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Hearing Impaired: A Case Study

Hearing Impaired: A Case Study. Marie Taylor, Michelle Diamond, Jana Graham, and Paul Walker. Our Goal. What is a hearing impairment? Is there a difference between the terms “deaf” and “hard-of-hearing?” How do those with hearing impairments lead a productive life?

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Hearing Impaired: A Case Study

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  1. Hearing Impaired: A Case Study Marie Taylor, Michelle Diamond, Jana Graham, and Paul Walker

  2. Our Goal • What is a hearing impairment? • Is there a difference between the terms “deaf” and “hard-of-hearing?” • How do those with hearing impairments lead a productive life? • Provide an example of a person who has a hearing impairment?

  3. Goals Continued • How does this impairment effect cognition and/or language? • How can I, as a teacher, assess a student with a hearing impairment? • What are some interventions? • How can I accommodate this type of student?

  4. Statistics www.jsu.edu/.../ sld013.htm

  5. Definition • Hearing impairment: A hearing disability that ranges from mild to profound. • Deaf: Processing of linguistic information is not successful • Hard-of-hearing: Has some residual hearing and can process linguistic information

  6. Types of Hearing Loss

  7. Successful Communication • Problems in hearing causes problems in speaking • How does communication occur? • Success in the classroom

  8. Michael • Student at San Diego State University • Severe-profound hearing loss • Difficulty with normal speech • Voice quality is abnormal • Prefers oral communication Important Fact: There is a 79% attrition rate among students who are deaf or hard-of-hearing in two and four year colleges and universities. www.jsu.edu/.../ sld013.htm

  9. Michael is considered hard-of-hearing • Uses a hearing aid • Does not use ASL • Utilizes • a note taker • real-time captioning • speech reading

  10. Hearing Impaired with an Intact Language System Can limit the need for extensive services throughout school years Especially when child enters school May need some management and communication therapy Less academic problems requiring remediation Early Interventions

  11. Interventions • Early identification of hearing impairment is critical • Diagnosis by 6 months of age • Early intervention • Acquire professional services • Especially in cases of minor impairments, cognitive abilities in tact, and no other developmental disabilities

  12. Focusing on Intervention • Teachers must realize • Hearing impairment needs to be assessed • Hearing loss requires focus on visual and tactile aids • Possible need to use sign language

  13. Assessment Teams Audiologist Psychologist Specializing Consultants: intellectual academic language skills Types of Assessments Audiological Speech Language Sign Communication Cognitive development Academic and Vocational Assessment Strategies

  14. Hearing Loss Tests Pure-tone audiometry Speech reception threshold or Speech Audiometry Physical test called Tympanometry ADT’s built-in telephone amplifiers special alerting devices (like paging systems and smoke detectors) training in speech reading surgery Additional Support Options

  15. Collaborate with school district personnel in planning appropriate educational programs Goal planning for educational program Assist in the selection of education Facilitate transitional planning Best Uses for Michael Use of hearing aid trained speech reading Collaborate with school district personnel Utilizing these Resources

  16. Accommodations • Remember: The type of help is determined by level of hearing impairment • Accommodating Michael • Private interview to find general needs & preferences • Seating arrangements for optimal listening & lip reading • Front row seat • View of instructor • Away from windows, open doors

  17. Role of the Teacher • Teachers Role in Classroom • Empty mouth • Unobstructed view of mouth • Clear speech, moderate pace, and using repetition often

  18. Lip Reading 20% - 40% speech picked up Visual cues such as gestures, pointing, and facial expressions Use of Hearing Aid Coordinated with audio loop system Teacher’s speech Note Taker Definition Responsibilities Visual Aids Real time captioning Summary of unit on films, tapes Key terms on blackboard Aids to Communication

  19. Forms of Signing • Manually coded English • Manual signs that correspond to English words, and that use the same grammatical structure as spoken English • American Sign Language (ASL) • Differs significantly from spoken English in its grammatical structure. For example, one ASL sign can represent a concept that requires many English words to express.

  20. Classroom Requirements & Social Interaction Question/ answer session Wait time Group Activity Visual Aid materials Test Taking Instructions Extended time Separate place (room) with less distraction More Support

  21. Works Consulted • www.islandhearing.com/ health3.html • www.pinnacle-performance.com/ consult/ccomm.html • www.hearingvision.com/ products.htm • www.tash.org/communication/ • www.hearingtests.ca/ hearing_aids.htm • http://www.washington.edu/doit/Faculty/Strategies/Disability/Hearing/

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