Download - PRESENTATION
DisclaimerPlease note that FTTA presenters, lectures and staff are
not medical professionals. This information is designed to
be used for education assistants under the supervision of
professionals and some parts may be incorrect, outdated
or the authors’ opinion.
Hearing loss can be located in the
external, middle or inner ear, or a
mixture.
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Damage to any part the inner, middle or external ear can cause a hearing loss.
Hearing Loss & Deafness
What is Hearing Loss?
///
Three different types
Conductive
Sensorineural (SNHL)
Progressive or Acquired
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Conductive Hearing Loss Causes
///
Wax in external ear
Fluid in middle ear
Improper development of
inner or outer ear
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Tear (perforation) or hole in
ear drum
Damage to small bones in middle
ear
Blockage in Eustachian tube
so air cannot move into the
middle ear
Possible too much fluid
Repeated infections may cause
permanent damage
Glue ear
Sound is quiet Loss of volume No distortion
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Conductive Hearing Loss
///
Three bones cannot vibrate properly
SensorineuralHearing Loss Causes
///
Certain pre-natal infections
Genetic factors
rubella
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Premature birth
Use of some certain drugs
Lack of oxygen during birth
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Sensorineural Hearing Loss
///
Also called
Nerve
Deafness
Problems with
cochlear or
nerve which
carries sound to
brain
Volume and
clarity
affected
Loss ranges
from mild to
profound
Sound heard
may be
distorted
Inner ear or
auditory nerve
Progressive or Acquired Loss Causes
///
Age
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Progression of a syndrome which
affects hearing
Acquired source
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Hearing loss in one ear only
Difficulties locating source of the sound
Unilateral Hearing Loss
///
Difficulties hearing with background noise
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Newborn Hearing Screening Program
Child Health Nurse
When is hearing tested? ///
When suspected
Doctor referral
Audiologist
Speak and language development seems delayed
Not begin talking around milestone age
Does not use many ‘words’
Not respond to environment sounds
Babbly starts normally, then stops
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Signs of hearing loss – baby/toddler
///
Sentence structure development is not progressingCannot locate source of sound
Often make speech errors
Background noise makes it difficult to hear
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Signs of hearing loss –child
///Misunderstood what is said
Did not hear from a distance, or inconsistently
Turns up radio / tv
Need instructions repeated
Speak too loudly or softly
Tend to become withdrawn or quiet in group situations
Falling behind in school
Cannot tell difference between one sound from another
Appear inattentive or naughty
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Hearing Loss STATS
1 in 6 Australians are affected by hearing
loss
Approx. 30,000 Deaf Auslan users with total hearing loss
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Duty ofCare
///
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Lower self-
esteem
More time spent focusing on
concentrating for
understanding - exhausting
Not hearing the siren to
come back into class
May switch off
hearing aid to give
themselves a break
Extra Duty of care required
Ensure peers understand
inclusive and sociable
behaviours towards student
– Increased risk factors of
bullying, teasing
Work avoidance when
tired or if room too noisy
Visual warning system – not just sirens
or whistles
Verbal communicationstrategies
///
Mouth and hands away from
face2Assist with understanding context
such as emotions or important
points
3Avoid bright lights or windows
behind speaker4
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Minimise walking around
5Check for understanding, repeat
phrases6One speaker at a time
7
Talk directly to person who is
deaf, not the interpreter1
When gaining attention be
careful not to frighten them
Environment strategies///
Reduce background noise and
reverberation – i.e. carpet, rugs
Avoid noisy environments
i.e. main roads, PE area
1
Seat so child can see faces
2
Seating
lateral hearing loss - certain
side
preference to sit up front
3
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Use handouts! Summarise the
main points in written format
Pace of communicationstrategies
///Don’t forget to engage the student
in conversation and questions2
Slow the pace
3
Check for clarification to avoid
misinterpretation4
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Lip reading / watching an
interpreter is exhausting –
alternate activities
1
Electronic media is an excellent
communication tool
Working with an Interpreter///
Prior to session give Interpreter:
Handout of outline for training
session / activity
Glossary of technical terms,
special vocabulary etc.
Access to training materials,
visual materials etc.
Time to discuss queries
Personal space and positioning
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Interpreting is tiring and
intensive!
Sufficient breaks
Pace – slow down your speech
so the interpreter can keep pace
Assessment strategies///
Extra time
1
Identify alternative formats, such
as
oral tests
2
Free of distractions
3
Content focus
4
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Want to know more?
http://www.deafchildrenaustralia.org.au/sites/deafchildrenaustralia.org.au/files/Types%20of%20Hearing%20Loss%202012.pdf www.betterhealth.vic.gov.au/bhcv2/bhcarticles/pages/
www.ndcs.org.uk
http://www.wadeaf.org.au/ Also holds Auslan classes
http://www.hearing.com.au/share/