Deafness is defined as a severe hearing impairment that negatively impacts a student's ability to process linguistic information through hearing alone. There are different types of hearing loss including conductive, sensorineural, mixed, and central. Students who are deaf often require hearing aids, cochlear implants, or sign language interpreters. Teachers are encouraged to reduce noise, face students while speaking, use visual aids, and learn basic sign language to help students who are deaf succeed.
Zaid Hjab
The ear is the part of the body that is used for hearing. Information about the
world is acquired through hearing. Anybody that hears nothing around him, no
matter how loud the sound is should be seen as having ear problem. It is a condition
or rather an impairment which is a physical, observable condition of tissue that can
affect the function of the organ system of which that tissue is a part. Hearing
impairment is a disability that can affect the effective functioning of the total
personality no matter the period of onset. Among the earliest attempt to define
hearing impaired was the one made by the committee of Nomenclature of the
conference of Executives of American schools for the deaf (1938) which says
that the deaf are those people in whom the sense of hearing is non-functioning for
the ordinary purpose of life. According to them also, the hard-of-hearing can be
defined as those in whom the sense of hearing although defective is functional with
or without a hearing aid.
Zaid Hjab
The ear is the part of the body that is used for hearing. Information about the
world is acquired through hearing. Anybody that hears nothing around him, no
matter how loud the sound is should be seen as having ear problem. It is a condition
or rather an impairment which is a physical, observable condition of tissue that can
affect the function of the organ system of which that tissue is a part. Hearing
impairment is a disability that can affect the effective functioning of the total
personality no matter the period of onset. Among the earliest attempt to define
hearing impaired was the one made by the committee of Nomenclature of the
conference of Executives of American schools for the deaf (1938) which says
that the deaf are those people in whom the sense of hearing is non-functioning for
the ordinary purpose of life. According to them also, the hard-of-hearing can be
defined as those in whom the sense of hearing although defective is functional with
or without a hearing aid.
meaning and definition of hearing impairment, types of hearing impairment
characteristics and educational barriers, eitiology, preventive measures of hearing impairement
Sections Included:
1. Front Page
2. Introduction
3. Types
4. Characteristics
5. Challenges
6. Provinces and Educational Facilities
7. Steps taken by Government
8. Categories to Educational needs
9. Teaching Approaches
meaning and definition of hearing impairment, types of hearing impairment
characteristics and educational barriers, eitiology, preventive measures of hearing impairement
Sections Included:
1. Front Page
2. Introduction
3. Types
4. Characteristics
5. Challenges
6. Provinces and Educational Facilities
7. Steps taken by Government
8. Categories to Educational needs
9. Teaching Approaches
Uploading this presentation for ACADEMIC WRITING (SWAYAM) assignment. it is about hearing problems and the data is collected from various sites, books and journals.
School-Based Hearing Guideline for The City of Davaojudarobillosnow
Physical impairment can not and should never be made a reason to undermine a person’s capabilities and/ or capacities to perform “normally” and even, excellently in his/her own field.
Empowering Deaf Young People in a Hearing World
Gain insight into how Exeter Deaf Academy approaches language acquisition and development through the use of British Sign Language (BSL) and other communication methods.
1. Deafness
Legal Definition of Deafness:
Deafness is defined as "a hearing impairment that is so severe that the child is
impaired in processing linguistic information through hearing, with or without
amplification."
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important to understand the distinction between Deafness and Hearing Impaired.
Hearing impairment is defined by IDEA as "an impairment in hearing, whether
permanent or fluctuating, that adversely affects a child's educational performance."
Characteristics of Students Who Are Deaf:
1. Typically no visible indicators, but students who are deaf often use hearing
aides or cochlear implants to amplify sound.
2. Students have difficulty learning vocabulary, grammar, word order, and
idiomatic expressions.
3. Frequent requests for repetition or clarification.
4. Tendency to bluff when not hearing someone due to the fear of asking them
to repeat themselves.
5. Students can lack maturity for the following reasons:
a. Rules of etiquette are acquired through listening and imitating, which is
not possible for individuals who are deaf.
b. Students fail to develop group social skills because interactions involving
multiple conversations are confusing.
Types of Hearing Loss:
1. Conductive: Disease or obstruction in the outer or middle ear. Students can
derive benefit from hearing aids and cochlear implants.
2. Sensorineural: Occurs in the cranial nerve, inner ear, or central processing
center of the brain. Sensorineural deafness is very difficult to treat.
3. Mixed hearing loss: Occurs in the outer, middle, and inner ear. Hearing aides
may help but have limited effect.
4. Central hearing loss: Damage or impairment to the nerves or nuclei of the
central nervous system, either in the pathways to the brain or the brain itself.
Central hearing loss is very rare and very hard to treat.
2. Suggested Learning Strategies:
-Teacher Tips:
1. Reduce ambient noise in the classroom.
2. Face the class while presenting information.
3. Use appropriate body language, facial features, and signals while speaking.
4. Stand in one location, rather than moving around the room. Make sure the
student is sitting near the teacher to facilitate lip-reading.
5. Use visual aids as often as possible.
6. Speak clearly, but do not exaggerate sounds while speaking.
7. Enroll in a sign language course, or at least learn some useful signs.
8. Create peer support
9. Help students learn to use their residual hearitig to the maximum extent
possible.
-Learning Tools:
1. Assigned services- including interpreters, note takers, teachers' aides or
integration assistants.
2. Amplification devices for students with some residual hearing
a. Hearing aids
b. FM system (student has a small speaker, teacher uses a small
^ microphone)
c. Cochlear implants (sophisticated electronic hearing device that transmit
electric signals to the brain).
3. American Sign Language (ASL)
4. Manually Coded English (MCE) such as: Signed Exact English (SEE)
5. C-Print (a typist is present in class using standard abbreviation to capture
what is being said. Students read information on a computer screen).
6. Teachers should include closed captioning when showing videos.
Additional Resources:
* Hands and Voices (non-profit): http://www.handsandvoices.org/
* National Dissemination Center For Children with Disabilities:
http://nichcy.org/tags/deafness-or-hearing-impairment
* National Association of the Deaf: http://www.nad.org/
* Utah Deaf Services: http://deafservices.utah.gov/
* Council for Exceptional Children: http://www.cec.sped.org/
* Bright Hub Education- http://www.brighthubeducation.com/
* American Society for Deaf Children: http://www.deafchildren.org/