Austen - hearing loss

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  • 1. Austen Hearing Loss By: Marisa Backé Amanda Bruneau Erin Nieuwenburg
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  • 4.
    • With respect to the graph please note:
    • Sound is described by frequency or pitch measured in hertz as shown at the top of the graph increasing from left to right and intensity or loudness measured in decibels shown along the left hand side of the graph increasing as we go down
    • The ear is more sensitive to sound waves with frequencies ranging from 1000 to 4000 hertz
    • Speech banana– this is the area of intensity and frequency where most speech occurs
    •   Notice that most consonants have a higher frequency than vowels
    •   Most words have low, middle, and high frequency sounds within them
        • Let’s take a look at the word MOOSE
    • m-low freq
    • oo-middle freq
    • s- high freq
    •   -example: see moderate hearing loss, you may miss hearing the ‘s’ sound and only hearing ‘moo’
    •  
    • most individuals with hearing loss have some amount of usable hearing and that is also referred to as residual hearing
    •  
  • 5.
    •   Please note that there are seven degrees of hearing loss (although only five are shown on the graph on slide 3):
    • normal, minimal or slight, mild, moderate, moderate severe, severe, and profound
    • Without intervention different issues will arise depending on the degree of hearing loss:
      • Minimal to mild : students miss some speech sounds, difficulty listening in a noisy environment, may develop language delays
      • Moderate-moderate severe : students will hear very little if any speech sounds at normal levels, can experience language delays, require use of hearing aid to be successful in the classroom 
      • Severe-profound : students’ speech sounds will be hard to understand or incomprehensible, need to learn by visual language cues/sign language, will appear inattentive to verbal cues
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    • Student’s with hearing loss may identify themselves in one of four ways:
    •  
    • Deaf – with a capital D – refers to individuals who communicate using sign language and have a strong sense of community within the Deaf Culture
    •   Individuals who share similar social beliefs, behaviours, art, theatre, folklore, literary traditions, history, and have a strong sense of community – many social groups, activities, and athletic clubs,
    • They see deafness as a difference and not a disability
    • deaf – with a lower case d – refers to individuals who do not have a strong connection to the deaf community and Deaf culture and may use some speech and residual hearing to help them communicate
    •  
    • deafened – individuals who were born with normal hearing and learned spoken language, but lost their hearing later in life
    •  
    • hard of hearing -- individuals who use speech as their primary form of communication
    •  
    • As educators it is important to remember to always put the individual first: we say “students who are hard of hearing,” and “students who are deaf” NOT “deaf student”
    • If you don’t know what is appropriate, you can also ask your student how he or she would prefer to be addressed.
    • Some students will be offended if you refer to them this way (see Deaf Culture)
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    • Be aware as with all students in your class dependant on their school history, social and emotional needs, your student who is deaf or hard of hearing may need a modified curriculum or Individual Education Plan
    •  
    • This will be based on:
      • educational implications of the student’s hearing loss
      • teacher observations/student’s classwork
      • verbal/ASL/written expression
      • formal assessments (from speech-language pathologist, psychologist,
      • ASL tutor, occupational therapist [OT], physiotherapist [PT])
      • student’s values and goals
      • parents’ values and goals for the student
      • social development
      • instructional time and available resource
    •  
    • Be ready to adapt to the needs of your students – this may mean such things as making sure classroom rules are clearly understood, or adding extra pictorial visual cues to written instructions/problems, communicating with the interpreter/EA what the student should be focusing on.
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    •   ASL is the most widely used sign language in North America – some regional differences can be found just like in spoken language there are different accents or dialects.
    •  
    • Sign Language is expressed through movements of the hands, body, facial expressions and some mouth movement.
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    • There is a common misconception some people have that speech and language are the same thing.
      • Speech refers to verbal sounds made via the mouth and voice
      • Language incorporates rules and a system for putting letters together to form words and words together to form sentences to express ideas and tell stories.
      • Language has meaning and purpose.
      • It is so important for children to acquire language in order to develop critical thinking and problem solving skills.
    •   
    • ASL has it’s own grammar rules and syntax  
  • 20.
    • Many researchers argue that sign language is superior to speech for expressing emotions especially with early years students and that it can have benefits for a diverse group of students, not just those that are deaf or hard of hearing.
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    • Many children do not have enough vocabulary to express their intended meaning when something excites, angers, frustrates, or embarrasses them. Sign language can be a good tool to help them communicate this.
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    • If all the students in the class learn to sign, it becomes easier for the student who is hard of hearing to communicate with his or her classmates and vice versa
      • builds community
      • another way to retain and express information.
  • 21.  
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  • 23.
    • Central Speech and Hearing Clinic
    • Manitoba Deaf Association
    • Manitoba School for the Deaf
    • Camp Kakepitay
    • Leisure Guide Programs, Scouts Canada, Girl Guides
    • Manitoba Deaf Sports Association
    • Recreation Services for the Deaf
    • Silent Voice Canada
  • 24.  
  • 25. References
    • Anderson, K. L., (n.d.) Early listening function: Discovery tool for parents and caregivers of infants and toddlers . Retrieved December 11, 2008, from www.phonak.com/com_elf_questionnaire_gb.pdf
    • desb65. (July 10, 2011). Samantha and her fun FM and hearing aid book! [Video File]. Retrieved September 25, 2011 from http://www.youtube.com/watch?v=Cc1U-YuxqEw
    • Harris, Tom. HowStuffWorks.com. How hearing works, 30 March 2011. http://science.howstuffworks.com/environmental/life/human-biology/hearing.htm
    • Sick Kids Canada. Author Unknown. http://www.sickkids.ca/communicationdisorders/what-we-do/audiology/types%20of%20hearing%20loss/index.html
    • Manitoba Education. (n.d.). Student services: Guidelines for level II and III support . Retrieved September 29, 2011 from http://www.edu.gov.mb.ca/k12/specedu/funding/level2-3.html
    • Manitoba Education, Citizenship and Youth. (2011). Educator's resource guide: Supporting students who are deaf and/or hard of hearing . Retrieved September 19, 2011, from http://www.edu.gov.mb.ca/k12/docs/support/dhh_resource/index.html
    • National Institute on Deafness and Other Communication Disorders. (2011). Cochlear implants. Retrieved September 19, 2011, from http://www.nidcd.nih.gov/health/hearing/coch.asp
    • National Institute on Deafness and Other Communication Disorders. (2010). Hearing aids . Retrieved September 19, 2011, from http://www.nidcd.nih.gov/health/hearing/hearingaid.htm
  • 26. References
    • The Hearing Loss Clinic. (n.d.a.). Hearing aids for kids . Retrieved September 19, 2011, from http://www.hearingloss.ca/hearing-loss-for-kids-hearingaids.html
    • The Hearing Loss Clinic. (n.d.b.). FM systems . Retrieved September 19, 2011, from http://www.hearingloss.ca/hearing-loss-for-kids-fmsystems.html
    • Brereton, A. (2008). Sign language use and the appreciation of diversity in hearing classrooms. Early Years Journal of International Research and Development. 28(3) 311-324.
    •   Marschark, Marc; Lang, Harry G.; Albertini, John A. (2001).  Educating deaf students: From research to practice . Oxford University Press USA. Retrieved 25 September 2011, from < http://lib.myilibrary.com.libproxy.uwinnipeg.ca?ID=47068 >.
    •   Schick, Brenda; Marschark, Marc; Spencer, Patricia Elizabeth. (2006).  Advances in the sign language development of deaf children . Oxford University Press USA. Retrieved 24 September 2011, from < http://lib.myilibrary.com.libproxy.uwinnipeg.ca?ID=42848 >.
    •   Carbin, C & Smith, D. (2011). The Canadian encyclopedia : Deaf culture . Retrieved 29 September 2011, from <http://www.thecanadianencyclopedia.com/index.cfm?PgNm=TCE&Params=A1ARTA001117>.
    • Deafness Research UK. May 2009. http://www.deafnessressearch.org.uk