Hardman 12e ppt_13

Chapter Thirteen
SENSORY DISABILITIES:
HEARING AND VISION LOSS
©2017 Cengage Learning. All Rights Reserved.

LEARNING OBJECTIVES
(slide 1 of 2)
13-1 Describe how the lives of people with
sensory disabilities have changed since
the advent of IDEA.
13-2 Explain the various definitions and
classification of sensory disabilities.
13-3 Describe the characteristics and
prevalence of children and youth with
sensory disabilities.

LEARNING OBJECTIVES
(slide 2 of 2)
13-4 List the causes and risk factors
associated with sensory disabilities.
13-5 Describe the assessment procedures
used to identify sensory disabilities in
children and youth.
13-6 Describe the different interventions for
children and youth with sensory
disabilities from early childhood through
adulthood.

13-1 CHANGING ERA IN THE LIVES OF
PEOPLE WITH SENSORY DISABILITIES
• The ability to see and hear is a critical link
for development and perspective.
• The vast majority of people with sensory
impairments lead active and productive
lives.

13-2 DEFINITIONS & CLASSIFICATIONS
OF SENSORY DISABILITIES
• Sensory disabilities include:
– Hearing loss
– Vision loss
– Both

Structure of the Ear
Figure 13.1

13-2a HEARING LOSS (slide 1 of 3)
• Definitions
– Audition: the act or sense of hearing
– Deafness: hearing loss greater than 90 dB.
Vision is primary input; cannot understand
speech via the ear.
– Hard of hearing: deficient sense of hearing
that is still somewhat functional

• Age of onset
– Prelingual loss: prior to age 2
– Postlingual loss: after speech acquisition
• Anatomical site of hearing loss
– Conductive hearing loss: sound is blocked
from outer to inner ear
– Sensorineural hearing loss: problems with
workings of inner ear or hearing nerve
– Mixed hearing loss: combination

• Factors in classification of hearing loss
– Severity of condition
– Intelligence
– Emotional stability
– Early education and training
– Family environment
– Occurrence of other disabilities

The Parts of the Human Eye
Figure 13.2

13-2b VISION LOSS (slide 1 of 3)
• Wide range of conditions
– Never experienced sight
– Normal vision before vision loss
– Gradual or sudden loss of acuity
– Restricted field of vision

• Blindness
– Legal blindness: corrected vision is less than
20/200 in better eye
– Tunnel vision: restricted field of vision
• Partial sight (low vision)
– Partially sighted: able to use vision as
primary source of learning

• Classifying vision loss
– Refractive eye problems: failure to focus light
rays properly on retina
• Hyperopia, myopia, astigmatism, cataracts
– Muscle disorders: one or more major muscles
are weakened
• Nystagmus, strabismus, amblyopia
– Receptive eye problems: degeneration or
damage to retina and optic nerve
• Optic atrophy, retinitis pigmentosa, retinal
detachment, retinopathy of prematurity, glaucoma

Normal, Myopic, and Hyperopic Eyeballs
Figure 13.4

13-3 CHARACTERISTICS &
PREVALENCE OF SENSORY
DISABILITIES
• Range of characteristics for both hearing
and vision loss
• Considered low incidence because few
people are diagnosed with these
disabilities

13-3 CHARACTERISTICS OF
HEARING LOSS
• Intelligence
– Normal distribution, more a function of
language ability than cognitive ability
• Speech and English language skills
– Areas most severely affected
• Educational achievement
– Can be significantly delayed
• Social development
– Reduced auditory information

13-3b PREVALENCE OF
HEARING LOSS
• Estimated 30 million people have hearing
loss
– Only 5% are under 17 years of age
– 43% are over 65 years of age
• Approximately 11 million have significant
irreversible hearing loss
• 1 million are deaf

13-3c CHARACTERISTICS OF
VISION LOSS (slide 1 of 2)
• Intelligence
– Performance differs from sighted children in some
areas
• Speech and language skills
– Restricted oral vocabulary
• Academic achievement
– Delayed due to many factors

13-3c CHARACTERISTICS OF
VISION LOSS (slide 2 of 2)
• Social development
– Influenced by experiences, perception and ability
• Orientation and mobility
– Coordination
• Perceptual-motor development
– Important for skills

13-3d PREVALENCE of VISION LOSS
• 20% of Americans have some kind of
vision loss; most can be corrected.
• 1 in 3,000 children is legally blind.
• 5% of children have serious eye disorder;
this figure increases to 20% for those over
65.
• 50% of people over the age of 65 have
significant vision loss.

13-4a HEARING LOSS: CAUSES
AND RISK FACTORS
• Causes
– Heredity
– Prenatal disease
– Postnatal disease
– Environmental factors

13-4b VISION LOSS: CAUSES
AND RISK FACTORS
• Causes
– Genetic disorders
• Examples: albinism, retinoblastoma, glaucoma
– Acquired disorders
• Examples: xerophthalmia, cortical visual
impairment, trachoma

13-5a ASSESSMENT OF
HEARING LOSS
• Assessment is generally responsibility of
physician to refer family to specialist
• Cochlear implant: electronic device
implanted behind the ear to stimulate
auditory nerve
• Electroacoustic aids
– Body-worn aids
– Behind-the-ear aids
– In-the-ear aids

13-5b ASSESSMENT OF
VISION LOSS
• Pediatricians often complete first formal
assessment
• Once detected, interventions generally
involve:
– Correction of vision as possible
– Prevention or reduction of typical
developmental problems
– Support and education for family
• Preventative measures

13-6a INTERVENTION FOR YOUTH
WHO ARE DEAF/HARD OF HEARING
• Approaches to teach communication skills
– Auditory approach
– Oral approach
– Manual approach
– Total communication
• Assistive technology
– Closed captioning
– Computers, smartphones, tablets, internet
– Telecommunication devices

13-6b INTERVENTIONS FOR YOUTH
WHO ARE BLIND/LOW VISION
• Education strategies
– Functional approach
• Academic content
– Curriculum includes mobility and oral expression
• Communication media
– Tactile devices
– Communication systems
• Access to health care and community
services

LOOKING TOWARD A BRIGHT
FUTURE
• Innovations in technology, education, and
health care are enhancing life in school,
family, and community for people with
sensory impairments.

CASE STUDY: XEEB
• Background
• Strategies

Hardman 12e ppt_13

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