The document discusses physical activities and sports for hearing impaired individuals. It begins with an assessment of hearing impairment, noting differences based on when hearing was lost and what part of the ear is affected. For those with severe or profound losses, sign language becomes the primary means of communication. It then discusses potential motor skill and social deficits individuals may face and the need for clear communication. Finally, it provides guidelines for instructing hearing impaired students, such as ensuring visual aids are used, controlling lighting and noise levels, and assigning partner supports.

1. T.4. PHYSICAL-SPORTS ACTIVITIES IN THE HEARING
IMPAIRED
1. INITIAL ASSESSMENT OF HEARING IMPAIRED PERSON.
2. Incidence of deficits in physical activities - recreational.
Common needs.
3. ACCOMMODATIONS AND SAFETY IN PRACTICE OF PHYSICAL
AND SPORTS.

2. 1. INITIAL ASSESSMENT OF HEARING IMPAIRED PERSON.
• Depending on the time of occurrence
prelingual deafness
post-lingual
• Depending on the location of the lesion
conductive deafness,
sensorineural
mixed deafness.

3. • Normal conversation ... approx. 60 dB.
• People with mild hearing loss
– Difficulties in joining talks
– Not impede the normal communicative and linguistic development.
• Person with half loss
– Problems to acquire oral language
– Accurate hearing aid and support of speech and can acquire language
through hearing.
• People with severe and profound losses
– Significant problems for spoken communication and the acquisition of
spoken language.
• In response to this criterion:
– deaf and hard of hearing people.
• In the first vision will become the primary means of learning
and communication;
• In the second acquisition through hearing is possible.

4. 2. Incidence of deficits in physical activities - recreational.
Common needs.
Development of motor skills:
• Difficulties arising from alteration in the perceptual mechanism.
• Difficulties caused by vestibular problems.
• Difficulty to react to stimuli,
• Difficulty in the ability to anticipate situations of self-regulation and
planning of behavior.
• Difficulty understanding of regulated and complex activities.
Communication and social interaction:
• Difficulties arising from the lack of an effective communication system.
• Need more information about norms, values and attitudes.
• Need to establish a code of communication with their environment.

5. 3. ADJUSTMENTS AND SAFETY IN PRACTICE OF PHYSICAL
ACTIVITY OF HEARING IMPAIRED PERSON.
Security measures.
Risks prevention:
– Release lines
– Evacuation plan.
– Prophylaxis related to the care of hearing aids
Communication.
– Establish routines group communication.
– Establish communication routines incident or
action in an emergency.

6. ÁREA TEACHING GUIDELINES FOR THE ATTENTION OF HEARING IMPAIRED STUDENTS
Information
Observe the following guidelines for the transmission of the message:
• Placed before him, avoiding gestures, turns and the presence of objects that talking distort
the message (steep slopes, flowing hair and face, etc.).
• Avoid situate the backlight.
• Complete oral information with visual references.
• INSTANTIATIONS: ask a student's conduct and ensure understanding of the activity.
• EXPLANATIONS GROUP: establish turns of speech and avoid the presence of more than
one source of information simultaneously.
• Knowing the communication system used by the student.
• In case of misunderstanding, reword, avoiding: insistently repeating verbatim what was said;
use segmented phrases or single words without meaning; facilitate the desired response
(Rios, 2003).
Installation
Control lighting and room acoustics. To ensure good vision and avoid the presence of noise
distorting the message.
Check that alarm systems are visual and acoustic.
Material Strengthening the visual stimulus to the auditory (eg. Whistle with handkerchief).
Homework
Ensure understanding of the rules of the activity before implementation.
On balance activities, money or height, attend to any special needs student / a.
In rhythmic activities ensure the perception of vibrations. Rios (2003) recommends up the bass
and lower acute.
Explain and always ensure understanding of why, how, where and what to do.
Supports It is advisable to establish, by turns, the role of partner-support.
Educational needs and teaching guidelines

7. ÁREA TEACHING GUIDELINES FOR THE ATTENTION OF HEARING IMPAIRED STUDENTS
Information
Observe the following guidelines for the transmission of the message:
• Placed before him, avoiding gestures, turns and the presence of objects that talking distort
the message (steep slopes, flowing hair and face, etc.).
• Avoid situate the backlight.
• Complete oral information with visual references.
• INSTANTIATIONS: ask a student's conduct and ensure understanding of the activity.
• EXPLANATIONS GROUP: establish turns of speech and avoid the presence of more than
one source of information simultaneously.
• Knowing the communication system used by the student.
• In case of misunderstanding, reword, avoiding: insistently repeating verbatim what was said;
use segmented phrases or single words without meaning; facilitate the desired response
(Rios, 2003).
Installation
Control lighting and room acoustics. To ensure good vision and avoid the presence of noise
distorting the message.
Check that alarm systems are visual and acoustic.
Material Strengthening the visual stimulus to the auditory (eg. Whistle with handkerchief).
Homework
Ensure understanding of the rules of the activity before implementation.
On balance activities, money or height, attend to any special needs student / a.
In rhythmic activities ensure the perception of vibrations. Rios (2003) recommends up the bass
and lower acute.
Explain and always ensure understanding of why, how, where and what to do.
Supports It is advisable to establish, by turns, the role of partner-support.
Educational needs and teaching guidelines