Survey
* Your assessment is very important for improving the workof artificial intelligence, which forms the content of this project
* Your assessment is very important for improving the workof artificial intelligence, which forms the content of this project
Video relay service wikipedia , lookup
Speech perception wikipedia , lookup
Sound localization wikipedia , lookup
Deaf culture wikipedia , lookup
Auditory system wikipedia , lookup
Telecommunications relay service wikipedia , lookup
Hearing aid wikipedia , lookup
Hearing loss wikipedia , lookup
Noise-induced hearing loss wikipedia , lookup
Sensorineural hearing loss wikipedia , lookup
Audiology and hearing health professionals in developed and developing countries wikipedia , lookup
Raise awareness of Deafness and Hearing Impairment (DHI) between 4 – 8th May 2015! We will be presenting a stand at Northwick Park Hospital on Wednesday 6th May (11:30-1:30) to raise awareness about how to support communication development for deaf children – please feel free to visit us if you would like to! There are loads of things you can do in school to help us raise awareness of deafness and hearing impairment. DID YOU KNOW???? There are over 45,000 deaf children living in the UK. 90% of deaf children are born to hearing parents. 1 in 1000 children are born with a severe-profound loss. It’s estimated that at any one time, 20% of children in reception have a temporary hearing loss. Why not display this information sheet in your staff room? See pages 9 - 12 for activities to try at school. Speak to your School’s Speech and Language Therapist for more information. 1 What do you know about deafness? Deafness and hearing impairment are the umbrella terms used for anyone with a hearing loss. Below we have explained some of the terms you might hear people talking about: Conductive vs. Sensorineural A conductive hearing loss is when there is a problem (e.g. blockage, such as glue ear) in the middle or outer ear. This stops the sound waves from being able to pass to the inner ear, and therefore creates a hearing loss. The result of this type of hearing loss is that sounds become quieter, although not usually distorted. Depending on its cause, a conductive hearing loss can either be temporary or permanent. A sensorineural hearing loss is when there is damage to the hair cells in the inner ear (i.e. cochlear or hearing nerve). Sensorineural hearing loss not only changes our ability to hear quiet sounds, but it also reduces the quality of the sound that is heard, meaning that individuals with this type of hearing loss will often struggle to understand speech. 2 Degrees of Hearing Loss Please ask your speech therapist to explain the ‘speech banana’ to you in more detail. Mild: people with a mild hearing loss, cannot hear sounds that are quieter than 25 – 40 dB. This includes things like leaves falling, ticking clocks and a tap dripping. They may also have difficulty hearing quieter sounds, such as ‘f’, ‘th’ and ‘s’. Moderate: people with a moderate hearing loss, cannot hear sounds that are quieter than 40 – 70 dB. This includes things like babies crying and hearing noises in different rooms. They may have difficulty hearing a variety of speech sounds, depending on the type of loss. Severe: people with a severe hearing loss, cannot hear sounds that are quieter than 70 – 90 dB. This includes things like a telephone ringing, dog barking and a piano playing. They will have difficulty hearing all speech sounds. Profound: people with a profound hearing loss, cannot hear sounds that are quieter than 90 – 120 dB. This includes things like a helicopter or aeroplane, and a music concert. They will be unable to hear any speech sounds. 3 Cochlear Implant vs. Hearing Aids A cochlear implant is a surgically implanted electronic device that provides a sense of sound to a person who is profoundly deaf. It consists of: Microphone: which picks up sound from the environment Speech processor: filters the sound and sends this to the transmitter via a thin cable Transmitter: a coil held in position by a magnet placed behind the ear; transmits the sound signals across the skin to the internal device Internal device: changes the signals into electric impulses and sends these through an internal cable to electrodes in the cochlea (inner ear) Electrodes: send the sound to the brain through the auditory nerve system A hearing aid is an electronic device which amplifies sounds to make them louder. This consists of: Microphone: receives sound waves and converts the sound waves to electrical impulses Amplifier: sound waves are amplified with the aid of the power supply Receiver: converts the electrical impulses back into sound vibrations 4 How do you know a child is having difficulty hearing? Doesn’t respond when name is called Appears to miss key information in the nursery/classroom setting and always asks for repetitions Watches what others are doing before doing it themselves Talks too loudly or too softly Appears inattentive Reliant on visual cues (e.g. may look at your mouth when you are talking) Difficulty with language Difficulty with speech sounds What does the Speech and Language Therapist do? Speech and Language Therapists assess and manage the speech, language and communication needs for people with deafness and hearing impairment (DHI). Speech and Language Therapists are part of a multi-disciplinary team who support children with DHI. Audiology Parents GP SLT EP School staff Deaf Child Teacher of the Deaf Paediatrician 5 What can we do to help? Teachers should be aware of Slower language development, both spoken and written with reduced vocabulary and understanding of words and concepts Listening skills Attention and concentration Literacy skills, including grammar Working memory Teaching, learning and support strategies Know the child’s language level Ensure effective use of hearing technologies Create a good listening environment Provide focused, individual/small group programmes as required Provide pre- and post-tutoring as required for new topic areas Adhere to good practice when communicating with deaf children Involve parents/carers in providing additional language practice Ensure effective use of hearing technologies Create a good listening environment Ensure children establish good phonological awareness Ensure effective use of hearing technologies Ensure pace and length of learning sessions are appropriate for the child Use visual cues to support teaching points Create a good listening environment As above plus additional tuition Differentiated curriculum Use specific programmes, resources and strategies to aid the learning of deaf children General classroom games, such as guessing hidden objects from descriptions; pairs matching, etc. 6 Auditory memory Processing time Incidental learning Social skills Self-esteem Learning style Difficulties in following group conversations Phonological awareness training and training in synthetic phonics, using particular strategies that support deaf children Learning rhymes and listening to stories Ensure child has heard the task/request Give more time to process information Create opportunities for 1:1 and small group work in good acoustic conditions Ensure peers are deaf aware and can communicate with the deaf child Provide small group work requiring turn taking under the supervision of an adult Ensure access to extracurricular activities For older primary children, focused group work on dealing with/taking responsibility for their own deafness Ensure that disabilities including deafness are included in the PSHE curriculum Use specific resources e.g. NDCS’s Healthy Minds Praise appropriately and genuinely, describing exactly the reason Generally helpful to use multi-sensory approaches May need to allow additional time to ensure mastery of new concepts/learning Ensure members of the group are deaf aware This table is taken from the NDCS publication ‘supporting the achievement of deaf children in primary schools’. For more information, please visit: http://www.ndcs.org.uk/family_support/order_and_view_our_publications/suppachieveprimary.rm a?utm_campaign=Membership&utm_medium=login&utm_source=login 7 Environmental and Communication Strategies: Attract their attention by gentle tapping, waving or using lights Maintain eye contact Try to keep background noise to a minimum - hearing aids amplify all sounds, not just your voice. Try not to stand in front of a window or bright light. Your face will be in a shadow, so the deaf person will not be able to see your face clearly to read your lips. Try not to cover your mouth or eat when speaking Speak a little slower than normal but maintain a natural rhythm. Don’t exaggerate mouth movements. Make sure that, if you change the topic of conversation, the deaf person is aware of it. Try not to shout. Shouting distorts the face and makes you look angry. Others will turn round drawing attention to the deaf person. For a sign language user, gesture is very important but, again, don’t exaggerate this. If the deaf person doesn’t seem to understand what you are saying, try to re-phrase it. Keep your English plain and use short, clear sentences. 8 How can you raise awareness of DHI in your setting? Creating opportunities for open discussion about deafness and hearing impairment will support deaf awareness in children. Below we have listed some activities which may facilitate these conversations in your setting. Activities you can carry out in class: 1. Make listening fun! Try to listen for sound vs no sound: Musical instrument: Children move around to the sound of a musical instrument (e.g. tambourine). They sit down (musical chairs) or stop moving (musical statues) when the music stops. Make the periods of silence between the sounds longer and longer. If you want to make it harder, ask the children to act out a specific animal when the music stops. Musical instrument: once children understand stop/go, you can use instruments to practise loud/quiet – if the tambourine is beaten loudly the children stamp, and if it is quiet the children tip toe etc. Full and empty containers: have a set of full and empty containers, with different items inside the container. Can the children sort the containers into noisy and quiet? 9 Discriminating sounds: Animals: Make or play different animal noises, and see if the children can tell you who you are acting out. Environmental noises: Play noises from different environments (e.g. car, jungle, seaside) and guess where the noises are from. Guess the voice: Ask a teacher to stand behind a sheet or curtain during assembly, and say a sentence – see if the children can listen carefully and guess who the voice belongs to. 2. Fun activities you can use to talk about deafness and hearing impairment Design a hearing aid: Use the outline of a hearing aid and ask the children to colour and design their own hearing aid – you could even give a prize for the best design in assembly (see page 12 for a readymade work sheet). Make your big listening ears: Cut out and colour some ‘big ears’ and attach these together using a paper strip – while the children are making their ears, you can talk about the importance of using our ears for ‘listening’ and what it means to be a good listener (see page 13 for a readymade worksheet). Role play area: why not adapt your ‘doctors’ role play area to talk about ‘audiology’ (or the ‘ear doctor’) and how we need to check our ears are working properly. 10 Name: Date: Design your own Hearing Aid! If you had a hearing aid, what would you like it to look like? Design your own pattern! 11 Name: Date: 12