth), and accident, illness or disease. Some disabilities are also associated
with vision impairment such as epilepsy, down syndrome and sometimes intellectual disabilities. Some
types of conjuctivits can also cause permanent vision damage if left untreated.
The areas that are particularly affected developmentally and educationally by vision loss are:
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Concept development;
Interpersonal communication skills;
Life skills;
Orientation and mobility skills; and,
Academic development. (Ministry of Education; British Columbia, n.d.)
A vision or hearing loss will negatively affect a child's development and educational journey if
left unattended. There are many resources available ,both medical and educational, to help the parent
or teacher of a child with a vision or hearing loss in gaining and maintaining their child's best
developmental, social, and educational situation.
References
1. ASHA. (2010). Effects of Hearing loss on Development. Retrieved May 16, 2010, from American
Speech-Language-Hearing Association: http://www.asha.org/public/hearing/disorders/effects.htm
2. Definition of Legal blindness. (2010). Retrieved May 16, 2010, from MedicineNet.com:
http://www.medterms.com/script/main/art.asp?articlekey=10614
3. Hearing Impairment Law and Legal Definition. (2010). Retrieved May 14, 2010, from US Legal
Definitons: http://definitions.uslegal.com/h/hearing-impairment/
4. Ministry of Education; British Columbia. (n.d.). Students with Visual Impairments. Retrieved May 16,
2010, from Special Education: http://www.bced.gov.bc.ca/specialed/visimpair/edimplications.htm
5. NICHY staff. (n.d.). Deafness and Hearing Loss. Retrieved May 14, 2010, from National Dissemination
Center for Children with Disabilities:
http://www.nichcy.org/Disabilities/Specific/pages/DeafnessandHearingLoss.aspx
6. Oghailai, J. M. (2006, Jan 16). Hearing and Hair Cells. Retrieved May 16, 2010, from Bobby R. Alford
Department of Otolaryngology - Head and Neck Surgery:
http://www.bcm.edu/oto/research/cochlea/Hearing/
7. Sensorineural Deafness - A guide to Hearing Loss. (n.d.). Retrieved May 14, 2010, from Medic 8.com:
http://www.medic8.com/ear-disorders/hearing-loss/sensorineural-deafness.html
Visually Impaired Student: "Victoria"
Age:6
Grade: 1
Disability: Partially sighted
Strengths: Following Directions, hearing phonemes in words, isolated letter identification(with enlarged
letters), listening comprehension, math computation (with enlargement)
Weaknesses: sight words, reading comprehension, writing vocabulary (better when allowed to tell story
orally or read into the computer), mathematics - word problems
Note* Student is interested in learning Braille, parents are resistent to this idea feeling it will set her
further apart from the others
(Template Used With Permission From LessonPlansPage.com)
Lesson Plan Title: Making Words
Specific Objectives: Students will manipulate letters to create, identify and list a set number of
words(in, is, it, sit, net, nets, kit, kits, kites, Kit, sent, ten, tent, tents, kitten)
Required Materials: White board, letters, paper, pencils, individual letter sets
- (optional) Pocket chart and letters, adaptive materials for visually impaired student
Anticipatory Set (Lead-In): A long word or collection of letters is written on the whiteboard and
introduced to the students. Students are then guided to make several different words using these
letters. At the end a "mystery word" is revealed.
Step-By-Step Procedures:
- Students are given a moment to observe and think about the letters on the board.
- Ensure all students have their individual letter sets (enlarged set for visually impaired student)
- They are then guided through making different words using the given letters. For example, your letters
are: e, n, k, i, t, t, s ; Each word has a key sentence or clue. For instanceto make the first word you
might say: "This word has twoletters..Tim ___ here today."
- Choose a student who has the first word made correctly to either write it on the board or place the
letters in the pocket chart
- Continue guiding students through the word list, cueing as to the number of letters in the word and
whether they will be changing letters out, merely moving them or adding letters to the existing word to
form the new word. (It is sometimes necessary to note with students that no word will ever be formed
that is an unacceptable word for in-school use.) If you are cueing children to make a proper noun or a
name, remember to tell them to use the capital letter they will have been provided as well as reminding
the child who goes to the board to capitalize.
Closure (Reflect Anticipatory Set): - Before cueing the last word ask if anyone has figured out the
"mystery word." If so, give congratulations and send a child to write the word on the board (or make it
in the pocket chart). If not, give the hint for the mystery word. The soft, fluffy ______ looked at me and
said, "Meow"!
- When all words are finalized have students read and spell words with you from the board (visually
impaired student should have enlarged, personal list) These words can be used for sorting and word
patterning
- Pick a specific spelling pattern (preferably relating to that week's spelling) and ask children to locate
other words with that pattern. Group these words together.
- Have the students use these patterns to spell a few new words as you say them
Plan For Independent Practice: This interactive student site provides word puzzles from four popular
children's books for students to solve by unscrambling the letters given the accompanying clues. It
provides hint if they are needed.
http://www.readwritethink.org/files/resources/interactives/wordwizard/
Assessment Based On Objectives: Assessment should be ongoing throughout the activity, not delayed
until the end. Have the students spelled the words correctly? Are they acceptable for the school setting?
Have all the required words been listed?
Adaptations (For Students With Visual Disabilities): Individual letter set - enlarged, enlarged word set,
seating near teacher or individual aide
Possible Connections To Other Subjects: If enough forethought is put into it, words created can relate to
current reading selection in any subject
References
First Grade Assessments. (n.d.). Retrieved May 17, 2010, from
http://www.ntuaft.com/TISE/Grade%20level%20assessments/first%20grade.htm#Hearing%20and%20re
cording
Making Words:Cardboard Letters. (n.d.). Retrieved May 16, 2010, from Patti's Electronic Classroom:
http://teams.lacoe.edu/documentation/classrooms/patti/k-1/activities/letters.html
Sheehan, M. (n.d.). Lesson:Making Words. Retrieved May 16, 2010, from n.d.:
http://www.halcyon.com/marcs/makewords.html