prepared by ruby yang, department of english, the hong kong institute of education 1 professional...

Prepared by Ruby Yang, Department of English, Prepared by Ruby Yang, Department of English, The Hong Kong Institute of EducationThe Hong Kong Institute of Education

11

Professional Development Course on Catering for Diversity in Professional Development Course on Catering for Diversity in English Language TeachingEnglish Language Teaching

ENG5315ENG5315The Characteristics of DiversityThe Characteristics of Diversity

Session 6Session 6Hearing and visual impairment: Hearing and visual impairment:

Characteristics and impacts upon language Characteristics and impacts upon language learninglearning


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Hearing impairmentHearing impairment


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Hearing impairment and Hearing impairment and deafnessdeafness The term ‘hearing impairment’ is a generic The term ‘hearing impairment’ is a generic

term used to describe all hearing loss that is term used to describe all hearing loss that is severe enough to negatively impact a severe enough to negatively impact a student’s education (Cartledge, Gardner, & student’s education (Cartledge, Gardner, & Ford, 2009).Ford, 2009).

Deafness is defined as ‘a hearing Deafness is defined as ‘a hearing impairment that is so severe that the child is impairment that is so severe that the child is impaired in processing linguistic information impaired in processing linguistic information through hearing, with or without through hearing, with or without amplification’ (IDEA, n.d., cited in National amplification’ (IDEA, n.d., cited in National Association of Parents with Children in Association of Parents with Children in Special Education [NAPCSE], 2004-2007).Special Education [NAPCSE], 2004-2007).


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Types of hearing lossTypes of hearing loss

ConductiveConductive

Abnormalities in the middle or outer Abnormalities in the middle or outer ear.ear.

SensorineuralSensorineural

Hearing loss occurs in the inner ear, Hearing loss occurs in the inner ear, often involving damage to the nerve often involving damage to the nerve fibres.fibres.


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Degree of hearing lossDegree of hearing loss MildMild

The child hears nearly all speech, but may The child hears nearly all speech, but may mishear if not looking directly at the mishear if not looking directly at the speaker.speaker.

ModerateModerateThe child will have great difficulty in hearing The child will have great difficulty in hearing without a hearing aid anyone speaking who without a hearing aid anyone speaking who is not very close by. He or she may well rely is not very close by. He or she may well rely on lip reading and visual cues to aid on lip reading and visual cues to aid understanding.understanding.


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Degree of hearing lossDegree of hearing loss SevereSevere

Not able to cope without a hearing aid. Not able to cope without a hearing aid. The child needs to use visual cues such as lip The child needs to use visual cues such as lip reading and body language to gain information.reading and body language to gain information.The child’s spoken voice may be The child’s spoken voice may be comprehensible.comprehensible.

ProfoundProfoundThe child will probably use a hearing aid but will The child will probably use a hearing aid but will rely on visual cues and/or sign language to rely on visual cues and/or sign language to communicate.communicate.The child’s own voice may seem The child’s own voice may seem incomprehensible to those not used to it incomprehensible to those not used to it ((East East & Evans, 2006).& Evans, 2006).


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Characteristics of hearing Characteristics of hearing impairmentimpairment Speech and language development show Speech and language development show

signs of delay.signs of delay. The child has trouble following directions The child has trouble following directions

and often looked confused and bewildered and often looked confused and bewildered (Boyles & Contadino, 1997).(Boyles & Contadino, 1997).

The child will become tired easily because The child will become tired easily because of the need to put extra effort into listening of the need to put extra effort into listening (Brown, 2006). (Brown, 2006).


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Nature of the problems of Nature of the problems of hearing impaired students: hearing impaired students: ListeningListening The hearing impairment interferes with the The hearing impairment interferes with the

child’s ability to imitate speech patterns child’s ability to imitate speech patterns (Boyles & Contadino, 1997).(Boyles & Contadino, 1997).

Hearing loss affects the ability to hear Hearing loss affects the ability to hear vowels or consonants.vowels or consonants.

For those with a moderate hearing loss, For those with a moderate hearing loss, effective communication skills are possible effective communication skills are possible because the voiced sounds of because the voiced sounds of conversational speech remain audible but conversational speech remain audible but they cannot hear unvoiced sounds they cannot hear unvoiced sounds (Gargiulo, 2006).(Gargiulo, 2006).


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Nature of the problems of Nature of the problems of hearing impaired students: hearing impaired students: ListeningListening Other problems:Other problems:

There may be some auditory confusions There may be some auditory confusions of some words such as between of some words such as between mouthmouth and and mousemouse..

The child would have missed the The child would have missed the consonants that mark tense, possession consonants that mark tense, possession and number (Brown, 2006). and number (Brown, 2006).


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Nature of the problems of Nature of the problems of hearing impaired students: hearing impaired students: SpeakingSpeaking Problems with proper stressProblems with proper stress Voice problemsVoice problems The hearing impairment interferes with the The hearing impairment interferes with the

child’s ability to imitate speech patterns child’s ability to imitate speech patterns (Boyles & Contadino, 1997).(Boyles & Contadino, 1997).

In group discussions, the child may not be In group discussions, the child may not be able to locate quickly who is talking and the able to locate quickly who is talking and the pace can sometimes be too fast for him or pace can sometimes be too fast for him or her to process the information received her to process the information received (Brown, 2006).(Brown, 2006).


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TreatmentTreatment For most hearing-impaired students, a For most hearing-impaired students, a

hearing aid is a critical element in their hearing aid is a critical element in their rehabilitation and education.rehabilitation and education.


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Strategies to support children Strategies to support children with a hearing losswith a hearing loss The hearing-impaired child should be The hearing-impaired child should be

seated close to the teacher and away from seated close to the teacher and away from background noise.background noise.

For children with unilateral loss, establish For children with unilateral loss, establish which is the child’s better ear and seat them which is the child’s better ear and seat them to the best advantage.to the best advantage.

Face the hearing-impaired student when Face the hearing-impaired student when speaking and be sure that the student is speaking and be sure that the student is looking at you.looking at you.

It is especially important for the teacher to It is especially important for the teacher to remember not to talk while facing the board remember not to talk while facing the board and not to cover his or her mouth with and not to cover his or her mouth with papers and/or books when giving papers and/or books when giving information to the class.information to the class.


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Strategies to support children Strategies to support children with a hearing losswith a hearing loss Provide written instructions.Provide written instructions. Write key words, new topics, etc. on the Write key words, new topics, etc. on the

board. board. Speak clearly.Speak clearly. Avoid exaggerating the lip patterns when Avoid exaggerating the lip patterns when

speaking in class (Brown, 2006).speaking in class (Brown, 2006).


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Strategies to support children Strategies to support children with a hearing losswith a hearing loss Rephrase and restate instructions and Rephrase and restate instructions and

direction.direction. Increase visual information.Increase visual information. Use visual aids when possible (Gargiulo, Use visual aids when possible (Gargiulo,

2006).2006).

Just for fun!!Just for fun!! Auslan - SignbankAuslan - Signbank

http://www.auslan.org.au/


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ActivityActivity Let’s take a look at the following Let’s take a look at the following

table:table:1 2 3 4 5

1 A B C D E

2 F G H I J

3 L M N O P

4 Q R S T U

5 V W X Y Z

Acknowledgement: Dr. John M.G. Lian, Faculty of Education, The University of Hong Kong

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ActivityActivity Now, try to translate the following Now, try to translate the following

message:message:

5454 3434 4545 3434 5252 1515 3232 1515

3434 3333 1515 1414 3434 3131 3131 1111 4242

Acknowledgement: Dr. John M.G. Lian, Faculty of Education, The University of Hong Kong


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Visual impairmentVisual impairment


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Definition of visual impairmentDefinition of visual impairment

The term ‘visual impairment’ is used to The term ‘visual impairment’ is used to indicate a continuum of loss of sight and indicate a continuum of loss of sight and includes blindness.includes blindness.


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Categories of visual Categories of visual impairmentimpairment Totally blindTotally blind

Totally blind means the learner receives no Totally blind means the learner receives no useful information visually and therefore useful information visually and therefore must use other senses to acquire must use other senses to acquire information and learn.information and learn.

Low visionLow vision

Learners with low vision are able to learn Learners with low vision are able to learn primarily through sight and then enhance primarily through sight and then enhance that information through their auditory nad that information through their auditory nad tactile senses (Cartledge, Gardner, & Ford, tactile senses (Cartledge, Gardner, & Ford, 2009).2009).


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Characteristics of visual Characteristics of visual impairmentimpairment Abnormal eye movementsAbnormal eye movements The child may complain that things appear The child may complain that things appear

blurred or words move about on the pageblurred or words move about on the page Sensitivity to sunlight or bright light (Boyles Sensitivity to sunlight or bright light (Boyles

& Contadino, 1997) & Contadino, 1997) Watery eyesWatery eyes Eye fatigue (Gargiulo, 2006)Eye fatigue (Gargiulo, 2006) Continual blinking or rubbing of eyesContinual blinking or rubbing of eyes The child holding a book at an unusual The child holding a book at an unusual

distancedistance


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Characteristics of visual Characteristics of visual impairmentimpairment Frequent headache or dizzinessFrequent headache or dizziness Clumsiness, bumping into furniture, etc.Clumsiness, bumping into furniture, etc. Failure to respond appropriately to gestures Failure to respond appropriately to gestures

unless addressed directly by name; unless addressed directly by name; inappropriate response to nonverbal inappropriate response to nonverbal communicationcommunication

Difficulty in copying from the board, Difficulty in copying from the board, confusion between similarly shaped letters confusion between similarly shaped letters or words (East & Evans, 2006)or words (East & Evans, 2006)


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Nature of the problems of Nature of the problems of visually impaired students: visually impaired students: SpeakingSpeaking An important aspect for a pupil with visual An important aspect for a pupil with visual

impairment is learning such skills as looking impairment is learning such skills as looking at the person being addressed when the at the person being addressed when the pupil himself or herself is speaking.pupil himself or herself is speaking.

Turn-taking skills in conversation and Turn-taking skills in conversation and discussions, which are helped by visual discussions, which are helped by visual clues about body language, may be clues about body language, may be unavailable to the pupil with visual unavailable to the pupil with visual impairment.impairment.


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Nature of the problems of Nature of the problems of visually impaired students: visually impaired students: ReadingReading Students with visual impairments have Students with visual impairments have

more articulation problems than their more articulation problems than their normally sighted peers (Mills, 1983).normally sighted peers (Mills, 1983).

The greater articulation problems in The greater articulation problems in students with low vision than in those totally students with low vision than in those totally blind may be due to the fact that they may blind may be due to the fact that they may be relying on their vision to imitate the lips be relying on their vision to imitate the lips and tongue movements to form words, and tongue movements to form words, while those without sight must rely on while those without sight must rely on hearing alone (Harley, Truan, & Sanford, hearing alone (Harley, Truan, & Sanford, 1997).1997).


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Nature of the problems of Nature of the problems of visually impaired students: visually impaired students: WritingWriting Handwriting of a pupil with low vision may Handwriting of a pupil with low vision may

be untidy (Farrell, 2006).be untidy (Farrell, 2006). The student may space letters unevenly The student may space letters unevenly

within words.within words. The student may appear to ignore the lines The student may appear to ignore the lines

on the page altogether and produce letters on the page altogether and produce letters that either are suspended above the line or that either are suspended above the line or fall on or below the line seemingly at fall on or below the line seemingly at random. random.

The size of the letters may also vary within The size of the letters may also vary within the same word (Harley, Truan, & Sanford, the same word (Harley, Truan, & Sanford, 1997).1997).


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Strategies to support visually Strategies to support visually impaired childrenimpaired children Use the child’s name to get attention.Use the child’s name to get attention.

Looking at him or her may not be enough.Looking at him or her may not be enough. Allow the child to sit at the front of the class Allow the child to sit at the front of the class

or near to the board.or near to the board. Provide the child his or her own copy of the Provide the child his or her own copy of the

text where possible.text where possible. Allow extra time for finishing tasks.Allow extra time for finishing tasks. Short tasks are preferable to long, Short tasks are preferable to long,

sustained sessions.sustained sessions.Because the pupil with impaired vision will Because the pupil with impaired vision will tire more quickly than his or her peer.tire more quickly than his or her peer.

Enlarge the text.Enlarge the text.


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Strategies to support visually Strategies to support visually impaired childrenimpaired children

Avoid italic scripts.Avoid italic scripts. Lower case script is easier to read than Lower case script is easier to read than

capital letters.capital letters. Shorter lines of text are easier to follow Shorter lines of text are easier to follow

(East & Evans, 2006).(East & Evans, 2006). Provide a variety of experiences.Provide a variety of experiences.


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Teaching strategies: ReadingTeaching strategies: Reading

Most children should be able to use Most children should be able to use materials for normally seeing children if materials for normally seeing children if enlarged or recorded on cassette tapes enlarged or recorded on cassette tapes (Harley, Truan, & Sanford, 1997).(Harley, Truan, & Sanford, 1997).


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Teaching strategies: WritingTeaching strategies: Writing

Use markers with bolder and darker Use markers with bolder and darker strokes.strokes.

Use wider line paper.Use wider line paper. Word processing offers students who are Word processing offers students who are

blind or low visioned an invaluable tool for blind or low visioned an invaluable tool for improving their writing skills (Harley, Truan, improving their writing skills (Harley, Truan, & Sanford, 1997).& Sanford, 1997).


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Materials and devices for Materials and devices for children with limited visionchildren with limited vision Closed circuit television (CCTV) / Video Closed circuit television (CCTV) / Video

magnifiermagnifier

Books or pictures are placed under a small Books or pictures are placed under a small camera and can then be enlarged on the camera and can then be enlarged on the accompanying television screen.accompanying television screen.


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Materials and devices for Materials and devices for children with limited visionchildren with limited vision Felt-tip penFelt-tip pen MagnifiersMagnifiers


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Materials and devices for Materials and devices for children with limited visionchildren with limited vision Talking computersTalking computers BrailleBraille

A system of reading that incorporates six A system of reading that incorporates six raised dots to form letters, words, and raised dots to form letters, words, and sentences.sentences.

Braille is used by individuals who do not Braille is used by individuals who do not possess adequate vision to read large print possess adequate vision to read large print efficiently.efficiently.


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Materials and devices for Materials and devices for children with limited visionchildren with limited vision Braille notetakersBraille notetakers

Portable devices that can be used to take Portable devices that can be used to take notes in braille (Hallahan & Kauffman, notes in braille (Hallahan & Kauffman, 2003).2003).


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ReferencesReferencesBlind Childrens Center. (1993). Blind Childrens Center. (1993). First steps: A handbook for First steps: A handbook for

teaching young children who are visually impairedteaching young children who are visually impaired. Los . Los Angeles, Calif.: Blind Childrens Center. Angeles, Calif.: Blind Childrens Center.

Boyles, N. S., & Contadina, D. (1997). Boyles, N. S., & Contadina, D. (1997). The learning The learning differences sourcebookdifferences sourcebook. Los Angeles: Lowell House; . Los Angeles: Lowell House; Chicago: Contemporary Books.Chicago: Contemporary Books.

Brown, W. (2006). Brown, W. (2006). How to understand and support children How to understand and support children with hearing difficultieswith hearing difficulties. Cambridge [England]: LDA. . Cambridge [England]: LDA.

Cartledge, G., Gardner, R., & Ford, D. Y. (2009). Cartledge, G., Gardner, R., & Ford, D. Y. (2009). Diverse Diverse learners with exceptionalities: Culturally responsive learners with exceptionalities: Culturally responsive teaching in the inclusive classroomteaching in the inclusive classroom. .

East, V., & Evans, L. (2006). East, V., & Evans, L. (2006). At a glance: A practical guide to At a glance: A practical guide to children’s special needschildren’s special needs. London; New York: Continuum . London; New York: Continuum International Pub. Group. International Pub. Group.

Farrell, M. (2006). Farrell, M. (2006). The effective teacher’s guide to sensory The effective teacher’s guide to sensory impairment and physical disability: A practical strategiesimpairment and physical disability: A practical strategies. . London: Routledge. London: Routledge.

Gargiulo, R. M. (2006). Gargiulo, R. M. (2006). Special education in contemporary Special education in contemporary society: An introduction to exceptionalitysociety: An introduction to exceptionality. Belmont, Calif.: . Belmont, Calif.: Thomson/Wadsworth.Thomson/Wadsworth.


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ReferencesReferencesHallahan, D. P., & Kauffman, J. M. (2003). Hallahan, D. P., & Kauffman, J. M. (2003). Exceptional Exceptional

learners: Introduction to special educationlearners: Introduction to special education. Boston, MA: . Boston, MA: Allyn and Bacon. Allyn and Bacon.

Harley, R. K., Truan, M. B., & Sanford, L. D. (1997). Harley, R. K., Truan, M. B., & Sanford, L. D. (1997). Communication skills for visually impaired learners: Communication skills for visually impaired learners: Braille, print, and listening skills for students who are Braille, print, and listening skills for students who are visually impairedvisually impaired. Springfield, ill.: C.C. Thomas. . Springfield, ill.: C.C. Thomas.

Harrington, J. D. (1976). The integration of deaf children and Harrington, J. D. (1976). The integration of deaf children and youth through educational strategies. Why? When? How? youth through educational strategies. Why? When? How? Highlights, 53Highlights, 53, 8-18., 8-18.

Haynes, W. O., Moran, M. J., & Pindzola, R. H. (2006). Haynes, W. O., Moran, M. J., & Pindzola, R. H. (2006). Communication disorders in the classroom: An Communication disorders in the classroom: An introduction for professionals in school settingsintroduction for professionals in school settings. Sudbury, . Sudbury, Mass.: Jones and Bartlett Publishers. Mass.: Jones and Bartlett Publishers.

Miller, O. (1996). Miller, O. (1996). Supporting children with visual impairment Supporting children with visual impairment in mainstream schoolsin mainstream schools. London: Franklin Watts. . London: Franklin Watts.

National Association of Parents with Children in Special National Association of Parents with Children in Special Education. (2004-2007). Education. (2004-2007). Exceptional children and Exceptional children and disability informationdisability information. Retrieved April 3, 2008, from . Retrieved April 3, 2008, from http://www.napcse.org/

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