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Basic Information on Hearing Loss

Basic Information on Hearing Loss. Mollie Frazier Teacher of the Deaf/Hard of Hearing Green Hills AEA. The Audiogram. The document that shows hearing loss. The Speech Banana.

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Basic Information on Hearing Loss

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  1. Basic Information on Hearing Loss Mollie Frazier Teacher of the Deaf/Hard of Hearing Green Hills AEA

  2. The Audiogram • The document that shows hearing loss

  3. The Speech Banana • When a hearing loss falls below the yellow range (“the speech banana”), it is likely that some speech sounds cannot be heard

  4. Hearing Loss Simulation • Please view the following video to gain a sense of what it sounds like to have a hearing loss https://www.youtube.com/watch?v=1EJ4g3J6cJM

  5. Using an FM System • Most deaf/hard of hearing students will use an FM system in the classroom • This is a system with a microphone and receiver • The teacher/speaker wears the microphone • The speech is sent to the receiver which amplifies the sound • An FM system allows the student to feel as if the teacher is speaking right next to his/her ear

  6. Accommodations • Many deaf/hard of hearing students need some accommodations while at school in order to help them gain needed information • It is crucial that classroom teachers help to provide these accommodations in order for the student to be successful • Some of these accommodations may include…

  7. Accommodations Cont. • Teachers should use the FM microphone for instruction. • Repeat peer comments and questions so the student has the benefit of hearing them through the microphone. Using teacher discretion, the microphone can be passed to peers when they speak such as when they are reading or in collaborative work. • During instruction, allow time for the student to receive the interpreted message, process what was said, and then respond in English. • Consider the amount of work load when there is a high language and cognitive demand on the student for assignments. • Provide preferential, flexible seating so the student has easy visual access to the teacher, to the interpreter, to educational materials or equipment used for instruction, and to peers who are called on to speak. She should be able to shift her eye gaze from one to the other to avoid missing parts of instruction as well as to prevent fatigue. • Allow appropriate breaks to rest his/her eyes and mind to prevent fatigue associated with focusing intently on the interpreter for lengthy periods. • Watch for the student’s attention before beginning instruction or conversation. • Speak clearly and consider the pace of speech. • Pre-teach vocabulary and check her background knowledge using illustrations (such as from google images) before introducing unfamiliar content.

  8. Accommodations Cont. • Provide visuals such as but not limited to printed assignments and due dates, pictures, demonstrations, visual organizers, study guides, closed caption. If close caption is unavailable, provide written text or notes. • Check often for the student’s understanding of oral or written English using "wh" and/or open ended questions that indicate what he/she thought he/she understood and where he/she may need more clarification. • Allow time for clarification of instruction, math story problems, directions, and questions in daily work and on quizzes and tests. Student should be encouraged to take time the necessary to understand rather than hurrying to “keep up” or be done before peers. • -Allow extra time for all tests and quizzes involving reading. State Assessments and District Wide Assessments should not be timed and can be given in a quiet setting free from distractions. Assessments, except the reading portion, can be interpreted. • Locate student away from background noise such as air handling, fans, hall or outside noise that interferes with discriminating speech. • In group discussion, teachers should call on peers by name so the interpreter can cue the student and he/she can follow the flow of conversation more easily. • Because the student is still in the process of switching from ASL to English he/she should be allowed to dictate and/or sign his/her response to the interpreter or teacher before beginning to write short answers or essays in English. Encouraging the student to use English word order and word endings is a priority, but he/she may slip into ASL at times. • Extra time for assignments • Teacher notes/PowerPoints will be available to the student before class to be used for note taking.

  9. Ask Questions • Because a teacher of the deaf/hard of hearing or audiologist isn’t always in the building, we trust classroom teachers to provide the necessary accommodations and services needed for these students to survive. • If you are unsure about how to use the technology or provide an accommodation, please do not be afraid to ask.

  10. Contact Mollie Frazier Teacher of the Deaf/Hard of Hearing Green Hills AEA Office Phone: 712-366-0503 Ext. 7509 Email: mfrazier@ghaea.org

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