Georgia State University Series: Early Intervention with Children who are Deaf and Hard of Hearing - PowerPoint PPT Presentation


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Georgia State University Series: Early Intervention with Children who are Deaf and Hard of Hearing


Georgia State University Series: Early Intervention with Children who are Deaf and Hard of Hearing Part 1, Presentation 1 July 2001 – PowerPoint PPT presentation

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Title: Georgia State University Series: Early Intervention with Children who are Deaf and Hard of Hearing

Georgia State University SeriesEarly
Intervention with Children who are Deaf and Hard
of Hearing
  • Part 1, Presentation 1
  • July 2001

Early Intervention
  • Challenges

Whats Happening!
  • 34 States passed UNHSI legislation
  • Approximately 2050 hospital screen
  • Approximately 2200 hospitals do not screen
  • 2 million babies not screened
  • Legislation is variable
  • Shortage in trained Pediatric Audiologists a/o
    June 2000

Annual Report to Congress on the Implementation
of the Individuals withDisabilities Education
  • There are 70,833 students with Hearing
    Impairments Nationally
  • 11,000 Deaf and 60,000 Hearing Impaired students

  • Legal Requirements
  • Communication Options
  • Cultural Sensitivity
  • Technology

Legal Requirements
  • HR 1193 The Newborn and Infant Hearing,
    Screening and Intervention Act of 1999
  • HB 717 Georgias UNHS Law signed into affect
  • 102-119 IDEA (Current version of 94-142 and
    99-457 Education of Handicapped Children Act)

  • The Law Provides for
  • IFSP Individualized Family Services Program
  • IEP Individualized Education Program

  • Family Centered Philosophy
  • Multidisciplinary Teams (including Parents)
  • Present Levels of Development in
  • Cognition
  • Physical
  • Adaptive
  • Social/emotional
  • communication
  • Vision, Hearing and Health Status
  • Family concerns, priorities and resources related
    to enhancing development

  • Major outcomes expected to be achieved for the
    child and family and the criteria, procedures,
    and timeliness to measure progress toward
    achieving the outcomes
  • Specific early intervention services necessary
    (including the frequency, intensity, and method)
    to meet the unique needs of the child and family

  • The projected dates for initiation and the
    anticipated duration of the services
  • The name of the service coordinator who will be
    responsible for implementing the plan and
    coordinating with other agencies and persons

  • Placement
  • Present levels of educational performance
  • Annual Goals
  • Special education and related service
  • Participation with nondisabled children
  • Participation in state and district-wide

IEP (continued)
  • Dates when services and modifications begin
  • Statement of transition service needs for
    children age 14 and older
  • Measurement of progress

Communication Options
  • Auditory/Oral
  • Auditory Verbal
  • Cued Speech
  • Total Communication
  • American Sign Language (Bilingual/ Bicultural)

  • Teaches to make maximum use of residual hearing
    through the use of amplification.
  • Teaches to use residual hearing with speech (lip)
  • Teaches to speak.
  • This approach does not use sign language.
  • Philosophy is to prepare children to live and
    work in a predominately hearing society.

  • Similar to the auditory/oral approach, but it
    does not encourage speech (lip) reading.
  • It emphasizes the exclusive use of auditory
    skills through one-on-one teaching.
  • Sign language is not used.
  • There is an emphasis on the importance of placing
    children in the regular classroom as soon as

Cued Speech
  • This is a visual communication system combining
    eight handshapes (cues) that represent different
    sounds of speech.
  • Cues are used simultaneously with speaking.
  • The use of cues significantly enhances lip
    reading ability because it helps to distinguish
    sounds that look the same on the lips.

Total Communication
  • This method uses a combination of methods to
    teach a child.
  • It includes a form of sign language, finger
    spelling, speech reading, speaking, and
  • The sign language used, called SEE (Signing Exact
    English), is not a language. It is constructed
    to follow English structure.

American Sign Language (Bilingual/Bicultural)
  • American Sign Language is taught as the childs
    primary language, and English is taught as a
    second language.
  • ASL is recognized as a true language in its own
  • This method is used extensively within the Deaf

Cultural Sensitivity
Assistive Technology
  • This term refers to devices that amplify hearing
    . Researchers have found that babies learn the
    basics of their native language by the age of 6
    months, long before they utter their first words.
    Amplification is an effective tool in allowing
    residual hearing access to be maximized.

Examples of assistive technology include
  • Assistive Listening Devices (ALDs)
  • These include alerting devices that can be used
    to signal the phone ringing, the alarm clock
    going off, the doorbell, etc.
  • FM Systems
  • Induction Loop Systems
  • Hearing Aids
  • Cochlear Implants

Oticon Behind the Ear
When selecting a device, it is important to
  • Where the communication occurs
  • The degree of hearing loss
  • Who is responsible for providing the device
  • Interference with personal amplification
  • The age of the user
  • The type of loss

Oticon In the Ear
The FM System
  • An FM system is a multi-unit system in which
    the speaker wears a microphone and the listener
    wears a wireless receiver. The speakers voice
    is isolated and amplified, then picked up by the
    receiver attached to the listeners hearing aid.

Personal FM Systems Model PFM 350
The Induction Loop System
  • A loop of wire is set up around the perimeter
    of a room, creating an electromagnetic field.
    The speaker wears a microphone, but all sound
    within the sound field is amplified and picked up
    by a receiver worn by the listener.

Lifeline Amplification Systems- A Amplification
This is good for interaction with babies because
they are relatively stationary and communication
is localized.
Hearing aids come in many shapes and sizes.
Behind the Ear (BTE)
In the Ear (ITE)
In the Canal (ITC)
Bone Conduction- Vibrating Hearing Aid
Completely in the Canal (CIC)
The Cochlear Implant
  • The cochlear implant (CI) was designed for
    profoundly deaf individuals who do not receive
    benefit from traditional hearing aids.

The CI is surgically inserted through the mastoid
bone into the cochlea, located in the inner ear.
The surgery lasts 2-3 hours and requires an
overnight stay in the hospital. After 4-6 weeks
the CI is tuned by the
  • audiologist to match the individuals needs.
    The surgery destroys any residual hearing in that
    ear. There are also life changes that must be
    made to protect the user and the CI itself.

This is a decision that must involve the child
and the parents, and be the result of substantial
research and consideration.
This is just a glimpse into the realm of Early
Intervention for Children who are Deaf and Hard
of Hearing. Upcoming presentations will further
discuss each of these topics in detail.