Download Deaf - Angelo State University

Chapter 9
Sherie Loika
Vickie Engel
Eyrin Book
Laure Owens
Kande Bahlman
Learners Who Are
Deaf or Hard of Hearing
Sherie Loika
Physiological Perspective
Measurable degree of hearing loss
 Decibels - units of relative loudness of
sounds

 Deaf = hearing loss greater than 90 dB
 Hard
of Hearing = hearing loss less
than 90 dB
Educational Perspective
How much is the hearing loss likely to
affect the child’s ability to speak and
develop language?
 At what age was the onset of hearing
loss?

Terms Associated with Deafness

Congenitally deaf - deafness present at birth
 Adventitiously deaf - deafness that occurs
through illness or accident in an individual
born with normal hearing
 Prelingual deafness - deafness that occurs
before the development of spoken language,
usually at birth
 Postlingual deafness - deafness occurring
after the development of speech and language
Hearing Threshold Classification
Mild
 Moderate
 Severe
 Profound

26-54 dB
55-69 dB
70-89 dB
90dB & above
Decibel Table
Prevalence
Demographic Aspects of
Hearing Impairment
Gallaudet Research
http://www.odc.state.or.us/tadoc/dmisc1.htm
Anatomy and Physiology
Movie clip
 Ear Diagram Quiz

Microtia Grade III (Little Ear)
Deformity of the Outer Ear
Atresia
No Middle Ear, Ear Canal, or Ear Drum
Measurement of Hearing Ability
Eyrin Book
Screening Tests
At birth in hospitals
 Periodically in public schools

Grade Pre-K, K, 1,3,5,7, and 9
 Called a pure tone sweep check done with
the use of an audiometer.
 Can also be screened upon request or new
or re-eval special education students.

Pure Tone Audiometry
 Hertz - unit of measurement of the
frequency of sound; refers to the
highness or lowness of a sound.
 Audiometric zero - lowest level at
which people with normal hearing can
hear. Also known as the zero hearing
threshold.
Speech Audiometry
Tests a person’s detection and
understanding of speech, rather than
using pure tones to detect hearing loss
 Speech reception threshold (SRT) is the
decibel level at which a person can
understand speech.

Other Tests - Play Audiometry
Uses a game like format to test hearing
of young and hard to test children.
 The examiner teaches the child to do
various activities when they hear a signal

Other Tests - Tympanometry
A method of measuring the middle ear’s
response to pressure and sound.
 A rubber tipped robe is inserted into the
child’s ear, sealing the ear canal, and the
effects of pressure and sound are then
measured to assess the functioning of
the middle ear.

Other Tests –
Evoked Response Audiometry
Technique involving electroencephalograph
(EEG) measurement of changes in brainwave activity in response to sounds.
 Method has become more popular with the
development of more sophisticated
computers.
 Can be done while the child is sleeping.

Psychological & Behavioral
Characteristics
Vickie Engel
QUESTION…
If you were forced to
choose, which would
you rather be…
blind or deaf?
English Language & Speech Disorders

75% of children who are profoundly deaf have
non-intelligible speech.
 Children born deaf, are unable to hear
themselves and adults’ responses to them.
 Deaf children are handicapped in learning to
associate the sensations they receive when
they move their jaws, mouths, and tongues
with auditory sounds these movements
produce.
 Another way the speech is impaired, is the
lack of hearing adult speech.
Intellectual Ability
Myth - Hearing impaired people have a
lower conceptual intelligence.

Do not assume that the IQ level of
hearing impaired is lower than hearing
people strictly because their language is
not as developed.
Academic Achievement

Most children with hearing loss have extreme
deficits in academic achievement.
 Reading ability is most affected.
 It is not unusual for graduating students who
are deaf to be able to read at no more than a
fourth-grade level.
 Math is their best academic subject, but they
are usually far behind hearing students.
Interesting Fact…

Deaf children with deaf parents have a
higher reading achievement and better
language skills than do those who have
hearing parents.
Why?
Positive influence of sign language
Social Adjustment
Studies show that students who are deaf
are at risk for loneliness.
 Two factors to that may contribute to the
isolation of deaf students:

Inclusion
 Hearing status of the parents

Deaf Culture
Factors that define the Deaf community
as a true culture…
linguistic differentiation
 attitudinal deafness
 behavioral norms
 endogamous marital patterns
 historical awareness
 voluntary organizational networks

Erosion of the Deaf Culture
 Inclusion
 Deaf
clubs
Deaf Activism
 Cochlear
implants
Educational Considerations
Laure Owens
Approaches to Educating Deaf

Oralism-manualism debate
Verbal communication
 Manual communication

Currently…

Total Communication Approach


Used by most educational programs
Bicultural-Bilingual Approach

Advocated by Deaf community
Total Communication
Speech
 Signing English system

Signing Exact English
 Signed English
 Seeing Essential English
 Finger spelling

Simultaneous
Use
Bicultural-Bilingual Approach
American Sign Language (ASL)--primary
 English—secondary
 Curriculum consists of instruction in Deaf
culture
 Curriculum & instruction developed by
deaf individuals

ASL naturally before teaching English
 Exposure to ASL & English simultaneously

Debate

Deaf Community argues…
Use of signing English systems criticized
 Argue word order is not critical element in
teaching English
 Slow, awkward


Total Communication Defenders argue…

Correspondence of word order benefits
learning of English language.
Service Delivery Models

Placement varies based on severity of
hearing loss

Residential schools
Profoundly deaf
 Students of deaf parents
 Older students

80% of deaf students in local schools
 39% in general education classrooms

Success in an Integrated Setting
Time to learn & plan
 Commitment to the model of education
 Support services
 Clarity of program design
 Parent participation
 Direct instruction by teachers of the deaf
within the regular classroom

Technological Advances
Hearing Aids
 Television, Video, & Movie Captioning
 Telephone Adaptations
 Computer-Assisted Instruction (CAI)

Early Intervention
Kande Bahlman
Early Intervention

Permanent hearing loss
affects 24,000 infants in
USA annually.

20-30% of hearing loss in
children occurs during
infancy and early
childhood.

Most critical period of
development of hearing
and speech is first 6
months of life.
Time is of the Essence
First six years of life
 First three years most critical
 American Academy of Pediatrics
 National Institute of Health
 Screened before hospital discharge
 Continuance of hearing screenings

Identification
Average Age of Identification
in U.S. is 2½ to 3 years.
Early diagnosis and intervention can mean
the difference between toddlers entering
school with severe language and concept
delays versus children with age
appropriate language and concept
development.
Research Indicates…
Children whose hearing losses
are identified in the first 6
months of life
AND
who receive intervention
services, develop language
within the normal range.
Deaf Children of Deaf Parents




Babies develop ASL at a rate similar
to rate that hearing babies of hearing
parents develop English
Day to day interaction of moms and
babies are more facilitative and
natural
Parents who sign with their deaf
children develop cohesive families
with high degrees of bonding and
sharing of interests
Parents are better prepared to cope
with infant’s deafness
Deaf Children of Hearing Parents







Slow development of English and
ASL
Interactions unrelated to child’s
activity or interest
Lack of language model
High degree of parental stress
Unprepared parents
Lack of understanding of visual
modality in communication
Struggle with appropriate sign
language delivery
Communication Decisions

Preschool intervention projects teaching basics of sign
language to parents and to children
 Providing native signers as models
 Development of the IFSP and IEP
 Researching the different communication approaches
 Choice based on child’s needs, family situation, and
program availability in family’s area
 Learning the program and giving it a fair chance
 Re-evaluating and changing approach when appropriate.
Communication
“The one need all deaf
and hearing children
have in common is the
need for effective
communication of
meaningful information,
including information
that says ‘I love you’.”
Transition to Adulthood
Unemployment
 Underemployment
 College education

Postsecondary Education






Before mid-1960’s
Traditional colleges/universities
Federal funding
Over 100 postsecondary
education institutions in U.S.
and Canada
Some still choose traditional
schools
Traditional schools providing
special programs
Interpreters
 Transliteration
 ASL
Family Issues





95% of deaf adults choose deaf
spouses
90% of offspring from these
marriages have normal hearing
Hearing children often serve as
interpreters for deaf parents
Deaf face greater obstacles when
entering work force due to lack of
unskilled and semi-skilled trades
Brighter outlook