Individuals with hearing impairments have diverse needs as deafness primarily impacts language development and subsequent intellectual and social skills; they are assessed through audiological evaluation, cognitive and communication testing to determine the degree of hearing loss and appropriate educational supports like sign language interpreters, amplification devices, and modified instructional strategies to promote their inclusion in regular classrooms. Hearing loss is classified based on severity from minimal to profound impairment to inform special education placement and services needed.

1. Characteristics of
Persons with
Hearing Impairment

2. Individuals with hearing impairment compose a widely
diverse group of persons. Since the major effect of deafness
is in language development, concomitant issues occur on
intellectual and social development, speech and language
development that are connected to educational concerns.

3. DEAFNESSis defined as invisible handicapping condition
because there are only few physical and
observable manifestations to indicate its
presence such as the absence of outer ear,
closed ear canal and fluid discharge from the
ear.

4. SOME OF OBSERVABLE
BEHAVIORAL AND LEARNING
CHARACTERISTICS OF A
CHILD WITH HEARING
IMPAIRMENT

5. CUPS HAND
BEHIND THE
EAR, COCKS
EAR/TILTS
HEAD AT AN
ANGLE TO
CATCH
SOUNDS
HAS
STRAINED OR
BLANK
FACIAL
EXPRESSION
WHEN
LISTENING
OR TALKED
TO
PAYS
ATTENTION
TO
VIBRATION
AND
VIBRATING
OBJECTS
MOVES
CLOSER TO
SPEAKER,
WATCHES
FACE
ESPECIALLY
THE MOUTH
AND THE LIPS
OF THE
SPEAKER
WHEN TALKED
TO
LESS
RESPONSIVE
TO NOISE,
VOICE,
MUSIC, AND
OTHER
SOURCES OF
SOUND
USES MORE
NATURAL
GESTURES,
SIGNS AND
MOVEMENTS
TO EXPRESS
SELF
SHOWS
MARKED
IMMITATIVENES
S AT WORK AND
PLAY
OFTEN FAILS
TO RESPOND
TO ORAL
QUESTIONS
OFTEN ASKS
FOR
REPETITION
OF
QUESTIONS
AND
STATEMENTS
OFTEN
UNABLE TO
FOLLOW ORAL
DIRECTIONS
AND
INSTRUCTIONS
HAS
DIFFCULTY IN
ASSOCIATING
CONCRETE
WITH
ABSTRACT
IDEAS
HAS POOR
GENERAL
LEARNING
PERFORMANCE

6. The primary effect of a hearing impairment is
on the development of speech and the
acquisition of language skills.
THE MORE SEVERE HEARING LOSS IS, THE MORE
DIFFICULT IT IS TO ACQUIRE SKILLS IN LISTENING
SPEECH AND COMMUNICATION, READING AND
WRITING

7. Studies show that the educational achievement
of students with hearing impairment is three to
four years below the age appropriate levels of
their hearing peers.
Appropriate special education curriculum,
instructional strategies and support services
help reduce the lags in acquiring the skills in the
basic elementary curriculum

8. Identification and
Assessment of
Children with Hearing
Impairment

9. EARLY IDENTIFICATION OF A
HEARING IMPAIRMENT
INCREASES THE CHANCES FOR
THE CHILD TO RECEIVE EARLY
TREATMENT AND SPECIAL
EDUCATION INTERVENTION

10. the assessment program includes audiological
evaluation, test of mental ability, and test of
communication ability.

11. 1. AUDIOLOGICAL EVALUATION
AUDIOLOGY - is the science of testing and evaluating
hearing ability to detect
and describe hearing impairments.
AUDIOLOGICAL EVALUATION - is done by an
audiologist through the use of sophisticated instruments
and techniques.

12. the AUDIOMETER is an electronic
device that generates sounds at
different levels of intensity and
frequency.

13. PURE TONE AUDIOMETRY - utilizes
pure tones in air and bone conduction tests which
yield quantitative as well as qualitative description
of a child's hearing loss.

14. SPEECH AUDIOMETRY - is another
audiometric test which uses speech
instead of pure tones.

15. there are alternative audiometric techniques
for hearing evaluation;
 SOUND FIELD AUDIOMETRY
 EVOKED RESPONSE AUDIOMETRY
 IMPEDANCE AUDIOMETRY
 PLAY AUDIOMETRY
 OPERANT CONDITIONING AUDIOMETRY
 BEHAVIOUR OBSERVATION AUDIOMETRY

16. INFORMAL HEARING
TESTS

17. WHISPER TEST- where the child or a person sits comfortably
asking him to stick or cover his or her ear with a finger or
a hand.
Whisper some familiar words right behind the unblocked
ear and the child or the patient must be able to repeat
the words correctly.

18. CONVERSATIONAL LIVE VOICE TEST - Keeping
the same position, but facing the child, ask him or
her to repeat words that contain high or low
consonants.
Start with a whisper and increase the intensity up
to 20 dB moving away from the child little by little.
IF A CHILD CAN HEAR AT A DISTANCE OF 3 TO
6 METERS, HEARING IS NORMAL
AND IF HE OR SHE CANT, THE CHILD MIGHT
BE HARD OF HEARING.

19. BALL PEN CLICK TEST - use a retractable ballpen
and place it one inch away from the ear. While the
other ear is blocked by a finger, press the button of
the ballpen down to release it. Do it only once. The
child indicates that he or she hears the click by
either raising a hand or acknowledging it with a yes
or a nod.

20. 2. COGNITIVE ASSESSMENT
The assessment tools that measure intellectual capacity of
children having hearing impairment do not rely primarily on
verbal abilities.
In the United states, The Hiskey - Test of Learning Aptitude,
the Wechslers Intelligence Scale for Children (WISC) and the
Standford Achievement test (SAT) are widely used because
of nonverbal performance subtests.

21. 3. Assessment of Communication
Abilities
Assessment of speech and language abilities
includes an analysis of the development of the
form, content and use of language. Articulation,
pitch, frequency, and quality of voice are
examined.

22. 4. SOCIAL AND BEHAVIORAL
ASSESSMENT
Hearing Impairment brings about significant
effects on social-emotional and personality
development as result of the restrictions in
interactive experiences and communication
activities with their age group. Linguistics
difficulties oftentimes show in low self-concept
and social emotional maladjustment.

23. EDUCATIONAL
PLACEMENT

24. The degree and classification of
hearing loss are important factors
in deciding the most appropriate
special education program for
children with hearing impairment.

25. DEGREE OF HEARING LOSS:
NORMAL HEARING
(-10 to +15 dB HL)

26. no difficulty in this degree

27. DEGREE OF HEARING LOSS:
MINIMAL
(ORDERLINE - 16 to 25 dB HL)

29. DEGREE OF HEARING LOSS:
MILD
(26 to 40 dB HL)

31. DEGREE OF HEARING LOSS:
MODERATE
(41 to 55 dB HL)

33. DEGREE OF HEARING LOSS:
MODERATE TO SEVERE
(56 to 70 dB HL)

35. DEGREE OF HEARING LOSS:
SEVERE
(71 to 90 dB HL)

37. DEGREE OF HEARING LOSS:
PROFOUND
(91 dB HL or more)

39. DEGREE OF HEARING LOSS:
UNILATERAL
(one normal hearing ear and one ear with at
least a permanent mild hearing loss)

40. Less than 25 dB – normal range of hearing
25 dB or more – significant hearing
impairment
More than 70 dB – regarded as deafness

41. EDUCATIONAL PLACEMENT
In the Philippines, students with hearing
impairment like other students with
disabilities are mainstreamed in regular
classes either on full-time or part-time
basis.

43. SUPPORT SERVICES
Communication accessibility is provided
by sign language and oral interpreters
inside and outside of the classrooms.

45. CHAPTER 10: STUDENTS WITH HEARING IMPAIRMENT
SUGGESTIONS FOR
TEACHING STUDENTS
WITH HEARING
IMPAIRMENT IN REGULAR
CLASS

46. 1. Promote acceptance of the
student with hearing impairment
in the regular class.

47. 2. Be sure that prescribed
hearing aids and other
amplification devices are used.

48. 3. Provide preferential seating.

49. 4. Increase visual information.

50. 5. Minimize classroom noise.

51. 6. Modify teaching procedures.

52. 7. Have realistic expectations.