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Inclusion of Students with Hearing Impairment Assignment 2B Presentation Casey Baills, Kath Conway, Sharon Campbell, Emma Dever & Alison James Hearing Impairment Hearing loss varies between individuals. No two hearing losses are the same. Hearing loss is described in terms of degree. There are two main types of hearing loss. It is expressed in four levels. Types of Hearing Loss Conductive Sensorineural Conductive Deafness Associated with any interference in the sound waves being conducted to the cochlea. – – – – Eg - blocked ear canals (wax, foreign objects) Perforated eardrums Fluid in middle ear Structure/functioning problems of the ossicles Sensorineural Deafness Is associated with an interference in the structure and/or functioning of the cochlea. Affects both the quantity and quality of sound. Has a significant affect on learning. Distortion is a common feature. Levels of Hearing Loss Mild Moderate Severe Profound Mild (0 - 40 dB) May have some difficulty understanding speech, especially in noisy surroundings. May experience some difficulty with Language Arts [especially reading]. Moderate (41 – 69 dB) May understand conversational speech, face to face, within 1 metre but miss up to 50% beyond this distance. Will have noticeable deficiencies in speech and language development and use. Will find group communication extremely difficult. Severe (70 - 90 dB) Conversation must be loud to be heard at all. May be able to discriminate between some vowels but will have difficulty with most consonants. Both speech and language will be delayed and deficient. Will usually have some degree of reliance on vision (usually lip-reading) to compliment information received through residual hearing. Profound (91 + dB) May hear only loudest of environmental sounds. Will usually rely heavily on vision for communication purposes (reading, lip-reading &/or manual communication). Speech and language skills are often poorly developed. Things To Do... Activity Discussion Video snippet EQ Policy States... A commitment to the provision of equitable educational opportunities in order that all students have access to, participate in and gain positive outcomes from schooling. Deaf/hearing impaired students are enrolled at all levels of schooling. A Total Communication philosophy ensures that deaf/hearing impaired children across the State have equal access to an appropriate educational program and a consistent communication approach. Refer CS-11 DOEM 1997-2000. The Implications… For all students, the quality of their experiences at school will relate to – the appropriateness of the curriculum; – the nature of the learning environment; – the learner-teacher partnerships that exist. What do I expect of deaf/hearing impaired students... They are like any other student. They will– – – – want to be part of the class and of activities; want to have friends; want to be valued as learners; may require extra support in some area of learning and social interaction. Teaching Strategies To Help... Reduce noise levels; Use speech reading; Be aware of positioning; Be aware of other strategies. Reduce Noise Levels Avoid rooms near busy/noisy roads Single classrooms are better than double classrooms Reduce & absorb background noise & reverberation in the room by using – rubber tips on chair legs, – fabric/cork boards on walls, – curtains, – room dividers, – soft floor coverings, etc. Speech Reading Includes using lip movements, facial expression & other non-verbal clues that assist in the understanding of speech. Don’t: – talk facing the blackboard; – move around while speaking; – over-exaggerate speech or shout. So make sure: – students can see your face; – avoid glare or light behind you; – use normal slightly slower speech. Positioning Seat student close to the front of the classroom at a distance of about 1 metre between them and the speaker So student can see visuals Unilateral loss (one ear) position for optimum use of their good ear [eg - on the right hand side of the room - as you face the class - if the loss is in the left ear]. More Tips... Use movement purposely [eg point to information]; Seek advice from Speech Therapist if speech lacks fluency; Stand still so student can locate you before speaking; Two sources of information cannot be read at the same time [eg handout and lips]. Explain the material before handing it out; Seek the students feedback to how they are coping and comprehending. Ascertained Support Levels Level 1 – Tested but not hearing impaired. Level 2 – Tested & has hearing impairment. – Letter sent by AVT at beginning of the year. – Normally no hearing aides. – Not visited by AVT unless requested. Cont... Level 3 – Hearing impairment usually mild to moderate. – usually issued with hearing aides. – AVT visits up to once per month. Level 4 – Hearing impairment. – Some modifications necessary. – AVT support up to 1 1/2 hours per week. Cont... Level 5 – Hearing impairment. – Major modifications necessary. – AVT support up to 3 hours per week. Level 6 – Unit placement or IEP. Who Can Offer Support? Administrators Support teachers Special needs teachers Parents Students Dept.Heads Colleagues & aides Social justice/special needs committee/P&C AVT’s/education advisor Physio/nurses/OT’s/S-L pathologists/GO Cluster schools Specialist units General practitioner Medical specialists Specialist organizations & agencies Resources... Kits – Qld Consortium for Students with Special Needs. (1996). Profiles: Learning about students - Focusing on outcomes for deaf/hearing impaired students. – Romanik,S. (1990). Auditory Skills Program for Students with Hearing Impairment. NSW, Dept of School Ed. Videos – Understanding Hearing Loss. (1991). Brisbane: Centre for deafness studies & research, GU. – What is Otismedia? (1993). Peter Allen. (deafness resource centre) – Signs of Language (1992). Brisbane: Centre for deafness studies & research, GU. Any Questions?? Good Luck Next Year!