understanding how to help children with hearing loss


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Overview

What is hearing impairment?

What are the possible causes?

What are the symptoms?

What are its effects to communication?

How can you support children with hearingimpairment in the classroom?

What are the treatments for HI?

Recommendations

Resources


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What is Hearing Impairment?


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According to IDEA

An impairment in hearing,whether permanent or

fluctuating, that adverselyaffects a childs educationalperformance but is notincluded under the definitionof deafness.

A hearing impairment is a

permanent hearing loss or adecrease in hearing that is sosignificant it negativelyaffects a child's performancein school or ability to learn.

Deafness

A hearing impairment sosevere that a child isimpaired in processinglinguistic informationthrough hearing, with orwithout amplification, thatadversely affects a child'seducational performance.


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According to KYADA ACCORDING TO NET. A hearing impairment is a

hearing loss that preventsa person from totallyreceiving sounds throughthe ear.

Hearing impairment is the

decreased ability to hearand discriminate amongsounds.


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What are its possible causes?


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Most common causes of hearing

lossAge- related hearing loss

Age is the biggest single causeof hearing impairment.

Also known as Presbycusis. Occurs when the sensitive hair

cells inside the cochlea graduallybecome damaged or die.

This can make understandingspeech in background noise very

difficult.

Acoustic Trauma

Occur when part of the delicateinner structure of the earbecomes damaged.

After prolonged exposure toloud noises, the cells inside thespiral part of the cochleabecome inflamed.

These are the people who: work

with noisy equipment, work inenvironments where there isloud music and those who listento music at a high wolumethrough headphones.


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lossConductive hearing loss

Occurs when sounds are unable to pass into the inner ear

Happens usually due to a blockage such as having too much ear waxor from a build up of fluid caused by glue ear or an ear infection

Conductive hearing loss can also be caused by:

A perforated eardrum- where the eardrum is torn or has a hole in it.

Otosclerosis- an abnormal growth of bone in the middle ear whichcauses the inner hearing bone (stapes) to be less mobile and lesseffective at transmitting sound.


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lossSensorineural hearing loss

Occurs if the sensitive hair cells inside the cochlea aredamaged or damaged the auditory nerve (the nerve that

transmit sound to brain) in some cases, both may bedamaged.

Many different causes of sensorineural hearing loss:

Age-related hearing loss

Genetic hearing loss

Prolonged exposure to loud noises

Viral infection of the inner ear (mumps or measles)

Viral infections of the auditory nerve (mumps or rubella)


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loss Mnires disease- where a person suffers from vertigo

(spinning dizziness) hearing loss can come and go ,tinnitus and a feeling of blockage in the ear

Acoustic neuroma- a non-cancerous growth or on nearthe auditory nerve.

Meningitis- infection of the protective membranes thatsurround the brain and spinal cord

Encephalitis- inflammation or swelling of the brain

Multiple sclerosis- a neurological condition that affectsthe central nervous system (brain and spinal cord)

Stroke- where the blood supply of the brain is cut off orinterrupted


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What are the symptoms of having HI?


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Hearing impairment can be present at birth or it can develop at a

later stage during childhood or adulthood.

The symptoms of hearing impairment will vary depending on what is

causing it.

Hearing loss can gradually develop over time, especially hearing

loss related to noise exposure and age.

It can develop more rapidly when related to earwax, ear infection or

disease in the middle ear.


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Symptoms of Hearing Impairment in

Infants and Toddlers

low birth weight (less than 2

pounds) and/or prematurity

low Apgar scores (numbersassigned at birth that reflect the

newborn's health status)

severe jaundice after birth

maternal illness during pregnancy

(for example, German measles

[rubella]) hydrocephalus

is not startled by loud noises

does not turn to the source of a soundwhile under four months old

does not say single words by the time

they are one year old

notices you when they see you but not

when you call their name

hears some sounds but not others


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Children is delayed in learning to talk, or they

are not clear when they speak

often asks you to repeat yourself

often talks very loudly

often turns up the volume of the TV

poor school performance

respond inappropriately to questions

do not reply when you call him or

her

Watch others to imitate what they

are doing

the child does not respond to his orher name consistently or asks for

words, phrases, or sentences to be

repeated.

the child does not seem to be

paying attention to sounds or towhat is being said

Have articulation problems or

speech/language delays

Complain of earaches, ear pain or

head noises

Seem to speak differently from other

children his or her age


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Adults

Muffled hearing

Listening to the television or radio at higher volume than in the past

Avoiding conversation and social interaction.

Depression

Ringing, roaring, hissing, or buzzing in the ear (tinnitus).

Ear pain, itching, or irritation

Pus or fluid leaking from the ear


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What are its effects to

communication?


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Hearing impairment

Refers to the reduced function of loss of the

normal function of the hearing mechanism. Theimpairment limits the persons sensitivity totasks like listening, understanding speech, andspeaking in the same way those persons with

normal hearing do.


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Hearing impairment is not simply an inabilityto hear or to communicate through speech.The most devastating effect of deafness isthe deprivation of language.

He or she does not acquire listening skills that

provide the base for the development ofspeaking, reading, writing and othercommunication competencies.


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Persons with hearing impairment might havecorollary problems in cognitive development,emotional adjustment, difficulties insocialization and anxiety in daily experiencesthat only a person with hearing impairmentcan describe.


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deeper and more complex.. a much worsemisfortune for it means the loss of most vitalstimulus, the sound of the human voice thatbrings language, sets thoughts astir, andkeeps us in the company of man. HelenKeller


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How can you support children with

hearing impairment in the classroom?


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How do hearing aids work?

What is this word?What do you need to know

to figure it out?


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Listening is hard work!!!!

Hard of hearing people must make extra effort toprocess information: Recognize what they do hear.

Fill in the blanks for the rest using context and priorexperience.

If the information is unfamiliar, it will be difficult toaccurately fill in the blank.

Wrong interpretations feel right people dontknow what they dont know. It is not enough to say, tell me if you dont understand

check for understanding!


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Other noise makes it even harder!

People wearing hearingaids hear what is closestto them the loudest.

Typically hearingpeoples brains filter outunimportant sounds.Hearing aids cannot do

this.

As the teacher, it isimportant to make surethat your voice is heard. Get close to the student or

use an FM system.

Make sure the student cansee your mouth.


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What can you do?

Technology

Classroom Modifications

Communication Strategies Teaching Strategies


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Technology Hearing Aids

Behind the EarHearing Aid

1. Microphone inputs withMicrophone Protector

2. Program switch (optional)

3. Battery compartment withON/OFF switch

4. Hook / sound output

5. Individual earmold

Remember! Hearing Aids cost more than my car!!!! Please take care of them!

Hearing Aids cannot get wet. Please remove for activities that involvewater.

On younger children, make sure that hearing aids dont get lost.

Keep extra batteries on hand.


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Technology - FM System

Turn on the FM receiver and transmitter whenever the hard ofhearing person needs to hear what you are saying and there isnoise or distance between you and the student. During group activities

During center-time or independent play time if you are talking to Will and/oryou need his attention.

During outside play time if you need to get Wills attention. (Outside you can

keep the FM on MUTE, and then un-MUTE it when you need Wills attention --for example, when you tell children to come inside).

When watching a video you can put the microphone next to the TV speaker orhook it into the audio jack.

It is OK to let other children talk into the mic during group discussions.

Turn the FM OFF (both the transmitter and receiver), when: You are talking to another person and Will should not hear the information.

In the bathroom.

If you will be loud (i.e. you are cheering for kids in a race)

It is OK to keep it on even when you are not talking directly to the hard ofhearing child. Other children learn when overhearing people talk. The FMallows hard of hearing children to overhear conversations.


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General Classroom Modifications

Add carpeting, area rugs or drapes to the classroom. If you don't havecarpeting, attach tennis balls to the bottom of chair legs to stop chairs fromscraping on the floor

Focus on reducing background noise as much as possible (i.e., loudly tickingclocks, air conditioning units, open door to hallway, noise from openwindows, etc.).

Add other noise absorbing materials such a cork board to the walls.

Consider background noise when choosing the child's seating placement.

Use fully lighted classrooms.

Make sure videos are captioned.

Provide written school announcements (or make sure you makeannouncements face to face).

Use FM system.

Select classrooms away from noise, i.e. adjacent traffic, road construction,playgrounds, cafeterias, music/band room, gymnasium.


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Communication Tips Focus on familiarity of topic be very clear about unfamiliar vocabulary.

Reduce the distance between the student and the speaker.

Speak directly to the student, never behind or over the shoulder .

Many words and sounds look the same on the lips; do not repeat a singleword over and over again if the student does not understand; useanother word or phrase to express the same thought.

Get the persons attention before you speak. Try to speak to the student from a position which allows for adequate

light to fall upon your face; shadows make lip movements difficult to see;don't exaggerate lip patterns.

Repeat what other students say, especially questions that they ask.

Be aware of acoustic conditions, especially noise interference; allow thechild time to respond.

Remember that two people with almost identical hearing losses mayfunction very differently; each is an individual; seek help from otherprofessionals or agencies whenever you have a question or problem.


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Teaching Tips

Expect behavior and achievement levels which are similar to that of yourother students.

Use visual aids whenever possible. This will provide additional access toinformation for all types of learners and benefit the deaf or hard of hearing

child as well as the entire class. Present new vocabulary to the student prior to the lesson. This will enable

the child to recognize the word and maximize comprehension during thelesson.

Be aware that the deaf or hard of hearing student is expending extra energyto attend and may fatigue easily. Allow for an occasional break.

Educate the class about hearing loss. Invite a professional in if possible toanswer questions the students may have. Allow the children to see and learnabout the assistive technology that will be used in the classroom.

Be positive. If your attitude is positive, it will carry over to the class.


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Lets Watch These!


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Recommendations in Handling Students with HI


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Since facial expressions, gestures, and other body language will help convey yourmessage: Get the attention of a student with a hearing impairment beforespeaking and communicating and always face the student.If not facing a student with a hearing impairment, gently touch a student on the

shoulder or on the arm to indicate that you want to talk to him/her.

Do not be alarmed if the student does not understand and you cannotunderstand him/her. Generally, you will become accustomed to each other intime.

When communicating, always face the student with a hearing impairment.Facial expressions, gestures, and other body language will help convey yourmessage.

For reinforcement repeat new vocabulary in different contexts.Sequence topics so that new material is related to that previously learned.

The use of visual aids is most helpful since vision is the student's primary meansof receiving information.


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Use written announcements (assignments, due dates, exam dates, changesin the class schedule, special event dates, etc.).If ambiguities or difficulties arise in the home concerning assignments orlessons, have the parents make a note of these difficulties. Follow-up inwritten detail.

Provide an outline in advance of the lesson/activity to give to the student inadvance, also list your expectations. Write all homework assignments, classinstructions, and procedural changes on the chalkboard.Use captioned films, videos, and laser disks.Use interpreter where needed (see general strategies).Avoid seating the student in heavy traffic areas.

Do not touch or pet a hearing dog. These animals are working animals and itmay be hazardous for the hearing impaired student if the dog is distracted.

Avoid vibrations and excessive noise.Make chalkboard notes legible.Do not talk while writing on chalkboard.

Eliminate background noises. Sounds taken for granted and normallyignored by hearing individuals, are amplified by a hearing aid and interferewith the communication of the person who is hard of hearing.


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Establish, with the student, a procedure in case of an emergency. Forexample, agree that for a fire drill (or fire) the teacher will write on board"Fire drill FIRE--go out backdoor." (Also, if you have a signing student,learn the signs for emergency, fire, go, etc.)

Get the attention of a person with a hearing impairment beforespeaking.If necessary, use written notes to communicate.Supplement audible alarm systems with simple visual alarms such asflashing lights.

When teaching a student with a hearing impairment, ask where he/shewould like to sit, in order to communicate in an optimal manner.


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If the student lip-reads:Have students sit closer to the lecturer. Look directly at the student.Speak slowly, naturally, and clearly. Slowing down slightly may help.Do not exaggerate your lip movements or shout. If you have a mustache,keep it well trimmed.

If the student uses an interpreter:Speak directly to the student rather than to the interpreter.Signing may be distracting at first, but you and the other students will soonbecome accustomed to the interpreter's presence.Give the student and the interpreter outlines of the lecture or writtenmaterial, in advance, so that they can become familiar with new technicalvocabulary. Interpreters should not give their opinion of a student's progressas this can violate the student's rights. Provide scripts of video and lasermedia when possible for both the interpreter and the student with a hearingdisability (with or without captioning). The interpreter is not to answer lessonrelated questions from the student with a hearing impairment. The studentshould direct all lesson related questions to the instructor. The interpreter

should stand closer to the section of the chalkboard that is being used by theinstructor, thereby allowing the student to simultaneously see both the signsand the writing on the board.


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When writing materials for hearing impaired students:Break up long sentences. Reduce difficult vocabulary load.Reduce concept density. When using a pronoun be sure that the

antecedent is very clear. Do not omit words such as: "that" where suchwords will clarify a sentence connection. Stay with simple coordinatingconjunctions (e.g., but, so, for, and) and avoid less common transitionalwords (e.g., however, as a consequence, nevertheless, although).Keep cause-and-effect expressions in a very simple in form.Keep conditional expressions which influence the meaning of astatement to a minimum (such as; if, when, assuming that, suppose,provided that, etc.).If there is no other way to avoid using a difficult word, include a briefexplanation in parentheses, however keep parenthetical explanations toa minimum.


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If an important basic or technical word is to be taught:Make meaning and application absolutely clear. Use context as a memory aid.

For a new term, repeat the word numerous times in a variety of contexts.Certain language forms are generally to be AVOIDED:Passive voice verbs.Negative forms of verbs and other expressions of negation. Too many modifying forms, such as prepositional phrases, relative

clauses. (If a relative clause must be used, the relative pronoun [who,which, that, where, etc.] should be next to the word to which it refers).Stylistic embellishments, such as rhetorical inversions.Colloquial and idiomatic expressions.Cut wordiness while retaining simple English.Avoid the use of idioms.


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Strategies to Create

Information Access for Persons

with Hearing LossENVIRONMENT

Provide the audience with a clear and direct view of your mouth andface.

Speak from a well-lighted area of the room.

Reduce background noise by turning off slide projectors or othertypes of apparatus when not in use.

Speak clearly and naturally and at your normal pace, unless you areasked to slow down.

For those with mustaches, trim so the lips show clearly


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INTERPRETERS

Sign language interpreters are certified professionals who use American

Sign Language or Signed English to interpret spoken English for peoplewho are deaf or hard of hearing.

If a sign language interpreter is used, introduce yourself to theinterpreter and go over technical and specialized vocabulary beforebeginning presentations.

Interpreters at conference presentations should stand on one side of theplatform at the front of the room, even with extra lighting if needed, inorder to be clearly seen from anywhere in the audience.

When replying to a query from a hearing impaired individual using an

interpreter, speak to the hearing impaired person, NOT to theinterpreter.


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AUDITORY MATERIALS

Audiotapes, videotapes, and other auditory materials can be translated

into print format to make them accessible to people who are deaf orhard-of-hearing. When transcribing video, be sure to mention any soundsand actions that may occur independent of the spoken text, and indicatesettings or changes of scene as well. To find a transcriber, look in theYellow Pages under "Transcribing Services."


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Resources

http://www.ncbegin.org/school_issues : Beginnings has lots ofinformation on hearing loss and tips for teachers and families.

http://www.phonak.com/com/b2c/en/multiused_content/iframe_apps/fm_eschooldesk.html: The eSchoolDesk includes many useful tips andrecommendations for daily life,

background information and articles about FM. http://www.listen-up.org/haid/with-aid.htm: Listen Up has a wide

vareity of information about hearing loss and technology.

http://www.marchofdimes.com/baby/hearing-impairment.aspx

http://nichcy.org/wp-content/uploads/docs/gr3.pdf

http://www.nhs.uk/Conditions/Hearing-

impairment/Pages/Introduction.aspx http://kidshealth.org/teen/diseases_conditions/sight/hearing_impairme

nt.html#a_What_Is_Hearing_Impairment_

Introduction to Special Education by Teresita Inciong, Yolanda Quijano,Yolanda Capulong, Juliet Gregorio and Adelaida Gines
http://www.ncbegin.org/school_issueshttp://www.phonak.com/com/b2c/en/multiused_content/iframe_apps/fm_eschooldesk.htmlhttp://www.phonak.com/com/b2c/en/multiused_content/iframe_apps/fm_eschooldesk.htmlhttp://www.listen-up.org/haid/with-aid.htmhttp://www.marchofdimes.com/baby/hearing-impairment.aspxhttp://nichcy.org/wp-content/uploads/docs/gr3.pdfhttp://www.nhs.uk/Conditions/Hearing-impairment/Pages/Introduction.aspxhttp://www.nhs.uk/Conditions/Hearing-impairment/Pages/Introduction.aspxhttp://kidshealth.org/teen/diseases_conditions/sight/hearing_impairment.htmlhttp://kidshealth.org/teen/diseases_conditions/sight/hearing_impairment.htmlhttp://kidshealth.org/teen/diseases_conditions/sight/hearing_impairment.htmlhttp://kidshealth.org/teen/diseases_conditions/sight/hearing_impairment.htmlhttp://www.nhs.uk/Conditions/Hearing-impairment/Pages/Introduction.aspxhttp://www.nhs.uk/Conditions/Hearing-impairment/Pages/Introduction.aspxhttp://www.nhs.uk/Conditions/Hearing-impairment/Pages/Introduction.aspxhttp://nichcy.org/wp-content/uploads/docs/gr3.pdfhttp://nichcy.org/wp-content/uploads/docs/gr3.pdfhttp://nichcy.org/wp-content/uploads/docs/gr3.pdfhttp://www.marchofdimes.com/baby/hearing-impairment.aspxhttp://www.marchofdimes.com/baby/hearing-impairment.aspxhttp://www.marchofdimes.com/baby/hearing-impairment.aspxhttp://www.listen-up.org/haid/with-aid.htmhttp://www.listen-up.org/haid/with-aid.htmhttp://www.listen-up.org/haid/with-aid.htmhttp://www.listen-up.org/haid/with-aid.htmhttp://www.listen-up.org/haid/with-aid.htmhttp://www.phonak.com/com/b2c/en/multiused_content/iframe_apps/fm_eschooldesk.htmlhttp://www.phonak.com/com/b2c/en/multiused_content/iframe_apps/fm_eschooldesk.htmlhttp://www.ncbegin.org/school_issues


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Thank you so much!

understanding how to help children with hearing loss

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