1 / 14

THERE’S A HEARING IMPAIRED CHILD IN MY CLASSROOM!!!!!!

THERE’S A HEARING IMPAIRED CHILD IN MY CLASSROOM!!!!!!. A GUIDE FOR TEACHERS. Understanding Hearing Loss. Degree of Hearing Loss Normal hearing 0-25 dB HL Mild Loss 25-40 dB HL Moderate Loss 40-55 dB HL

yuki
Download Presentation

THERE’S A HEARING IMPAIRED CHILD IN MY CLASSROOM!!!!!!

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. THERE’S A HEARING IMPAIRED CHILD IN MY CLASSROOM!!!!!! A GUIDE FOR TEACHERS

  2. Understanding Hearing Loss • Degree of Hearing Loss • Normal hearing 0-25 dB HL • Mild Loss 25-40 dB HL • Moderate Loss 40-55 dB HL • Moderate/Severe 55-70 dB HL • Severe Loss 70-90 dB HL • Profound Loss +90 dB HL • Most Common Causes • trauma/birth trauma • ototoxic drugs/other drugs • heredity • low birth weight/prematurity • high fevers • severe infection/illness • Ruebella prenatally • kidney infection • lack of oxygen at birth • high bilirubin neonatal • severe or untreated ear infections • several genetic syndromes

  3. Familiar Sounds Audiogram Everyday sounds have been plotted on the audiogram according to their frequency and intensity. Very soft sounds, such as leaves rustling, are plotted at the very top of the graph, whereas a jet airplane is plotted at the bottom of the graph. Speech sounds have also been plotted. As you can see from the chart, even an individual with a mild hearing loss misses many speech sounds that are vital to language, communication, and reading.

  4. Student Objectives Classroom (non-academic) • Be able to ask questions: • When the student has not heard • When the student doesn’t know what to do • When the student does not understand the language, word, concept • Use appropriate language skills • Be able to follow directions • Be able to follow classroom rules • Participate in class • Follow and comprehend discussions • Answer questions the teacher asks • Volunteer ideas to the class • Make class presentations • Work in small groups cooperatively Social • Be able to communicate with peers and adults (verbally, via interpreter or by gestures) • Play with peers individually/groups • Initiate conversations • Behave in a socially appropriate manner Self-Help Responsibilities • Check hearing device • Carry extra batteries at all times • Recharge FM system daily • Give teacher FM system daily The student will be able to demonstrate the ability to:

  5. A Positive Classroom Atmosphere Discuss the similarities and differences between hearing and hearing impaired children. Remember that your own attitude will affect your class. Even with careful preparation and positive attitudes, peer problems may arise. Monitor the progress of your hearing impaired students closely.

  6. “The Elephant in the Room” • Discuss with the class what a hearing impairment is. ** I have lesson plans for a science lesson for K – 5th grades if you are interested, let me know. • Involve the student in the discussion. She/he is aware they have a hearing loss, include them. • Discuss with the class how to communicate with student. If he/she is oral, remind students to always face the hearing impaired student. If an interpreter is used for sign language, discuss with the class how to use an interpreter, or body language and gestures. • Allow and encourage students to ask questions. Once students get answers they will accept the hearing impaired student as any other child, remember children are just curious. • If the student uses sign language, encourage students to learn • sign. The interpreter or the student can teach the • class a few signs a day when time permits. • Treat the student as you do all others, then they will too. Do not • show pity, but show empathy and be open-minded and students will too! • If you would like for me to do an in-service for your class, please just • let me know, I’d be more than happy too!

  7. Auditory Considerations • Stay within range of hearing device (3-4 feet) • Use normal loudness and normal rate • Decrease or eliminate background noise • Check hearing device • Know FM system use and maintenance

  8. Visual Considerations • Have the student’s attention before starting to speak • Be at student’s eye level • Maintain eye contact • Keep light to student’s back and have the light on your face • Use normal facial expressions and gestures • Keep mouth clearly visible: • Avoid covering face or mouth • Stand still when talking • Face the student

  9. Suggestions for Teachers Improving Communication • Introduce topic of discussion • Be cognizant of student’s language and vocabulary level • Summarize comments and questions of other students • Check comprehension often through open-ended questions • If student does not understand: • Repeat, emphasizing key words • Rephrase, using simpler language • Demonstrate or use visual cues • If you do not understand the student: • Ask student to repeat • Repeat part you understood and have student continue • Encourage student to gesture or clarify • Do not pretend to understand

  10. In the Classroom • Arrange seating so student can hear majority of what is happening in class. • Use visual aids as much as possible (overhead, charts, photos, SmartBoards) • Use captioned films whenever possible. **most of the TV’s have built in closed captioned, if you get an older one that does not, there are closed captioned boxes in every Library for your use** • Assign a note taker. • Assign a “buddy”. • Provide student with written rules and expectations • Provide written summary or outline of material, homework assignments and projects. • Write key words, new vocabulary and homework on the board. • Keep tutor and parents aware of new vocabulary and concepts.

  11. Sign Language Interpreters • Is a member of the educational team • Role is to accurately relay information to the student by translating spoken language into American Sign Language (ASL) • Is NOT a teacher’s aide or a substitute teacher. • Is a professional and will conduct an in-service for teachers and students. At first, other students may be fascinated by watching the interpreter, but usually this is not distracting for them.

  12. Teaching Devices That HelpOutlines, Study Guides and Vocabulary Lists Giving the student information about what will be discussed in class prior to class will help the student with common language delays among hearing impaired students. Outlines let the student know the topic that will be covered and makes it easier for the student to follow and participate. Study Guides helps the student focus on the most important information to study for the test and to follow class discussion. Vocabulary Lists with definitions allows the student to learn sign and meaning of new words prior to class. **All of these devices are also helpful to the interpreter so he/she can learn signs and explain meaning of new signs to student.

  13. Resources • Speech Language Pathologist will work with the student on language needs and if appropriate articulation. • Hearing Impaired Teacher will work with the student on tutoring, language, or resource, if needed. • ASL Interpreter will be the “ears and voice” of the student during the school day.

  14. Remember….. “The problems of deafness are deeper and more complex, if not more important, than those of blindness. Deafness is a much worse misfortune. For it means the loss of the most vital stimulus--the sound of the voice that brings language, sets thoughts astir and keeps us in the intellectual company of man.” ~ Helen Keller

More Related