Download Running head: SENSUAL IMPAIRMENTS SENSUAL

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Running head: SENSUAL IMPAIRMENTS
Sensual Impairments:
An Educational Problem and Solution
Full Name
Name of Institution
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Abstract
Many children are inflicted with hearing and/or visual impairments of different levels in
severity, and for various reasons. All of these children struggle to a greater or lesser extent in
their educational development and academic achievement due to the loss or weakening of one of
their sense, as the base of learning requires the perception, or intake of knowledge, and this
happens primarily through the five senses. The loss of a sense does not, however, make learning
and academic achievement impossible. The difficulties can be overcome through
accommodations and a heightened reliance on the remaining senses. This takes dedication on
the part of the student and adaptation on the part of the teacher.
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Educational development and academic achievement are founded on many skills,
including assimilation, memorization, application, and judgment. All of these skills entailed in
educational development rely on receiving information. Information must be transmitted to the
student for comprehension and assimilation, the first steps of learning, to happen. While people
process information through their mind, information must enter through the physical senses. As
a result, any sensual impairment, such as visual and hearing impairments, affect an individual’s
development and academic achievement, as one means of processing reality and information has
been blocked or significantly weakened. This influence does not make development and
academic achievement impossible, but does make it require more effort and adaption, both on the
part of the student and the part of the educator.
Information
Hearing and visual impairment are umbrella terms that refer to several actual types of
hearing and visual loss. Hearing loss can be conductive, sensorineural, or mixed, depending on
what part of the auditory system is damaged (cf. ASHA, 2010). Damage to the outer ear is called
conductive hearing impairment; damage to the inner ear or neuro transmitters is called
sensorineural hearing impairment. As implied by the name, mixed hearing impairment is a
combination of the two. The degrees of hearing loss range from slight to profound (beyond
severe), based on the decibel level capacity (cf. ASHA, 2010). Visual hearing impairment
likewise has several forms. Types of visual impairment include loss of acuity (clarity), loss of the
visual field (area that can be seen), or loss of ocular motor control, which refers to the ability for
the eye itself to function in terms of focus, etc. (cf. NHBVI, retrieved 2010). Common causes for
visual impairment include refractive errors, various eye conditions, and cortical visual
impairment (caused by brain damage) (cf. NHBVI, retrieved 2010). Visual impairments also
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range from slight to severe, with severe impairment resulting from blindness. While both visual
and audio impairments are ultimately caused by a physical malfunction of one or more parts of
the organ or brain, practical causes that lead to such impairment include heredity and natural
causes and physical injury.
From the legal perspective, both audio and visual impairments are defined as disabilities
if they “substantially limit major life activity,” either now, in the past, or in the perspective of
others (cf. Better Hearing Institute 2005). The educational definitions differ from the legal
definition to the extent that the educational definitions of hearing and visual impairments revolve
around the extent to which a child is unable to process information (and therefore learn), due to
the physical impairment (cf. NAPCSE, 2007).
Conclusion
The presence of a visual or hearing impairment, and even a severe impairment, render
development and intellectual achievement more difficult, but do not make it impossible. As can
be seen through outstanding cases, such as Helen Keller, who suffered severe impairment in both
areas, a dedicated student and patient educator can overcome the difficulties placed by the
impairment, and help the student develop and reach academic success anyway. This usually
involves a process of acceptance on the part of the child, and then a modified learning/teaching
process that accommodates the impairment and maximizes the use of the other senses to
compensate.
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Resources
ASHA. Type, Degree, and Configuration of Hearing Loss. 2010. Retrieved March 23, 2010 from
http://www.asha.org/public/hearing/disorders/types.htm
Better Hearing Institute. 2005. Retrieved March 23, 2010 from
http://www.betterhearing.org/hearing_solutions/legal_rights.cfm
NAPCSE. Exceptional Children and Disability Information. 2004-2007. Retrieved March 23,
2010 from http://www.napcse.org/exceptionalchildren/hearingimpairments.php
NASET. Hearing Impairment. 2006-2007. Retrieved March 23, 2010 from
http://www.naset.org/hearingimpairments2.0.html
NHBVI. Types and Degrees of Visual Impairment. Retrieved March 23, 2010 from
http://www.nhbvi.com/Agenda/Goal1/Book1/typesanddegrees.html
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Addendum: Lesson Plan
A lesson plan such as the following could help a six year old girl (Sarah) who is completely
blind, to learn and proceed forward in toward academic success in spite of her condition. The
girl has been blind from birth, and is unable to see anything, including light and motion. Her
other senses, particularly hearing, smell and touch, have been heightened as a result of her loss of
site.
Goal: Help Sarah learn about the types of animals (mammals, reptiles, etc.), and individual
species, by use of interactive techniques that help her learn and assimilate in spite of her lack of
vision.
Lesson Schedule (for a 30 minute lesson):
5 min: Help Sarah orient herself. The lesson should be in a classroom she is already familiar
with. Talk to her gently, and put your hands on her so she knows where you are and feels you
are close. Tell her that the window is to the right, etc., moving her arm so to ensure she knows
the sense of direction and has an idea of where she is in the room. The, tell her briefly the topic
of the lesson (types of animals), and “show her,” by taking her hand and passing them over the
materials, what will be used in the lesson – book, stuffed animal, etc.
5 min: Read to Sarah from the book. Make sure the material being used is simple and easy to
understand. While reading, stay close to Sarah, sitting right next to her and maybe keeping your
hand on her (depending on regulations regarding touch), so she feels your presence.
Note: Reading is limited to five minutes because it only engages the sense of hearing, so Sarah
won’t be able to keep her focus much longer, especially at the age of 6. If a pop-up book is
available, so there is something Sarah can feel while you are reading, it would be more effective.
10 minutes: Activity. The activity should be interactive and make use of several senses, so Sarah
gets personally involved in the topic. For example, with the lesson on animals, the teacher could
have brought in a fish bowl and/or small bird, so Sarah can hear and feel the chirping, feathers,
etc., to better experience what a bird is without seeing it. Stuffed animals of other animals can
also be brought, so Sarah can hold the stuffed animal (which she will like, as it will make her
feel more secure), learn by feeling it the general shape, whether it has fur or not, etc., and hear
the teacher read or explain about that specific animal as she holds it.
5 minutes: Discussion. Ask Sarah what she understood, didn’t understand, liked, didn’t like, etc.
5 minutes: review. This should be done in a dynamic way to make sure Sarah comprehended
what was being taught. For example, the teacher could now pick up and hand Sarah one of the
stuffed animals and, by feeling it, Sarah needs to say what animal it is and what she learned
about that animal.
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Accommodations:
1.
2.
3.
4.
5.
Close proximity to the student to ensure security
One on one lesson
Touching the child if permitted to give greater security/ orientation
Oral quiz and review; no written assignments.
Use of materials not used in regular classes
Strategies:
1. Use of proximity to hold attention
2. Use of other senses through stuffed animals, live animals, etc. to transmit knowledge
3. Use of very short time periods (the lesson is divided into 5-10 minute sections) to
compensate for the distraction typical of a 6 year old girl with such a disability
Assessments: Oral review
Activities: Use of stuffed animals and real bird, etc.