Inclusion of Hearing Impaired Children

1. Inclusion of Hearing Impaired Children Candace Rhoads Holly Boyd McKaylee Dreher Samantha Simmons

2. Deafness and Deaf Culture

3. How do we determine Deafness? • Hearing loss is measured in decibel level (dBHL). Normal hearing is in the range of 0-20 db, a mild loss is 25-39 db, a moderate loss 40-68 db, and a severe loss 70-94 db. A profoundly deaf person can not hear quieter than 95 db and these people usually communicate in sign language.

4. What is hearing loss? • There are two types of hearing loss and those two categories are: conductive and sensor neural. Conductive hearing loss is caused by anything that blocks sound from the outer ear to the inner ear. These blockages can be caused by: infections; collection of fluid; wax blocking the outer ear; damage to the eardrum due to injury or infection; a condition where the bones in the ear grow and the middle ear becomes immobile called otosclerosis. injury to the ear; measles or the mumps; certain Sensor neural hearing loss can be related to aging; loud noise drugs such as aspirin; brain tumor; stoke; inflammation of the brain

5. How do deaf communicate? • The communication mode is American Sign Language and their culture shares other things like life in a residential school for the deaf, national organizations, Deaf Olympics, Miss Deaf America. Deaf churches, and inter marrying with the Deaf community.

6. Where do deaf students go to college? • Deaf high school students flock to Gallaudet University, NTID, and Southwest Community College for higher education because of the friendly communication environment (ASL) and to meet and socialize with others in their culture. Deaf students go on to be teachers, doctors, lawyers. Deaf people can do anything but hear.

7. The huddle in football was invented by Gallaudet University football team in the late 1800’s to stop the opposing teams from stealing their signs. DID YOU KNOW?

8. The Impact of Personal Relationships on the Student

9. Family Relationships • Evans found that if a child’s primary way of communication is sign language then “the family's interactions may be influenced by how comfortable and knowledgeable each family member is with sign language and visual communication” (qtd in Jackson).

10. Family Relationships • Deaf children also have different communication styles than hearing siblings. Bodner-Johnson found that deaf children were generally responsive in conversations with their family members but were less likely to maintain conversations to develop an idea or topic introduced by other family members (qtd in Jackson).

11. Interpreters • Is called an “Educational Interpreter” when used in the classroom • The interpreter signs what the teacher and other students want to say to the child and the interpreter can then communicate what the hearing impaired child wants to say to teachers and other students, which is called “voice” (DFCC).

12. Interpreters • The child’s school, not family, is in charge of finding, hiring, and paying for the interpreter.

13. Speech Therapists • A Speech Therapist, also called a Speech Language Pathologist (SLP) • An SLP is an important part of a hearing impaired child’s education and significantly improves communication skills

14. Purposes of SLP • Bring children around other people • Teach how to listen • Teach how to communicate to their highest potential

15. Michael Jacobson • Has problems with the letters “R” and “S” • Went to an SLP twice a week from K-8th grade • In High School, about once a month to once a semester • Now that he’s 24, he would continue to go, but he is required to pay for it now.

16. Hearing Dogs • A hearing dog is taught to recognize sounds such as a baby’s cry, alarm clock, cooking timer, doorbell, or a telephone • When the dog hears one of these sounds, it touches the deaf person with a paw • Hearing Dogs also learn to hear emergency noises and alert their owner with a certain emergency position

17. The Resources Available to the Student

18. Devises used to help the Hearing Impaired • Assistive Listening Devises • FM system- preferred in the classroom, radio waves • Infrared system- uses infrared light, helps with confidentiality • Inductive Loops- permanently installed, works with a hearing aid or receiver

19. Implanted into the cochlear Microphone connected outside Speech Processor- carried on the belt or in a pocket Only performed on fully or almost fully deaf people Best if done on young children- learn correct punctuation and tongue placement Cochlear Implants

20. Alert Systems • Doorbell- lights and vibrations • Alarm clocks- high frequency and sound with vibrations • Phones- displays to write and read • Computer and cameras- sign between rooms

21. Culture • Strap-on-vest- feel vibrations from the music • Movies and shows have captions

22. Inclusion of Hearing Impaired in the Classroom

23. Benefits of an Inclusive Classroom • Student can live at home • Can communicate and learn the standards of the hearing world • Growth opportunities for classmates and the hearing impaired child

24. Communication • Eye contact • Sign Language • Lip reading • Don’t over exaggerate lip movement • Interpreters and Speech Therapists

25. Teacher Responsibilities • Accommodate to the child’s needs • Use of visual media • Writing schedule plans and particular information on the blackboard • Classroom setup • Extra tutoring if needed

26. Key to Inclusion • Attitude of the teacher, the classmates, and the hearing impaired child. • Their attitudes have to be good ones in order for them to accept each other • Have to be willing to be accepting

27. The End