Presentation on theme: "By Group 3: Sarah Casey Jennifer Foret Delise McCoy Kasey Ostrosky"— Presentation transcript:
1 By Group 3: Sarah Casey Jennifer Foret Delise McCoy Kasey Ostrosky Hearing ImpairmentsDefinitions as defined by IDEA:Hearing impairment is "an impairment in hearing, whether permanent or fluctuating, that adversely affects a child's educational performance.“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."By Group 3:Sarah CaseyJennifer ForetDelise McCoyKasey Ostrosky
2 When in doubt, ask the person how they identify themselves… What is the difference, which one is correct? Deaf, Hard of Hearing, deaf or Hearing Impaired?DeafPlease note the capital “D”Members of the deaf community and deaf cultureMost recognize ASL as their primary languageMost feel common bond based on shared language and feelings of oppressiondeafPlease note the lowercase “d”Includes many groups of people, most of whom do not identify with being part of the deaf cultureTypically “oral deaf people” ; use speech and residual hearing to communicate instead of sign languageMost have profound or severe hearing loss and choose to associate with primarily hearing peopleHard of HearingTerm used for mild, moderate or severe hearing lossSpeech is primary mode of communication, but may be involved in the deaf communityTransitions easily between Deaf and hearing culturesHearing ImpairedConsidered a highly offensive and inappropriate label because it does not account for cultural identityThe term is considered negative and focuses on what a person can’t doWhen in doubt, ask the person how they identify themselves…
3 Characteristics Social/Emotional/Behavioral: Found not paying attention to what is being saidGestures to communicate instead of speaking when spoken toTends to imitate othersReluctant to engage in an oral conversationWorks best only when in a groupCan be more occupied with things rather than peopleTends to respond to noises rather than wordsCan become easily frustrated if their needs are not met which can lead to some behavioral difficultiesSometimes the use of hearing aids may cause embarrassment and fear of rejection from peersMotor/Physical:Problems with balancing that can lead to delayed motor skillsUnable to process and complete motor acts in an appropriate amount of timeFrequently turns/cocks headThinking/Cognition/Communication:Difficulty with speech, reading and writing due to the close relationship of language development and hearingHas difficulty following directionsTends to speak in a monotone voice
4 The Impact on Speech and Language Development Habilitation and Rehabilitation:Children who have experienced prelingual hearing loss need individualized habilitation services while children who have postlingual hearing loss receive rehabilitation services (Lue, 2001).Effects of Hearing Loss on Speech and Language Development:Receptive and expressive language can be delayed. Children may struggle obtaining new vocabulary words, understanding words with multiple meanings, identifying correct sentence structure, and hearing word endings. Children with hearing loss may also leave out certain sounds when speaking or use inappropriate volume. Hearing loss can also effect inflection of rate of speech ("Effects of hearing”, 2009).Development of Oral Language Skills:Children with hearing loss can often develop good oral language skills. Some key factors in oral language development are early diagnosis (ideally before six months), early intervention, assistance of professionals such as audiologists and speech and language pathologists, and any necessary assistive technology ("Hearing impairment and language development”, 2005)Factors that Impact Speech and Language Development (Quigley & Kretschmer, 1982):Degree of hearing lossAge when loss beganSlope of hearing lossAge loss is identifiedAge, amount, and type of habilitationDegree of hearing loss:Hearing loss can be in one ear, unilateral, or in both ears, bilateral. If the child experiences unilateral loss and receives early intervention then age-appropriate communication skills can be achieved (Lue, 2001).Age of loss:If hearing loss occurs before speech and language development it is referred to as prelingual. If it occurs after speech and language development it is referred to as postlingual. If a child is congenitally deaf the hearing loss occurred at or before birth (Lue, 2001).
5 Impact on second language acquisition… Second language instruction in a classroom is by nature primarily visual and auditory. One language is used to teach another language, either through use of the first language or by simplified explanations of concepts in the second language. Because children are expected to use and understand abstract academic concepts in English almost immediately, they often don't have time to develop complex language gradually. They can quickly and easily miss or misunderstand the concepts being taught.LanguageDelayed language development withunclear speech and incorrect pronunciation.Emotion and behaviorEasy to have emotional and behavioralproblems as a result of difficulties in verballyexpressing himself/ herself.Self-confidenceLack of self-confidence with poor self-imagefor being always mistaken to be slow in response.Social interactionSocially excluded by peers due to poor comprehension and expression, or actively avoid social contact and communication.Academic performanceAcademic performance being affected due to difficulty in receiving the correct messages.Poor grades.
6 Interventions and Strategies For ALL students with hearing impairments:VISUALS! VISUALS! VISUALS!speak directly to the studentspeak naturallycheck hearing aides and technology dailyencourage speech use as much as possiblefacilitate interaction with peerssmart boardvisual phonicsFairView – BridgesFairView – Dolch Wordsinteractive and hands on activitiesitinerate teacher for mainstreamed students
7 FREE Resources! www.bionicear.com/listeningroom (login as guest)
8 ReferencesLue, M.S. (2001). A survey of communication disorders for the classroom teacher. Neeham Heights, MA: Pearson.Miller, Kevin J. (2008, August). Closing a Resource Room for Students Who Are Deaf and Hard of Hearing. Communication Disorders Quarterly (29.4), Retrieved October 5th, 2009 from EBSCOhost.Paul, Peter V. (1996 Spring). First and Second Language English Literacy. Volta Review (2), Retrieved October 5th, 2009, from EBSCOhost.(2009). Effects of hearing loss on development. Retrieved from(2005). Hearing impairment and language development. Retrieved from