This document discusses hearing impairment and strategies for teaching students with hearing loss. It defines hearing impairment and the three types: conductive, sensorineural, and mixed. Characteristics of students with hearing loss are described, such as lack of confidence and difficulty processing oral information. Communication methods for deaf students are outlined, including sign language, finger spelling, and lip reading. The document provides tips for instructing deaf students, such as seating them close to the teacher and facing their better ear towards instruction. Ways to assess hearing loss and resources to support deaf students are also presented.

1. Recap
 What is a model?
 Types of Models of disability
 Why is disability assessment
important?
 Disability assessment

3. Hearing
impairment

5. Over 5% of the world’s
population – 360 million people –
has disabling hearing loss.

6. Living with hearing loss is not a
big deal.

7. If someone has a hearing
impairment, he’d certainly
know about it

8. Hearing aids can restore
hearing.

9. The deaf sometimes seem to
hear me only when they feel like
it.

10. Noise is a major avoidable cause
of hearing loss

11. All people who are deaf use sign
language to communicate

12. Gradual hearing loss can affect
people of all ages .
http://www.slideshare.net/denosmena/understand
ing-hearing-impairment

13. Definition
• .
• A hearing impairment is a hearing loss that
prevents a person from totally receiving sounds through the
ear. or Losing some hearing in one or both ears..

14. • There are three types of hearing loss:
Conductive: caused by diseases or obstructions in the outer or
middle ear that usually affect all frequencies of hearing.
• .

15. • Sensorineural: refers to a problem located in
the inner ear or along the nerve pathway
between the inner ear and the brain.

16. Mixed: refers to a conductive loss and a
sensorineural loss occurring at the same time.

17. Characteristics
Curious
• Lack self confidence
• Friendly
• Good observers
Poor language
•May Wear hearing aids
•May need to move around the classroom to get closer to the sound
source
•Difficulty in processing oral information
•Hyperactivity
•Impulsivity
•isolated person

18. Methods of Communication
• American Sign Language (ASL): This is the primary
language of people who are deaf. It consists of a
combination of hand movements and positions to
express thoughts and phrases.
• Finger spelling: This is a manual form of communication
in which the hand and fingers spell out letters of the
alphabet to form words.

19. • Lipreading: This is a difficult skill used only by about 10% of
people with hearing impairments. Therefore, don't assume
that a deaf person to whom you are speaking can lip read.
Even if a person cannot lip read, however, being allowed to
see the speaker's mouth provides helpful visual cues.
• Written communication ("Pad and Pencil"): This is a fairly
simple way to communicate with a person who is deaf.
Remember, however, that sign language is the primary
language for most persons who are deaf; English is a second
language, so keep your words simple.
From: "Those of Us DisLabeled: A Guide to Awareness and Understanding", University of Kentucky Human Development Institute,
Cooperative Extension Service)
Methods of Communication

20. Things we have to think about before dealing
with students with hearing disabilities
• ●The type and degree of hearing loss.
• ●Their age .
• ●The attitudes of the child’s parents and siblings.
• ●The presence or absence of other disabilities.
Why ?

21. Instruction and teaching strategies
• Seat the hearing impaired student close to the
teacher for the best sound reception and visual
information. However, don't restrict them to
only one location. Allow the student to move to
a better listening position if they wish.
• Check the student has a clear view of the whole
class for participation in group activities if
possible.
• If one ear is better than the other, ensure the
better ear is directed to class and teacher.

22. Instruction and teaching strategies
• When appropriate, ask for a hearing volunteer to team up with
a student who is deaf or hard of hearing for in-class
assignments.
• In small group discussions, allow for participation by students
with hearing impairments.
• If there is a break in the class, get the attention of the student
who is deaf or hard of hearing before resuming class.
• Sit the student away from noisy areas.
• It may be necessary to change the seating arrangements for
particular activities.

23. ASSESSMENT and evaluation OF
HEARING LOSS
Using simple tests such as:
 • Noise Maker Test
• Whisper Test
• Watch-Tick Test
• Calling Name Test
 Ballpen-Click Test
 • Command Test

24. Don’t forget
• Teacher has to write her-his lesson plan
according to IEP
• Avoid speaking exams at least at the beginning.
• that they can not listen but that is not mean they
are not able to speak.

25. Materials and resources
• Promote more learning through a variety of
materials incorporated into many different
curriculum areas.
• Number Puzzle
• Alphabet Peg Puzzle
• Flash Cards
• Floor Puzzle
• Sign Language
• Vocabulary Cards

26. Talk in American Sign
Language
• Hello
• Good bye
• What's up
• How are you
• Deaf
• Repeat - again
• Nice
• Think you
Meaning
Like
No
Yes
Name
Student