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Author: admin | 09.03.2015 | Category: Relieve Tinnitus

A hearing impairment is a hearing loss, (STET)whether permanent or not, that affects a child’s educational performance. In other words, the student with a hearing impairment or hearing disability can respond to certain auditory stimuli, whereas the student who is deaf cannot process any information through hearing. Hearing losses can be more precisely described in terms of the degree to which hearing (the ability to receive sound) is impaired. A hearing disability can occur in one or both areas and may affect one or both ears (NICHCY, 2001a).
Figure 7.1 shows two audiograms (graphs of hearing ability) that compare a person who has normal hearing to a person with a typical hearing loss. A child who cannot hear sounds at less than 90 decibels is considered deaf for the purposes of educational placement. Sensorineural hearing loss is the result of damage to the delicate sensory hair cells of the inner ear. Mixed hearing loss combines both conductive and sensorineural losses, meaning that a problem exists in the outer or middle ear as well as in the inner ear. Central hearing loss results from damage to the central nervous system, either in the nerves that occupy the pathways to the brain or in the brain itself.
In planning instruction for a student with a hearing disability, you may benefit from knowing which type of loss is involved, so that you can determine what technological aids are in place and which might further your student’s educational goals.
Hearing loss can be either prelinguistic—that is, it precedes a child’s language development—or postlinguistic, occurring after a child has acquired some degree of speech and language skill. Students who have lost their hearing postlinguistically or adventitiously may continue to use speech as a method of communication. The long-term educational effects of a hearing loss can depend to a great extent on the age at which the loss occurred. Educator who must decide whether to include a child with a hearing problem in the regular classroom follow the same general process as they do when evaluating inclusion for other exceptionalities. In the case of a child with a hearing problem, communication issues are the first addressed. Although some students with hearing disabilities find inclusion easy, others struggle with loneliness in inclusive classrooms. Many students succeed in the regular classroom once they have mastered communication techniques. In addition to school-year programs, students with hearing disabilities may participate in summer-school programs. Teachers who have students with hearing disabilities in a regular classroom find a challenge in achieving effective communication that assures the child complete access to an education. The student with a hearing disability should be able to see the teacher and peers from his or her vantage point in the classroom.
If a sign-language interpreter is present, the lesson pace should allow the interpreter enough time to convey the information before the instructor moves on to the next point. The student should receive visual aids to reinforce the instructor’s verbal delivery of lessons.
Successful classroom discussions and socialization rely on helping your hearing students to understand how to communicate effectively and respectfully with a student who has a hearing disability. To make communication easier for the student with a hearing impairment, have students arranged in a circle or semicircle and remind them to speak one at a time. As mentioned earlier, loneliness or lack of social interaction with the hearing world may be the most significant challenge a hearing-disabled student faces.
Your school may have a sign-language interpreter available to assist students with hearing disabilities.
The interpreter’s job is to facilitate communication between the student with hearing problems and you and the other students, not to teach.
You and your students should be sure to address the student, not the interpreter, when talking or asking questions.
Don’t be afraid of using words like say or hear when addressing a student with a hearing disability. Close communication with the school speech-language specialist can also furnish you with practical suggestions for modifications in the curriculum or its presentation.

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A person with deafness (persons first language) cannot process any linguistic information, and a “hard of hearing” person can process some linguistic information. This definition includes children who have the capacity to receive some auditory stimuli, including speech and language; this capacity is known as residual hearing, which can be supported by the use of a hearing aid.
Students anywhere along the hearing continuum will, of course, require appropriate accommodations.
The individual represented in audiogram B cannot hear high-frequency sounds without a hearing aid.
Technologies have developed to assist individuals with specific types of structural damage to the ear. Children with hearing and those with hearing losses (of normal or above average intelligence) follow the same pattern of cognitive development, including initial phases of language development such as babbling and the production of other sounds. In order to provide the best learning environment for a child, teachers, parents, and related services specialists review the child’s particular needs before making any placement decision.
A student who has learned speech reading and sign language in an early intervention program and is comfortable around hearing persons might be best placed in a regular classroom where he can focus on age-appropriate academic material.
However, some parents of children with hearing disabilities prefer that their child be placed with children who have similar issues and experiences. For example, the Arizona State School for the Deaf and Blind in Tucson offers both day school and residential programs. The Texas School for the Deaf has summer sports camps, driver-education programs, communication skills workshops, and high school retreats.
The challenge implies both a classroom environment and instructional techniques that have a strong visual orientation.
During discussions, too, the student should be able to see the faces of all the other students (a circle can work nicely). Copies of overhead transparency lecture notes, writing on the board, and written handouts of instructions can all reinforce learning. Whether they are accepted by their friends or society is what gives a child good self-esteem. Be sensitive in planning discreet opportunities to convey this information to keep the student with special needs from feeling separated from the rest of the class. A simple strategy is to point to the person who will speak next and wait for the hearing-disabled student to locate the speaker.
As a teacher, you should make every effort to plan classroom activities that include the student to the greatest extent possible. Some schools and school districts assign an interpreter to each student with a hearing disability. The speech-language specialist may also work individually with a particular student and have tips to share about past successes with that student. Note: The basis of the text for the exceptionalities section is taken from Integrating Technology for Meaningful Learning, published by Houghton Mifflin in 2003.
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This person has difficulty understanding what others say, because much speech information, particularly for consonants, is inaccessible. Congenital means that the hearing loss is genetic or occurred at birth, and adventitious means that it occurred because of an accident or illness after birth. Students who lose their hearing before developing speech may not use speech at all, communicating solely with sign language.

Further development may, however, proceed at a different rate in children with hearing loss. A student who is not comfortable with speech reading and lacks good communication skills might learn best in a self-contained classroom.
Many in the deaf community assert that deaf people have their own culture, with distinct folkways and a separate language (American Sign Language). Because Arizona is a fairly large state with many rural areas, a residential program—rather than a long daily commute—might be the most logical choice for a child who is learning sign language or mobility skills. As a side note, giving all your students copies of a presentation outline can be helpful, especially for any student who has trouble taking notes or focusing on the important elements of a lecture or presentation.
Most kids with hearing disabilities feel as though they are different and people perceive them differently and don't give them a fair chance. A few modifications to your basic classroom procedures can give the student with a hearing impairment an opportunity to be included more fully with his or her peers. For the most part, this student should be treated no differently than others; focus on the student’s challenges only when hearing is an integral part of your lesson. Others place several students with hearing difficulties in a classroom where the interpreter is working. I am the author of that book and claim the intellectual content of the book in this wikicourse for instructional purposes.
Between the ages of one and three, the average child’s vocabulary jumps from 200 words to 900 words. These convictions should not be ignored (not the least of why is that it would be a form of audism).
In fact, many families of children who are deaf or hard of hearing want their children to have a school experience with other students like them, rather than be included in a regular school where they might be the lone student with hearing disabilities. How can children learn and want to be in a classroom when they feel that the other kids don't like them because they are deaf or wear hearing aids. Each person can count on her partner’s help to fill any gaps in class notes, clarify directions or assignments, or assist with class work. In those instances, your role is to provide assistance, restructuring, or other interventions necessary to help the student participate in the learning activity.
A sign-language interpreter translates the spoken communication of the classroom into signs for the hearing-disabled student, and also voices (speaks aloud) the signs that the student is making. In the event that you do not get a litter (two puppies constitutes a litter), no further money is due. Through the years we have practiced selective breeding which has developed puppies with a wonderful temperament (Which is the Hallmark of the Breed) working ability, and good looks of a beautiful Labrador. Trying to fit a student into a preconceived category will likely lead to embarrassment or frustration for you, the student, and the parents.
This is when both hearing and nonhearing children make the greatest gains in language acquisition. As is the case with all the laws relating to students with exceptionalities, parents have the final say in where their child will be placed.
The buddy would not be responsible for taking care of the student with a hearing disability, but could provide support and act as a special contact in the classroom. Our puppies have grown to become Service dogs, Guide Dogs, Hunting dogs, and terriffic family pets. A child who has not begun to build a vocabulary or to figure out the rules of grammar by age three can find these tasks extremely difficulty later on. Using a buddy system can also give the student with hearing loss an opportunity to share responsibilities and to feel that he or she can contribute to the learning of another. That is why early intervention programs for students with hearing disabilities are extremely important. Belquest hope this change will make the breeding's a bit easier for the owners of the girls.

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