430 likes | 438 Views
Learn about the value of hearing, impacts of hearing loss, technology and accommodations, and communication strategies. Discover how hearing works, experience what hearing loss sounds like, and explore various assistive devices. Discuss long-term impacts of hearing loss and effective communication strategies. The importance of early development of auditory centers for language acquisition.
E N D
Hearing Loss 101 Billie Wortham Wyoming Department of Education
Learn about how hearing works. • Experience what hearing loss sounds like. • Identify technology and accommodations. • Discuss impacts of hearing loss • Share strategies • Answer Questions
The value of hearing... • Spoken language • Reading • Learning are ALL based on early development of the AUDITORYcenters in the brain
Baby’s First Words • The inner ear is formed and functional by the 5th month of gestation • During the first year of life a baby hears words over and over – a redundant signal • It takes a great deal of hearing and active listening before verbal language forms
First word occurs at approximately 12 months of age • Spoken communication has begun after 16 months of hearing • Speech develops naturally because we hear
Hearing and Learning How can we expect a child to learn when the information that reaches his/her brain is deficient as is the case for a child with hearing loss?
How does normal hearing work? We actually hear with our brains! Think: Keyboard/Computer
Ears are like the keyboard entering information that is heard.
Example of Hearing Loss http://www.youtube.com/watch?v=TD5E88fFnxE
Technology Options • Hearing Aids • Cochlear Implants • Personal FM systems • Classroom Amplification Systems
Assistive Listening Devices HELP but do not make hearing NORMAL
Classroom ADS Cochlear Implant
HAT FM Transmitter Personal FM Options FM Receivers for hearing aids, cochlear implants, and FM only
Other Technology and Accommodations • Sign Language Interpreter • FM Systems and Conference Microphones • Speech to text Captioning • Cued Speech Transiliterator • Remote Sign Language Interpreting • Professional or Volunteer Notetakers • Phones for texting/speech to text • Service animal • Fire Alarm with lights installed in dorm room • Lighted Door Bell for dorm room door
What about Lipreading? • 70 % of speech cannot be seen on the lips • Lipreading must take place the perfect environment to be effective • Lipreading is VERY tiring on a person • Must have good command of English to be able to lipread (closing)
Potential Long Term Impacts of Hearing Loss • Higher risk of Mental Health Problems • Difficulty in higher academic settings • High rate of unemployment and/or • underemployment • Higher rate of poverty
https://www.youtube.com/watch?v=9vqY7cJpwRs&list=PL_jg9VvIO0LTlYCFBiJm7ejcOD8EvDYYQhttps://www.youtube.com/watch?v=9vqY7cJpwRs&list=PL_jg9VvIO0LTlYCFBiJm7ejcOD8EvDYYQ
125 250 500 1000 2000 4000 8000 0 10 z v 20 p h g 30 ch sh l a j mdb o r 40 n ng HEARING LEVEL (dB HL) e i 50 u 60 70 80 90 100 110 120 AUDIOGRAM OF FAMILIAR SOUNDS FREQUENCY IN CYCLES PER SECOND (HZ) Spelling Words through Simulated Hearing Loss above 1000 Hz 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. Click on Speaker to Present Spelling word.
p h g ch sh l a j mdb o r n ng e i AUDIOGRAM OF FAMILIAR SOUNDS FREQUENCY IN CYCLES PER SECOND (HZ) 125 250 500 1000 2000 4000 8000 Shoe 1. 0 Tree 2. 10 z v f th Math 20 3. s 30 Desk 4. 40 Snack 5. 50 u HEARING LEVEL (dB HL) Miss 6. 60 70 Test 7. 80 Thumb 8. 90 9. Fish 100 110 Spill 10. 120 Click on Speaker to Present Spelling word.
Hearing does not always = Understanding
Strategies (handout)
Communication Strategies • Favorable Seating: Place the individual in an area with limited background noise, where he/she can see the speaker/interpreter, and away from direct light. 2. Speak naturally: Do not raise your voice, avoid exaggerations, and do not speak too rapidly or too slowly. Above all, avoid unnatural lip movement.
Gain attention prior to speaking/signing Be cognizant of the language and vocabulary levels When miscommunication happens: - Repeat = emphasizing key words - Rephrase = using simpler language - Demonstrate and use visual cues
6. If you do not understand communicated message: - Do not pretend to understand when you don’t - Ask them to repeat - Repeat what you DO understand and ask them to continue - Encourage them to clarify or gesture 7. Ask “open ended” questions to check for comprehension. Summarize the comments and questionsof other people in the environment.
9. Provide additional wait time to allow for interpreted communication, the individual’s understanding, and think time.
Wyoming Instructional Network https://wyominginstructionalnetwork.com/outreach-services/outreach-services-for-deafhard-of-hearing/