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Hearing Impaired Children
- 2. Meaning A deaf person has little to non hearing. Hearing loss may occur in one or both ears. In children hearing problems can affect the ability to learn language and in adults it can cause work related difficulties. Definitions Idea – “ Hearing Impaired is impairment in hearing, whether permanent or fluctuating, that adversely affects a child's educational performance.”
- 4. Characteristics of Hearing Impaired Speech Delays- Speech delay, also known as alalia, refers to a delay in the development or use of the mechanisms that produce speech. Speech – as distinct from language – is the actual process of making sounds, using such organs and structures as the lungs, vocal cords, mouth, tongue, teeth, etc.
- 5. Communication Difficulties- People with communication difficulties may: • have little or no speech or speech that is difficult to understand • have difficulty saying or generating words or sentences • have difficulty understanding what other people are saying • have difficulty knowing how to interact socially with other people • find it hard to fully access learning opportunities at school or college
- 6. Selective Hearing- Selective hearing is the ability to listen to a single speaker while in a crowded or loud environment. You might also hear it referred to as “selective auditory attention” or the “cocktail party effect.
- 7. Behavioral Characteristics- Behavioral characteristics are based on behaviour of the person. Voice, Signature, Keystroke Dynamics, Gaits etc. traits falls under the behavioural characteristics.
- 8. Differential Diagonosis- Differential diagnosis is a process wherein a doctor differentiates between two or more conditions that could be behind a person's symptoms. When making a diagnosis, a doctor may have a single theory as to the cause of a person's symptoms. They may then order tests to confirm their suspected diagnosis.
- 9. Role of Teacher 1) Pre-teach specific language and concepts required to ensure the student has the required prior knowledge for the activity. 2) Gain the student’s attention before you give instructions. 3) Ensure that you are clearly visible to the student at all times. 4) Keep your hands and other objects away from your face while speaking. 5) Use normal clear speech. Do not exaggerate your speech.
- 10. 6) Avoid speaking while facing the blackboard. 7) Avoid moving around the classroom while speaking. 8) Communicate clearly. Repeat and rephrase when necessary. Emphasize key words. 9) Use a focusing phrase e.g. “listen to this question”. 10) Check for understanding by asking the student to tell you what they need to do or repeat what they heard
- 11. 11) Use buddies to help relay and rephrase information. 12) Give students time to look at visual aids before talking to the aid so that the student with a hearing impairment has time to shift their attention from the visual to the auditory. 13) Use visual aids such as word webs and semantic maps and concrete examples to illustrate the links between information. 14) Provide an outline of what is to be learnt, focus on key concepts and opportunities to practice and demonstrate competence in a number of ways. 15) Increase opportunities to practice new skills and concepts – teaching a younger child; demonstrating to other adults in the school; practicing on the computer with a peer. 16) Utilize available human resources – peer tutoring, teacher aides, special educators, therapy services, interpreters, notetakers. 17) Encourage class members to use sign language with the student if needed. 18) Teach routines, expectations of behavior and consequences explicitly. 19) Display routines visually using timetables or calendars of upcoming events. 20) Explain sudden changes of routine so students know what is going on around them.
- 12. 16) Utilize available human resources – peer tutoring, teacher aides, special educators, therapy services, interpreters, notetakers. 17) Encourage class members to use sign language with the student if needed. 18) Teach routines, expectations of behavior and consequences explicitly. 19) Display routines visually using timetables or calendars of upcoming events. 20) Explain sudden changes of routine so students know what is going on around them.
- 13. Thank you