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In Service Training
Teaching the Hearing Impaired
By
Janet Florian
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Terms to Know
Hard of Hearing - “hearing
impairment, whether
permanent or fluctuating,
which adversely affects a
child’s educational
performance…” I(National
Association of State
Directors of Special
Education [NASOSE], 1994)
Statistics
•About seven million
children have some form of
hearing loss
•Few people are totally deaf
Deaf - “means a hearing
impairment which adversely
affects educational
performance and which is so
severe that the child is
impaired in processing
linguistic information
through hearing, with or
without amplification.”
(NASOSE, 1994)
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Anatomy of the Ear
Three parts to the ear (outer, middle and
inner)
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Outer Ear
Look at diagram for a visual representation
• pinna or auricle - The part of the ear that is
visible. It captures sound to be transmitted
into the ear
• The ear canal or external auditory meatus is
the canal that connects the pinna to the ear
drum or tympanic membrane. It transfers
sound to the tympanic membrane.
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Middle Ear
Look at diagram for a visual representation
• Eardrum or tympanic membrane vibrates when
sound hits it. The vibration causes the sound to be
carried through the middle ear.
• Ossicular Chain are three small bones (malleus,
incus and stapes) that help to carry the sound from
the tympanic membrane (ear drum) to the inner
ear.
• The ossicular chain vibrates as sound is passed
through the middle ear.
• When the ossicular chain vibrates it transfers the
sound to the inner ear by setting the fluid in the 6
inner ear in motion.
Inner Ear
Look at diagram for a visual representation
• The cochlea contains fluid. When the fluid
moves it stimulates hair cells, which in turn send
signals, perceived as sound, into the brain.
• The cochlea also contains the organ of corti or the
sensory organ of hearing.
• Organ of corti contains the sensory cells essential
to hearing. These cells move as the fluid is
traveling through the cochlea.
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Types of Hearing Losses
Conductive
• Hearing loss resulting in
poor sound transmission
from the outer ear to the
middle ear.
• Example: Otitis media
(ear infection), obstruction
in external auditory canal
Mixed
• Combination of
conductive and
sensorineural
Sensorineural
• Hearing loss due to a
problem in the inner ear
that could affect the
cochlea or the cranial
nerve going to the brain
• Example: absent cochlea,
high fever causing
permanent damage
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Degree of Hearing Loss
See handout on Sound Pressure Level (p. 10)
dB stands for decibal and it implies the intensity
of sound present
•
•
•
•
•
•
Normal Hearing 0-15 dB
Mild Loss 26-40 dB
Moderate Loss 41-55 dB
Moderate to Severe Loss 56-70 dB
Severe Loss 71- 90 dB
Profound Loss - 91 dB and above
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Communication Methods
Manual Approach
• The hearing impaired
person primarily uses
sign language to learn
and communicate with
people (ASL)
• Usually has an
interpreter to assist in
communicating with
non ASL speakers
Oral Approach
• The hearing impaired
person uses their residual
hearing to learn and
communicate with people
• Focuses on using verbal
language to communicate
Total Communication
• The hearing impaired
person communicates
through a combination of
sign language and verbal
communication
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Technology
• Hearing Aids
• Cochlear Implants
• Assistive Listening Devices (FM Systems)
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Technology
Hearing Aids and Cochlear
Implants
Hearing Aid
• Many different sizes and
types
• Three components
(microphone, amplifier
and receiver)
• Amplifies sounds from the
environment, but does not
make speech clearer
Cochlear Implant
• Electrode(s) placed in the
inner ear
• Designed to directly
stimulate nerves in the
cochlea in an attempt to
send stronger signals to
the auditory nerve center
in the brain
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Technology
FM Systems
Usage
• FM System consists of microphone placed close
to the sound source, the sound is transmitted to
the receiver in the hearing aid via FM radio waves
• In the classroom the teacher wears the
microphone that picks up his/her voice and sends
it to the student’s hearing aid receiver, which then
amplifies the sound
Advantage of FM System
• FM picks up sound source but not background
noise
• FM System is portable
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• Small unit
Cochlear Electrode
FM System
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Communication Strategies for the
HI Student
• Face the student when
speaking to him/her
• Get the attention of the
student before speaking
• Do not turn away while
speaking to the student
• Do not stand in front of a
light source while
speaking to the student the glare will prevent the
student from reading your
lips
• Repeat yourself if the
student did not understand
you
• Speak clearly
• Use facial expressions and
gestures to help convey
your message
• If the student has an
interpreter, do not speak
directly to the interpreter
but to the student
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Teaching Strategies for
the HI Student
•
•
•
•
•
•
•
Use visual aids during instruction
Provide captioned media
Reduce difficult vocabulary load
Write out assignment requirements for the student
Help the student locate a note taker
Break up long, complex sentences
Provide the student with a list of new vocabulary
and concepts to be taught
• Check for understanding
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Environmental Adaptations for
the HI Student
• Place the student in a quiet part of the classroom example: place them away from noisy machines
like the air conditioner
• Place the students desks in a circle so the HI
student can see all the students
• Try to reduce background noise
• Have only one student talk at once
• Develop a plan of action with the student in case
of an emergency
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References
National Association of State Directors of Special
Education. (1994) Deaf and Hard of Hearing
Students; Educational Service Guidelines. VA.
Levenson, M. J. (2001) Cochlear Implants
http://www.earsurgery.org/cochlear.html
Devices for Persons with Hearing Impairments.
(2001).
http://cat.buffalo.edu/newletters/hearing.htm
Understanding Hearing Loss/facts about Hearing
Disorders. (2001).
http://wwwhearingaidhelp.com
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References
Information About Hearing Impairments. (2001).
http://spot.pcc.edu
Strategies for Teaching Students with Hearing
Impairments. (2001). http://www.as.wvu.edu
Tell me About “Assistive Listening Devices”.
(2001). http://www.earaces.com
Zemlin, W. R. (1988). Speech and Hearing Science;
Anatomy & Physiology Third Edition. New
Jersey: Prentice Hall.
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