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Hearing Impaired


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Hearing Impaired

  1. 1. - an encompassing or general term which covers all children with hearing disorder or difficulties.<br />Hard of Hearing- Those in whom the sense of hearing although defective is functional with or without a hearing aid.<br />Deaf – those in whom the sense of hearing is non-functional for the ordinary purposes of life. <br />Hearing Impairment<br />
  2. 2. Education of Children with Hearing Impairment<br />Issues:<br />1. Where will these children be taught?<br /><ul><li>Educational Placement</li></ul>2. How will these children be taught?<br /><ul><li>Language of education
  3. 3. Mode of communication</li></ul>3. What will these children be taught? <br /><ul><li>General Curriculum
  4. 4. Modified Curriculum</li></li></ul><li>Inclusive EducationPhilippine Setting <br />Set Up A- Self Contain<br />Set Up B- Partial Mainstreaming<br />Set Up C – Full Mainstreaming<br />
  5. 5. Suggestions on How to promote an inclusive classroom<br />Promote acceptance of your students<br />Provide preferential sitting<br />Increase visual information<br />Minimize classroom noise<br />Modify teaching procedures<br />Have realistic expectations<br />
  6. 6. Basic Principles and Practices of Inclusive Instruction<br />Principle 1<br /><ul><li>Differentiate instruction and Provide supports
  7. 7. .....offering multiple options for what to learn, how to learn, and how to demonstrate learning </li></li></ul><li>1. Adjust instruction for learning profiles<br />Real life value for the learner<br />Simplify or supplement the curriculum depending on INDIVIDUAL student needs<br />
  8. 8. 2. Offer appropriate accommodation and assistance<br />Assistive technologies<br />Captioning<br />Manipulative<br />Summaries <br />
  9. 9. Principle 2<br /><ul><li>Capitalizing on instructional strategies that are effective for all students,
  10. 10. Build more time on task, increasing engagement </li></li></ul><li>1. Use Validated teaching methods<br />Organizing activities<br />Cooperative learning<br />Peer-mediated instruction<br />
  11. 11. 2. Teach diagnostically<br />Identifying individual needs<br />Identifies learning styles<br />Use analysis of daily classroom performance<br />
  12. 12. 3. Use realistic and concrete examples<br />Use real life, everyday examples<br />Know who the students are<br />USE THE LANGUAGE OF THE STUDENTS<br />
  13. 13. 4. Actively involve students<br />Apply hands on, interactive processes in learning<br />Promote attention to task<br />Become efficient in promoting learning through better skills in Asking<br />
  14. 14. Transition Education<br />Ultimate Goal<br />Quality of Life- the extent which he can make choices<br />
  15. 15. Secretary’s Commission on Achieving Necessary Skills<br />Basic Skills- reads, writes, performs arithmetic and mathematical operations, listens and speak<br />Thinking Skills- thinks creatively, makes decision, solves problem<br />Personal Qualities – display responsibilities, integrity and honesty<br />
  16. 16. School to work act<br />School-based learning- programs and services designed to help all students meet expected academic standards.<br />Work-based learning – work experience, job training, workplace monitoring<br />Connecting activities- provide support to both the school based and work based learning, provide assistance in finding jobs and continuing education and linking them with community services that maybe useful throughout the transition process.<br />
  17. 17. Thank you <br />