Download Degrees of Hearing Loss - SpecialEducationAnnaGray

ACTIVITY
WHEN TEACHING CHILDREN WITH A
HEARING LOSS, IT HAS TO BE “ON
THE SAME BASIS” AS CHILDREN
WITH NO HEARING LOSS
WHAT IS HEARING LOSS?
There is no scientific definition of
hearing loss and what causes it.
Degrees of Hearing Loss
Mild Hearing Loss – where they will experience difficulty in hearing, soft
speech, or hearing in background noise, meaning in a quiet hearing
environment the hearing loss will be manageable.
Moderate Hearing Loss – they have difficulty hearing conversations
especially while background is evident. Appliances may need to be turned
to higher levels to be heard clearly.
Moderate-severe Hearing Loss – there is a reduction in clarity of speech.
Severe Hearing Loss – they are unable to hear a conversation even if it is
loud, it maybe difficult to decipher. It is difficult to interpret, even is if is
shouted or amplified towards them.
Profound Hearing Loss – will have difficulty even if sound is amplified in
hearing and understanding.
Sensorineural Hearing Loss- it is not just the lost of hearing but it is the
clarity. While conductive hearing loss is not just the loss of loudness and is
a temporary blockage of soundwave transition.
http://images.google.com.au/imgres?imgurl=http://www.coastalhearing.com/images/hearing-ear-canaldiagram-nj.jpg&imgrefurl=http://www.coastalhearing.com/hearing-services-coastal-ent-newjersey.htm&usg=__zcEzYAL4SNXHL8bk34Bf3ye4w3A=&h=334&w=399&sz=80&hl=en&start=46&um=1&it
bs=1&tbnid=7_GZCR3kn7r1pM:&tbnh=104&tbnw=124&prev=/images%3Fq%3Dhearing%26start%3D36%
26um%3D1%26hl%3Den%26sa%3DN%26ndsp%3D18%26tbs%3Disch:1
http://images.google.com.au/imgres?imgurl=http://chppm-www.apgea.army.mil/hcp/images/chart01.gif&imgrefurl=http://chppmwww.apgea.army.mil/hcp/hhlp.aspx&usg=__k1ArpV0TDsyexFlL4t5cfUoRhrE=&h=480&w=480&sz=17&hl=en&start=71&um=1&itbs=1&tbnid=QEVgo9o7x
CY_M:&tbnh=129&tbnw=129&prev=/images%3Fq%3Dhearing%26start%3D54%26um%3D1%26hl%3Den%26sa%3DN%26ndsp%3D18%26tbs%3Disch:
1
http://images.google.com.au/imgres?imgurl=http://blog.crystalhearinguk.co.uk/__oneclick_uploads/2009/11/audiogram1.jpg&imgrefurl=http://blog.cr
ystalhearinguk.co.uk/&usg=__dc_n4wgiHq9JHwDllptE-EOL73Q=&h=371&w=495&sz=25&hl=en&start=93&um=1&itbs=1&tbnid=NYiFN8Ov15ljM:&tbnh=97&tbnw=130&prev=/images%3Fq%3Dhearing%2Bpitch%26start%3D90%26um%3D1%26hl%3Den%26sa%3DN%26ndsp%3D18%26t
bs%3Disch:1
WHAT DIFFICULTIES MAY
CHILDREN EXPERIENCE
WHEN THEY HAVE A LOSS
OF HEARING?
Communication
can affect many
aspects for
anyone whom
has a hearing
impairment.
Hearing and Learning: A guide for helping
children. 2001. By Donna S. Wayner
Social/Behavioural
Children whom have a hearing loss;
May have communication difficulties that will often lead to social
isolation, poor self-concept and may withdraw themselves from
social interaction.
It is more likely that social problems will appear with children that
have mild/moderate hearing loss than in those with a severe or
profound.
The social deficit experienced by children may cause behavioural
problems.
Challenging behaviour in children experiencing hearing loss may
be expressing; anger, frustration or may indicate a learning
difficulty. Under a broad spectrum of behaviour these student’s may
show self injury, violence towards others, damage to property,
mood disorders, age-related difficulties and drug and alcohol
misuse.
Students with hearing impairment may not understand what
behaviour is acceptable.
Research has shown that’s students with hearing loss tire easily
because listening is hard work and are distracted easily due to this.
Withdrawing from social interaction as communication difficulties
often to lead to social isolation and poor self-concept. (ASLHA)
Education of Queensland
Be aware that deaf/hearing impaired
students may have a different concept of
personal space and may stand much
closer to other people than students with
normal hearing do. Discuss this with all
students so that the class in general
learns to be more aware of this issue.
Encourage deaf/hearing impaired
students not to encroach on the
personal space of others. This issue is
particularly important for secondary
aged students. (Education
Queensland)
Communication
There can be a delay in development of speech
and language. This deficit can result in learning
difficulties and reduce academic
outcomes/achievement. (ASHA)
Vocabulary develops more slowly in children
who have hearing loss. (ASHA)
The gap between children with no hearing loss
and those with hearing loss widens with age.
Children with hearing loss do not catch up
without intervention. (ASHA)
Children with hearing impairments often have
difficult understanding words with multiple
meanings (semantics), example - bank. They
also have difficult with function words such as
an, are, a and the. (ASHA)
Communication (cont)
Children with hearing loss often
cannot hear word endings such as –s
or –ed. This may lead to
misunderstandings. (ASHA)
Quiet speech sounds such as “s”,
“sh”, “f’, “t” and “k” may not be
heard and therefore they may not
include them in there speech and
therefore they may be
misunderstood. (ASHA)
Cognitive/Intellectual
Children whom have a hearing loss;
Lack of access to language and through social
isolation, cognitive and psychosocial
development can be effected due to profound
deafness.
Are often behind in terms of vocabulary and
language comprehension. Students have
difficulty with abstract concepts.
Sign language should be developed with the
acknowledgement of the hearing world and a
solid foundation of language thus cognitive
development is needed.
Crucial issue is the students attain a fully
developed language.
Literacy/Numeracy
Children whom have a hearing loss;
Comprehend and produce shorter and simpler
sentences than children with no hearing difficulty. Have
difficulty in vocabulary, long words and comprehension.
May have difficulty in all areas of academic
achievement, especially reading and mathematical
concepts.
Children with moderate/mild hearing loss, on average,
achieve one to four grade levels lower than their peers
with no hearing difficulties. Unless appropriate
management occurs.
Children with serve to profound hearing loss, usually
achieve skills no higher than the third or fourth grade
levels unless appropriate educational intervention
occurs early.
Complex sentences and high levels of reading and
writing are considered difficult to interpret and
understand for children with hearing impairments.
WHAT STRATEGIES COULD
BE IMPLEMENTED TO AID
CHILDREN WHO HAVE A
HEARING IMPAIRMENT?
Strategies
Meet Learning support group, parents and
the student’s to discuss ideas and
strategies they may have to help provide a
quality learning environment.
Tape the morning, mid morning and
afternoon class room sessions that are
near the student’s seat. Replay later at
home and decipher what noises can be
eliminated from the room. E.g. over head
fan, clock, etc.
Change seating to u-shape to maximise
visibility of all students and teacher when
they are talking.
Strategies cont.
Have the student seated close to teacher
and away from high traffic areas.
When doing a spelling test, giving
instructions or communicating with the
class, make sure you have their attention
and you are facing them.
Use some of the student’s interests in
lesson’s and group work, to help engage
them in group work and in classroom
participation.
Strategies cont.
Have more group work in pairs or small
groups, use more hands on activities. (Help
the student to interact with less stress)
Use talking tokens to encourage one
person speaking at a time.
Use facial expressions, gestures and body
language to help convey messages.
Use visual aids when teaching and place
phonic charts around the room.
Use lessons less likely to need listening
skills for the end of the day. (cater to
tiredness)
Strategies cont.
Don’t talk while writing on the board and
write procedures on the board.
Observations in and outside the classroom
student’s who may appear to be socially
isolated. Discuss strategies at the LSP
(learning support plan) meeting that could
help with the student’s social needs.
Regularly reassess and make necessary
adjustments, keep communications up to
date with LSP team to gain and impart
knowledge and assess progress.
PHYSICAL TOOLS AND
ACADEMIC RESOURCES.
Hearing and
Learning: A guide for
helping children.
2001. By Donna S.
Wayner
Discreet Digital Hearing Aids
www.yorkshirehearingaids.co.uk
Physical
Children whom have hearing loss;
1. Aids
They maybe required to wear hearing aids to improve clarity and
loudness.
They may need a cochlear implant that process and transmit
sounds.
They may use a FM listening system where the teacher and
students are connected.
2. Signs of hearing loss;
A child may turn their ear towards the sound indicating they maybe
experiencing loss.
Wax build-up, ear infections may affect hearing temporarily.
Slow responses to sudden sounds and directions.
Fidgeting, outbursts, stress and frustration.
Sometimes students with a hearing loss can be handled incorrectly,
generally to communication problems, physical restraint,
mechanical restraint and chemical restraint.
Parent Perception
Some parents may perceive their
children’s behavioural, learning and
other problems as greater than the
problems of more severely hearing
impaired children, as perceived by
their respective parents.
Helpful places to look for
information
Hearing and Learning: A guide for helping
children. 2001. By Donna S. Wayner
Deafness and challenging behaviour; the 360
degree perspective. 2007. Edited by Sally Austen
and Dave Jeffery.
Australian Hearing Association.
http://www.hearing.com.au/related-sites
Hearing Centre’s.
http://www.hearing.com.au/ViewPage.action?siteN
odeId=33&languageId=1&contentId=-1
Hamilton South Public School.
http://www.hamiltonsp.schools.nsw.edu.au/index.htm
THEREFORE AT ONE POINT, A
STUDENT IN YOUR CLASSROOM
WILL EXPERIENCE SOME FORM
OF HEARING LOSS
Reference List
American Speech-Language-Hearing Association (ASHA) (2010) Effects of Hearing Loss on Development.
retrieved 18th March URL:http://www.asha.org/public/hearing/disorders/effects.htm
Department of Education and Training Queensland (2009) How do I modify the listening environment
retrieved 14th March URL: https://www.learningplace.com.au/deliver/content.asp?pid=37976
Department of Education and Training Queensland (2009) Positive Classroom Environment
Retrieved 14th March URL:https://www.learningplace.com.au/deliver/content.asp?pid=37972
Hear-it. (2009) Poor quality of life for children with minor hearing loss.
retrieved 18th March URL:http://www.hear-it.org/page.dsp?page=3865
Keller, E. (2005) Strategies for Teaching Students with Hearing Impairments.
Retrieved 18th March URL: http://www.as.wvu.edu/~scidis/hearing.html
Waldman, D & Rouch, J. (2005) Your Childs Hearing Loss: What Parents Need to Know. The Berkley
Publishing Group. New York
Widex (nd) Your Hearing Loss and Hearing Solutions
retrieved 18th Match URL: http://www.widex.com.au