Disability presentation

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Disability presentation

  1. 1. Educating the Hearing Impaired By Ajani Brown ED 300 Professor Lord
  2. 2. Hearing Impairment: Definition: A person with a hearing impairment is considered to be deaf if the sense of hearing is nonfunctional for the ordinary purposes of life, or hard of hearing, when the sense is defective but functional, with or without a hearing aid.
  3. 3. Types of Impairment: Sensorineural – The result of damage to the delicate sensory hair cells or the nerves of the inner ear. Occurs due to an inherited fault in a chromosome, birth injury or damage to the developing fetus or subjection to loud noise for prolonged periods. In some cases the use of a hearing aid will not be beneficial. Conductive – Hearing loss that usually affects all frequencies of hearing but generally does not result in severe loss of hearing. This can be caused by disease or blockage in the hearing canal. This type can be helped medically, surgically or by use of a hearing aid. Mixed – This type would be a combination of Sensorineural and Conductive.
  4. 4. Degrees of Impairment: We must first take into consideration dB (decibel) levels. The larger the number, the louder the sound it represents. Example: Soft whisper at 18 feet is 18dB. Compared to the sound of jet taking off 200 feet away, 108dB. 24-40 dB = Mild 41-55 dB = Moderate 56-70 dB = Moderately Severe 71-90 dB = Severe 91 + dB = Profound
  5. 5. Characteristics of Impairment: Mild – A person might have normal speech patterns and their impairment may go undetected. They may have difficulty hearing speech at a distance. Moderate – If no hearing aid is used a student may miss much of what is said. Conversations must occur within 3 to 5 feet. Moderately Severe – Hears very little speech and speech development may be defective. Severe – Most ordinary environment sounds are not heard, but a person may sense loud noises and voices. Their speech is meaningless, even though vocalization may occur.
  6. 6. Public Law 94-142 The Education of All Handicapped Children Act of 1975 The act mandates free and appropriate public education for all handicapped children. The act stipulates safeguards to protect the rights of handicapped children and their parents. Additionally, the act called for nondiscriminatory testing, Individual Education Plans and the least restrictive environment appropriate to the needs of the child.
  7. 7. School Placement Options Residential Schools – Students live and learn on campus, while some commute daily. Day Schools – Commute only school. Located mostly in large Metropolitan areas. Day Classes – Classes provided for the hearing impaired located at non specialized public schools with children who have normal hearing. Resource Rooms – Schools provide a room for the children to spend part of their day in individualized instruction. Itinerant Programs – Students receive services from an itinerant teacher who works with several students from different schools.
  8. 8. Methods of Communication in the Learning Process Oralism: The means of communicating by way of speech and speech reading. Manualism: Stresses the use of sign language usage in the classroom and among the hearing impaired. Total Communication: The theory of communication that embraces the concepts of Oralism and Manualism into a single all inclusive procedure.
  9. 9. Parents and their Children: Integration into a “normal” school setting is the goal for both parents and educational administrators, however, placement in an appropriate setting is what is needed to insure proper growth and development. Common assumptions of integration include: •Learning in a normal environment will help a deaf child’s development. •Loss of a primary receptive sense will be substituted by vision, in a setting with oral/aural interaction. •A teacher without understanding of deafness can overcome the barrier.
  10. 10. Bibliography: Katz, Lee (1974). The Deaf Child in the Public Schools. Danville, Ill. The Interstate Printers and Publishers, Inc. Nix, Gary (1976). Mainstream Education for Hearing Impaired Children and Youth. New York, NY. Grune and Stratton, Inc. Moores, Donald (1987). Educating the Deaf: Psychology, Principles and Practices 3rd Edition. Boston, MA. Houghton Mifflin Company. Nielsen, Lee (2002). Brief Reference of Student Disabilities…With Strategies for the Classroom. Thousand Oaks, California. Corwin Press, Inc.

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