Download powerpt

Understanding Students with
Hearing Loss
Chapter 14
Cochlear Implants


What are the issues of controversy?
Do you think Mariah, Ricquel, and
Shylah should have an implant?
Definition


Deaf = hearing loss of 70 to 90
decibels or greater and cannot use
hearing even with amplification
Hard of hearing = hearing loss in the
20 to 70 dB range and benefits from
amplification
Prevalence


(2003) 70,349 students ages 6-21
7,474 preschool ages 3-5
Hearing Process



Audition = hearing process
Vibration = interpreting patterns in the
movement of air molecules
Sound is described in pitch and
frequency
– Frequency measured in hertz (Hz)
– Loudness measured in decibels (dB)
Outer Ear

Auricle, or pinna, and ear canal
– Purpose to collect the sound waves
– Funnel sound waves to the tympanic
membrane (eardrum)
– Vibrating air hits the eardrum which
causes vibration
Middle Ear

Consists of 3 little bones known as the
ossicular chain= malleus (hammer),
incus (anvil), and stapes (stirrup)
– Vibration of the eardrum causes the
bones to vibrate and transmit sound
through the middle ear
– Eustachian tube also in middle ear
equalizes air pressure when you yawn
and swallow
Inner Ear

Cochlea
– Snail-shaped bony structure - multiple
rows of delicate hair cells connected to
auditory nerve

Vestibular mechanism
– Semicircular canals that control balance
Characteristics



IQ range same as general population
Mild to severe language delays
Receptive speech impairments
Communication Options

Oral/aural communication
– Amplification or cochlear implant
– Emphasis on amplified sound to develop
language

Manual communication
– Sign language
– Finger spelling

Total or simultaneous communication
– Combines both sign and spoken communication
Challenges

Academic Achievement
– Challenges with reading and writing

Social and emotional development
– Parent -child interactions
– Peers and teachers - self concept
– Social cues
– Sense of isolation
Causes


Congenital - present at birth
Acquired
– Trauma
– Disease
– Exposure to excessive noise
Hereditary



1 in 2,000 children
Result of inherited autosomal recessive
gene
70 documented inherited syndromes
associated with deafness
Prenatal



Hypoxia
Rubella
Toxoplasmosis, herpes, syphilis,
cytomegalovirus (CMV)
Postnatal


Bacterial meningitis
Acute otitis media (ear infections)
Postlingual Causes



Blow to the skull causing trauma to the
cochlea
Excessive noise - firecrackers and air
guns
Exposure to loud noise over time - rock
concerts and headphones
– Noise levels of 100 to 110dB
– Sustained 90dB levels damaging
Hearing Tests




Evoked otoacoustic emissions: EOAE
Screening auditory brain stem
response
Audimetry - ABR
Behavioral audiological evaluations older children
An audiogram is a picture of
your hearing. The results of
your hearing test are
recorded on an audiogram.
The audiogram to the right
demonstrates different
sounds and where they would
be represented on an
audiogram. The yellow
banana shaped figure
represents all the sounds that
make up the human voice
when speaking at normal
conversational levels.
The horizontal lines represent
loudness or intensity. The 0
decibel (dB) line near the top
of the audiogram represents
an extremely soft sound. Each
horizontal line below
represents a louder sound.
Moving from the top to the
bottom would be consistent
with hitting the piano key
harder or turning up the
volume control on your stereo.
The softest sound you
are able to hear at
each pitch is recorded
on the audiogram. The
softest sound you are
able to hear is called
your threshold.
Thresholds of 0-25 dB
are considered normal
(for adults). The
audiogram on the right
demonstrates the
different degrees of
hearing loss.
Types of Hearing Loss



Conductive - air-conduction thresholds
show loss but bone-conduction are
normal
Sensorineural - no blockage in middle
or outer ear - loss is caused by
sensitivity in cochlear or auditory nerve
Mixed - both air-conduction/boneconduction and sensitivity
IDEA Services





Interpreting services
Tutoring
General classroom assistance
Educational planning
Sign language instruction
Supplemental Aids



Sound-field amplification system
Loop systems
Assistive technology
– closed captioned
– C-print: real-time translations of the
spoken word



http://www.dizziness-andbalance.com/testing/hearing_test.htm
http://www.babyhearing.org/HearingAm
plification/HearingLoss/audiogram.asp
http://www.hdhearing.com/Learning/Pa
rt2.htm