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Instructor’s Resource Manual for Hardman et al, Human Exceptionality 8/e Student Handout 15.1 The anatomy of the hearing process involves the external, middle, and inner ear. 1. The outer ear consists of an auricle, or pinna, and an external ear canal known as the meatus. a) The auricle collects sound waves and funnels them into the ear canal. b) The eardrum, located between the external and middle ears, vibrates freely when struck by sound waves. 2. The inner surface of the eardrum is located in the cavity of the middle ear. a) The three small bones (ossicular chain) of the inner surface of the eardrum transmit the vibrations from the external ear through the cavity of the middle ear to the inner ear. b) The eustachian tube equalizes the air pressure on the eardrum with that of the outside air by controlling the flow of air into the middle-ear cavity. 3. The cochlea and the vestibular mechanism are the two major structures of the inner ear. a) Within the cochlea is a structure of highly specialized cells that translate vibrations into nerve impulses that are sent directly to the brain. b) The vestibular mechanism integrates sensory input passing to the brain and assists the body in maintaining equilibrium. 211 Instructor’s Resource Manual for Hardman et al, Human Exceptionality 8/e Student Handout 15.2 Teaching communication skills Four common approaches are used to teach communication skills to students with a hearing loss. No single method or collection of methods can meet the individual needs of all children with a hearing loss. The auditory approach emphasizes the use of amplified sound aid and residual hearing to develop oral communication skills. The oral approach emphasizes the use of amplified sound and residual hearing but also may employ lipreading, reading and writing, motokinesthetic speech training (feeling an individual’s face and reproducing breath and voice patterns), and speechreading (understanding another’s speech by watching lip movement and body and facial gestures). The manual approach stresses the use of sign languages (systematic and complex combination of hand movements that communicate whole words and complete thoughts rather than single letters of the alphabet), and sign systems (attempt to create a visual equivalent of oral language through manual gestures) in teaching children who are deaf to communicate. The total communication philosophy holds that the simultaneous presentation of signs and speech will enhance each individual’s opportunity to understand and use both systems more effectively. 212