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Hearing impaired1 (new) (6)


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This power point presentation elaborates on students who are hearing impaired and some of the things that a person can do to accommodate them, within the classroom and outside of the classroom.

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Hearing impaired1 (new) (6)

  1. 1. Hearing impairment is best defined as alack or reduction in the ability to hear clearlydue to a problem somewhere in the hearingmechanism.
  2. 2. Individuals with DisabilitiesEducation Act Amendments (1997),197 (PL 105-17) insures that studentswith disabilities have access to generaleducation.
  3. 3. •Normal hearing loss 0-20 dB•Mild hearing loss 20-40 dB•Moderate hearing loss 40-65 dB•Severe hearing loss 65-90 dB•Profound hearing loss 95 and dB
  4. 4. Hearing test can be done in anaudiometry laboratory by ahearing specialist (audiologist) orin a health professional’s office, aschool, or the workplace by anurse, healthprofessional, psychologist, speechtherapist, or audiometrictechnician.
  5. 5. • Whispered Speech Test•Pure Tone Audiometry•Tuning Fork Test•Speech Reception and WordRecognition Test•Otoacoustic Emissions Test•Auditory Brain Stem ResponseTesting
  6. 6. • FM system•CART (Communication AccessRealtime Translation•Loop system•Sound field•Ads (Alerting Devices)
  7. 7. Software which converts teachersvoice to text
  8. 8. Open Caption - This is when the captions are visible without any special equipment. This is very similar to subtitles for foreign films.Closed Caption - The process of displaying text on a television, video screen or other visual display to provide additional or interpretive information to individuals who wish to access itReal-time Captions - are created as an event takes place.
  9. 9. Standard alerting devices normally rely onsound to alert a person. But sound is of littlevalue to a hearing impaired person. Alertingdevices for people with hearing impairmentsgenerally rely on either visual signals or vibration.Audio alerts suitable for people with hearingimpairments includes baby monitors, fire alarms,alarm clocks, telephone (TTY) signalers, anddoorbells. Such devices are very important inschools since impaired students cannot hear theemergency bell.
  10. 10. • Research supports the use of computer-assisted instruction (CAI) for special needs students as a supplement to traditional instruction (Christmann et al. 1997). One of the evident benefits is that a computer allows special needs students to work at an individual pace. Computer assisted Instruction will also help the student to become IT competent which will allow for the use of the internet.• Students’ assignments can be sent to them and they will be free to question the teacher for clarification without the use of an interpreter in the classroom.
  11. 11. • Students’ assignments can be sent to them and they will be free to question the teacher• for clarification without the use of an interpreter in the classroom.• This also encourages students to integrate successfully into the hearing world since they can now communicate with classmates outside the class environment.• The internet educational sites provide a resource bank for both the teachers and students, as they provide ample opportunities for stimulating reinforcement tasks.
  12. 12. The classrooms teacher can make manyadjustments especially with the use oftechnology to accommodate a hearing impairedstudent. They can go a long way in creating awelcoming and safe classroom environment.Using the technologies that are now availablefoster enrichment and promote the success ofall students in the classroom. (Beth Lynne,March 18th, 2007)
  13. 13. Assistive technology is animportant aspect of educating anelementary student with disabilitiestogether with an IndividualizedEducation Plan (IEP).
  14. 14.  An IEP is a document that specifies guidelines for modifications to a student’s classroom instruction. It is based on the special needs of a student. It should be designed to increase the probability of classroom success.
  15. 15. Facilitation, participation andcommunication of deaf and hard-of-hearingin regular classroom requires the effort ofteachers, hearing students and deaf or hard-of-hearing student.
  16. 16. •Allow the deaf or hard-of-hearing person tosit in a seat that is to his/her best advantage.•Provide new vocabulary in advance.•Avoid unnecessary pacing and speakingwhen writing on a chalkboard.•Use visual aids if possible.•Make sure the deaf or hard-of-hearingperson doesnt miss vital information.
  17. 17. •Slow down the pace of communication.•When there are audio-visual presentations,allow the deaf student time.•Repeat questions or statements made fromthe back of the room and point to thestudents speaking.•Allow full participation by the Deaf orhard-of-hearing person in the discussion.•Use hands-on experience wheneverpossible in training situations.
  18. 18. •Provide a communicative environment forthe entire class that encourages participationby the deaf or hard-of-hearing student.•Create effective small group learningsituations that include the deaf or hard-of-hearing student.•Collaborate with special educators to discussways of facilitating participation and learningof the deaf or hard-of-hearing student.
  19. 19. •Demonstrate and promote positive attitudetowards the deaf or hard-of-hearing student•Provide information about deafness.Establish effective communication.•Problem-solve communication/relationshipdifficulties.•Organize special activities for deaf or hard-of-hearing student e.g. a special out of classclub in which deaf or hard-of-hearing andhearing students work on a project for anextended period.
  20. 20. •Having general interaction skills taughtencouraging students to participate willinglyin activities with others.•Teaching skills for effective communicationwith deaf or hard-of-hearing students likegetting the deaf or hard-of-hearing students’attention, establishing face to facecommunication, having patience whencommunication breakdown occurs andspeaking clearly and with adequateloudness.
  21. 21. •Encouraging active participation in classactivities and perceive hearing classmates ashaving positive or neutral attitudes.•Teaching communication skills forparticipating in the regular classroom.•Give advice on how to participate in smallgroup learning activities.
  22. 22. •(1995-2011)Healthwise. Retrieved on 8 th March, 2012,From http;//•An Educator’s Guide to Hearing Disability Issues.Retrieved on 8 th March, 2012, From•Heuser Hearing Institute. Retrieved on 8 th March, 2012,From•Lynne, B. (March 18 th , 2007) Technology for HearingImpaired. Retrieved on 29 th February 2012, From
  23. 23. •Stinson, S. M. & Liu Y. Participation of Deaf and Hard-of-Hearing Students in Classes with Hearing Students. NationalTechnical Institute for the Deaf. Rochester Institute ofTechnology.Technologies for Special Needs Students.Retrieved on 18thMarch,2012 from•Youtube
  24. 24. 1. Explain the meaning of hearing impaired.2. What are the different levels at which a person is considered hard of hearing or deaf ?3. What are the different devices a person can use who are deaf ?4. What are some strategies a person can use in the classroom to accommodate a deaf person?5. What are the different hearing tests a person can perform?6. In your groups construct an Alert device plan for the hearing impaired student in your classroom (state the device, the signals that will be given and their meanings).
  25. 25. Thank You!