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Students With Deafness and Hearing Loss (Characteristics of Individuals…
Students With Deafness and Hearing Loss
Characteristics of Individuals Who Are Deaf or Hard of Hearing
Some use speech. Some use ASL. Some use both.
Deaf community and hearing community.
Academic Characteristics
Presence/absence of early communication-profound effect
Barrier to communication
Reading
Communication and Language Influence
First language development crucial to learn to read
Learn to read at same time as learning to communicate
Many don't have books read to them
Written Language
Even greater problems than reading
Secondary form of expression
Dependent on primary language
Simultaneous instruction in both helps
Mathematics
Higher grade level in math than others- still problematic
Same problems as reading
Language
Same ability to learn language
They need to sign/talk often
Some don't engage
Limited conversations have negative and long-term effects
Social and Emotional Characteristics
Understanding culture, others, and selves relies on direct interactions and learning- which are compromised
Fewer friends, stricter parents, parents who cannot teach them about social skills
Positive interactions with normal peers must be fostered and bridged to be successful
Cognitive Characteristics
Early on-lagging behind
Cognitive vs. Language ability
Hearing loss itself- no effect
Behavior Characteristics
Lag behind peers in knowing what are appropriate reactions
Limited emotional vocabulary and don't understand others
Hearing Loss and Child Development
Experimental Learning
Reduced quantity and quality of direct and vicarious experiences.
Lack schemata from experience
Impact on Communication
Major difference between those with deaf parents and those without
Communication is essential
Emotional Bonds
Language acquired through early conversations
Quantity and Quality differs
Recommended Educational Practices for Students who are Deaf or Hard of Hearing
Lacks much research to guide practices
Experiential Ladder of Learning
Most skills through direct experience
Overprotected and miss experience- structure authentic experiences
Experience world: (a) symbolic (b) iconic, and (c) enactive
Alternatives to lecture, discussion, and reading
Visual Teaching Strategies
Visually rich learning environment
Sign, Finger-spelling, Speech-reading, Equipment, Materials like pictures, artifacts, and films with words.
Transient signals through interpreters, message comes and goes
Integrated Vocabulary and Concept Development
Delayed receptive and expressive vocabulary
Additional Support: Preteaching and Postteaching
Give knowledge base for new information
Clarify and expand after
Accommodations for Students who are Deaf or Hard of Hearing
GE teachers have limited training- they rely on others
Depends on instructional style and also needs and goals of student
Understanding Deafness and Hearing Loss
Definitions of Deafness and Hearing Loss
(a) a disability, impairment, disorder, or ailment
(b) a logistical problem
(c) a social community/culture in its own right
Many terms used.
Additional Information on Definitions
National Center for Education Statistics
Hearing impairment
Deafness
Hard of Hearing
Deaf Culture
Deaf community and Deaf culture- linguistic minority culture in larger community
Must be deaf, use ASL, and have gone to a residential school
Not seen as deficiency
Federal Definition
Hearing Impairment: Permanent or fluctuating. Affects performance, not included under deafness
Deafness: Severe, can't process linguistic information
Prevalence of Hearing Loss
34 million persons in US
Most in those who are 65 or older
16.9% of children have some hearing loss
1.5 out of 1,000 is educationally significant
Less than 2% under IDEA
Unilateral hearing loss
Hearing Loss and Other Disabilities
40% of them have other disabilities
Development of the Field of Deaf Education
Hartford 1817: Thomas Hopkins: American Asylum for the Education of the Deaf and Dumb
Residential became standard until mid 20th- only option
Public schools started to provide for children who could not be accommodated
19th- debate about sign. Not allowed to learn in residential.
LRE
Causes of Hearing Loss
Congenital: Present at birth
Adventitious or Acquired- after birth
Postlingual Causes of Hearing Loss
After speech and language have developed
Ear infections
Childhood diseases
Encephalitis
Head injury
Repeated exposure to loud noise
Types of Hearing Loss
Eardrum and cochlea involved
Conductive hearing loss: ossicles Sensorineural hearing loss: inner ear
Mixed hearing loss
Bilateral, unilateral, fluctuating
Prelingual Causes of Hearing Loss
Prior to speech and language development
More than half- genetic causes- chromosomes
95% have hearing parents- both have to have gene and it is recessive
Intrauterine infections
Prematurity
Toxemia during pregnancy
Anoxia
Malformation of ear structures
Degree of Hearing Loss
Quantity and Quality of Sound
How it affects ability to use and understand language
Measured in decibels
Residual hearing varies from person to person
Perspectives of Parents and Families
Impact of Hearing Loss
Finding Support
Developing Communication Strategies
Reactions of others- and choosing communication system
Deaf parents often want deaf children
They need support
The Voices of Parents
Success: skilled and caring pros, family support, early identification and intervention, extracurricular activities, value of reading, perserverance
We can't understand if we haven't lived it
Trends and Issues Affecting the Field of Deaf Education
Science and advances/change in thinking are influencing field
Cochlear Implants
Electronic device stimulating hearing nerve in ear
Receiver, Electrodes, Head piece, speech processor
To develop language and listening skills- cued speech
Bilingual-Bicultural Approach
ASL primary language, english taught secondary and with written language and reading
Immersed in both cultures
Universal Newborn Screening
Before 6 months, can catch up by 36 months.
Hospitals have two simple tests
97% before they leave hospital
Identifying a Hearing Loss
Formal procedure must be followed
Other Assessments
Vision and Health Checked
Intelligence and Achievement Test
Teachers and parents do inventories
Transition goals
Determination of Eligibility
There is no minimum threshold
Certain characteristics are measured
Prepare IEP, decisions about communication needs, and location of education
Audiological Evaluation
Case History
A physical examination of the outer ear, the ear canal, and the eardrum
Audiogram
Tests of middle-ear function
Hearing Screening as well
Carried out periodically
Benefitting from amplification?
How Learners Who Are Deaf or Hard of Hearing Receive Their Education
“Deaf Students Education Services Policy Guidance,” 1992
Preferred communication needs of the child and family
Linguistic needs
Severity of hearing loss
Academic level
Social, emotional, and cultural needs
Elementary and Secondary School Services
About half in GE almost all day
Many in resource classroom as well
Interpreter
Teacher of deaf students is who monitors
General Education Classroom with Supplementary Instruction
Direct instruction, additional practice, tutoring, or specialized skills instruction
Separate Class for Students Who Are Deaf or Hard of Hearing
Teacher of students who are deaf or hard of hearing in a special education classroom
General Education Classroom
Other Settings
Special school that serves only students with significant hearing loss. 12%
Inclusive Practices
Debate about LRE
Is it the GE?
Early Childhood
Services when baby is identified
Early Intervention Specialist works with family
Contact between school program and family as well
Transition and Adulthood
Found in almost every profession
More successful completing school than other disabilities
Need to have a plan