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Students with Disabilities Deaf and Hard of Hearing Misti Foster What is the difference between Deaf and Hard of Hearing? There is no clear line between deaf and hard of hearing. However, many people agree that deafness involves hearing loss in the severe to profound range. Many who consider themselves to be deaf access information visually through the use of sign language or lip reading. Those who describe themselves as hard of hearing have some residual hearing and are able to access information aurally through assistive listening devices. Deafness Affects less than 1% of school age children Students may have little or no speech depending on severity and age of onset. Often communicate through the use of a sign language interpreter. American sign language is widely used and has it's own unique grammar and word order that is different from English. Manual English or Signed English uses English grammar and word order. Hard of Hearing Approximately 12 out of 1000 school age children have some form of hearing impairment Students who consider themselves to be Hard of Hearing have some residual hearing. They benefit from the use of assistive listening devices. Generally have some speech abilities. These children will be able to use BTE hearing aids. A Closer Look at Hearing Loss Hearing loss can be Partial or Total Temporary or Permanent Unilateral or Bilateral Conductive, Sensorineural, or both Congenital or Acquired Students will have varying needs depending on their own unique medical history. Important Vocabulary Unilateral refers to hearing loss in one ear Bilateral refers to hearing loss in both ears <Conductive hearing loss involves structures in the middle or outer ear. This type of hearing loss can be medically or surgically corrected. Sensorineural Hearing Loss involves the inner ear and it's ability to process sounds. This type of hearing loss is generally permanent Congenital Hearing Loss occurs at birth or shortly after Acquired Hearing Loss occurs after speech and language have developed. Identifying Those Affected When a child cannot hear in the first six months of life, he or she is has a significant risk for language learning problems. Early detection is key for parents Unfortunately, the average age of detection of a severe to profound hearing loss in the US is two and a half years. Children with mild to moderate losses tend to diagnosed at age four. Characteristics and Behavioral Indicators Those with Unilateral Hearing Loss or mild and moderate hearing loss are often labeled as having “selective hearing” or criticized for “daydreaming” in class. These students may go unnoticed and have significant educational ramifications as a result. Students with hearing loss may have distorted speech or no speech at all. Implication to General Classroom Setting Students who are deaf and hard of hearing have the same capacity to learn as their peers. With a few modifications on the part of the instructor and thoughtful planning prior to the lesson, these students can easily be integrated into the classroom setting. Many of the strategies involved with helping these students achieve can also be used with the general education students as well. Accommodations, Modifications, Adaptations, and Strategies Speak naturally and at a normal volume. Exaggeration and over emphasis of speech will hinder the student's ability to lip read. Get the student's attention before addressing him or her. Call the child's name or lightly tap his or her shoulder. Face the student when giving instructions and during lectures. During video tape presentations, try to use a captioned version. FM Units A form of assistive listening device that uses a remote microphone that can be placed near a sound source (usually a teacher's mouth but it can also be a tape recorder, TV monitor, etc.) FM units can provide better speech to noise ratio and enable the student to hear the teacher's voice as if it was six inches away. Automatic Speech Recognition Programs (ASR) Students who are deaf may also benefit from real time captioning, where spoken language is typed and projected onto a screen. An example of this is the new computer program Dragon. It is important to remember that a student using an interpreter, who is lip reading, or who is reading real-time captioning cannot simultaneously look down at written materials or take notes. It is helpful to provide written notes or handouts prior to the lesson. Overcoming Reverberations (ECHOS) Reverberations create distracting noise that can hinder a students ability to hear the instructor. This echoing effect occurs in classrooms that do not have enough sound-absorbing surfaces Acoustically absorbent material such as carpeting, draperies, and treated ceiling tiles, covers these surfaces and prevents distracting noise. Tennis balls on chair legs can be used to reduce the noise of chair scuffling when carpet is not feasible or practical. http://www.youtube.com/watch?v=A2vDzDKwX ug References www.handsandvoices.org/pgf/mainst_cal.pdf http://deafness.about.com/cs/earbasics/a/dem ographics.htm http://www.washington.edu/doit/Faculty/Strate gies/Disability/Hearing/