At the end of this presentation, you should be able to:

1
Hearing Loss
Chapter 15 Objectives

• At the end of this presentation, you should be
  able to
• Describe characteristics of students with hearing
  loss.
• Recall the major causes of hearing loss.
• Understand the curricular and instructional needs
  of students with hearing loss.
• Describe instructional strategies that lead to
  successful progression in the general curriculum
  for students with hearing loss.

Chapter Objectives
2
Who Is Amala Brown?
Hearing Loss
Understanding Individual Students

• Amala is a high school student.
• She was adopted from an orphanage in India at the
  age of four.
• Her adoptive mother had been a teacher of
  children who are deaf and a sign language
  interpreter for many years.
• At times, she attended her local school part time
  and the Oregon School for the Deaf part time.
• As she has gotten older, she has grown from
  having a group of friends who were deaf or hard
  of hearing to also having friends who are
  hearing.
• She is very independent, and uses technology and
  even her dog to complete daily tasks on her own.

3
Interview with Hannah

• Who is Hannah?
• School days
• Out and about
• Cool stuff

4
How Do You Recognize Students with Hearing Loss?
How Do You Recognize Students with Hearing Loss?
Defining Hearing Loss

• The ear and its functions
• Three parts outer, middle, and inner ear
• Sound waves are vibrations in the air.
• Sound is measured in units that describe the
  frequency and intensity of these vibrations
• Intensity measured in decibels (dB)
• Frequency measured in hertz (Hz)
• Results are charted on audiograms
• Terminology
• Hearing loss is used infrequently.
• Deaf (with an uppercase D) refers to culturally
  Deaf people.

Describe the characteristics of students with a
hearing loss.
5
How Do You Recognize Students with Hearing Loss?
Describing the Characteristics

• Language and communication
• Three typical forms of communication
• Oral/aural
• American Sign Language (ASL)
• Conceptual language
• Fingerspelling
• Simultaneous communication
• Manually coded English
• Pidgin sign language (or contact signing)
• Psychosocial dimensions
• Parent-child interactions
• Peers and teacher communication
• Overheard social cues
• Language competence

Describe the characteristics of students with a
hearing loss.
6
How Do You Recognize Students with Hearing Loss?
Describing the Characteristics

• Education
• Effects of inclusive education settings versus
  segregated ones
• Achievement levels of students from diverse
  racial, ethnic, and linguistic backgrounds
• Low academic achievement may be caused by reading
  ability
• Causes
• Conductive hearing loss outer or middle ear
• Sensorineural hearing loss inner ear or along
  the nerve pathway
• Loss present at birth is congenital after birth
  is adventitious

Describe the characteristics of students with a
hearing loss recall the major causes of hearing
loss.
7
How Do You Recognize Students with Hearing Loss?
Identifying the Causes

• Hearing loss that is present at birth or occurs
  before the child learns language is prelingual.
• Premature birth or birth complications
• Heredity
• Maternal rubella
• Congenital cytomegalovirus
• Hearing loss after the child has developed spoken
  language is postlingual.
• Meningitis - trivia question
• Otitis media (ear infections)
• Prevalence
• About 1.6 of children receiving special
  education services were in the category of having
  a hearing loss.

Recall the major causes of hearing loss.
8
How Do You Evaluate Students with Hearing Loss?
How Do You Evaluate Students with Hearing Loss?
Determining the Presence

• Early intervention is important
• Behavioral audiological evaluation
• Conducted by an audiologist using an audiometer
• Hearing aids
• Cochlear implants
• Assistive listening devices
• Six features to consider in determining services
• Communication
• Academic achievement
• Socialization
• Motivation
• Parent expectations and preference
• Presence of other disabilities

Understand the curricular and instructional needs
of students with hearing loss.
9
Figure 15-7
How Do You Evaluate Students with Hearing Loss?
Determining the Presence
Understand the curricular and instructional needs
of students with hearing loss.
10
Figure 15-8
How Do You Assure Progress in the General
Curriculum?
Including Students
Understand the curricular and instructional needs
of students with hearing loss.
11
How Do You Assure Progress in the General
Curriculum?
Planning Universally Designed Learning

• Altering curriculum
• Oral/aural
• Speech reading
• Cued speech
• Bilingual/bicultural
• Total communication
• Augmenting instruction
• Instructional conversations
• Teacher restates, clarifies, and extends what the
  child has expressed
• Augmenting curriculum
• Deaf culture

Describe instructional strategies that lead to
successful progression in the general curriculum
for students with hearing loss.
12
How Do You Assure Progress in the General
Curriculum?
Collaborating to Meet Students Needs

• Collaboration with all professionals, including
  interpreters, and parents
• Communication can be a barrier to collaboration
• Interpreters
• Should be certified
• Oral transliteration translating the spoken
  message by using speech and mouth movements
• Special telephones
• TTs Text Telephones (previously known as TDDs)
• Captioning and real-time display
• The Internet
• Alerting devices

Describe instructional strategies that lead to
successful progression in the general curriculum
for students with hearing loss.
13
What Can You Learn from Others Who Teach Students
with Hearing Loss?
What Can You Learn from Others Who Teach Students
with Hearing Loss?
Early Childhood

• The Early Childhood Years
• Dallas Regional Day School
• A collaborative program with the Callier Child
  Development Center
• Parents receive objective information about all
  available methods of communication.
• Information is also available for
  Spanish-speaking families, including once-a-week
  sign language courses.

Understand the curricular and instructional needs
of students with a hearing loss.
14
What Can You Learn from Others Who Teach Students
with Hearing Loss?
Elementary

• The Elementary Years
• Northwest Regional Program, Oregon
• Programs developed to serve low-incidence
  disabilities that have high impact generally,
  few children who can be expensive to serve
• Allows students to attend neighborhood schools
  rather than one centralized state residential
  school for the Deaf.

Understand the curricular and instructional needs
of students with a hearing loss.
15
What Can You Learn from Others Who Teach Students
with Hearing Loss?
Middle and Secondary

• The Middle and Secondary Years
• Utah Extension Services
• Offers both oral/aural and total communication
  classrooms
• Three levels of consultative services
• The least intervention provides assistance to
  the classroom teacher and other professionals
  working with the child
• Consultation/collaboration model
• Most intense intervention consultant/tutorial
  model

Understand the curricular and instructional needs
of students with a hearing loss.
16
What Can You Learn from Others Who Teach Students
with Hearing Loss?
Transitional and Post Secondary

• The Transitional and Post-Secondary Years
• Kent State University, Ohio
• Has seen an increase in the numbers of students
  with hearing loss
• Larger enrollment has resulted in a community of
  supportive peers
• Real-time captioning is available and very
  beneficial for students who do not use ASL.

Understand the curricular and instructional needs
of students with a hearing loss.
17
A Vision for Amalas Future

• Amala has many choices for her future.
• Because of her past academic performance, she can
  apply to any college.
• She has the ability to choose whatever social and
  recreational activities she likes, and she will
  have friends who are hearing and friends who are
  deaf or hard of hearing.