On the Road; Working With Students with Hearing Loss Nicole Allen Teacher of the Deaf/Hard of Hearing Fridley Public Schools

Who am I?  St. Cloud State University  University of Minnesota  I am an itinerant D/HH teacher in Fridley  I am licensed birth through 21 years of age

What is my job?  I support students with hearing loss in all areas of academics.  I am an advocate for the students and their families.  I teach advocacy skills to students.  I support the student in using their assistive technology (hearing aids, cochlear implants, FM systems, etc…)  Yes, I know sign language.

Why is this important to you?  Learn the basics of hearing loss  Learn new strategies in effective communication approaches  New students coming in  Be aware of other students  Educate yourself!

Ben 8 th grade Plays the trumpet in his school band. Likes bowling and baseball.

Cynthia 2 nd grade Loves cheerleading LOVES to go shopping with her mom!

Isaac 11 th Grade PSEO full time Plays varsity soccer Plans to attend college to be an engineer

Hawa 8 th grader Runs the 50 yard dash on her track and field team. Wants to be a counselor when she grows up.

What is a hearing loss?  Definition. “Deaf and hard of hearing” means a diminished sensitivity to sound, or hearing loss, that is expressed in terms of standard audiological measures.  It is estimated that about 3% of school aged children have a hearing loss. (hearingloss.org)  Unilateral vs bilateral  Different degrees of loss (mild, moderate, severe and profound)

Unilateral vs. Bilateral Loss  Unilateral refers to a hearing loss in one ear.  Uni – single or one  Bilateral hearing loss refers to a hearing loss in both ears though the loss may be different in each ear.  Bi- two, both sides or parts

Degrees of Loss  Mild – a mild loss can be compared to a person with normal hearing having their fingers in their ears. Individuals with a mild loss can miss up to 10% of speech depending on the environment.

 Moderate – a person with moderate hearing loss can miss pieces of information leading to misunderstandings. Without amplification, the person can miss 25-50% of discussions especially when they cannot see the person talking. Meet me at the school. OK. I need to find my swimsuit first.

 Severe – without hearing aids or amplification, the person can only hear loud noises from about 1 foot away. With hearing aids/amplification, the person can hear many sounds of speech BUT they still may have difficulty. Socializing with hearing peers may be difficult.  Profound – even with hearing aids/amplification, the person will not hear most speech sounds. Most people will prefer to socialize with others who are deaf or hard of hearing and will depend on their eyes for communication (speechreading and/or sign language).

Real Life Examples  Mild –  Mild storm  Mild salsa  Mild fever  Moderate –  Moderate price  Moderate climate/weather  Moderate pain

 Severe –  Severe storm  Severe pain  Severe depression  Profound –  Profoundly deep  Profound statement  Profound changes

Audiograms

FREQUENCY IN CYCLES PER SECOND (HZ) LOW PITCH HIGH PITCH

HEARING LEVEL (dB HL) LOUD SOFT

Hearing Loss Simulation

Hearing Aids  Hearing aids help in localizing the direction of sounds, improves listening in noisy situations, and provides better overall hearing.

Cochlear Implants  Cochlear implants are different from hearing aids.  A cochlear implant is a device that provides direct electrical stimulation to the auditory (hearing) nerve in the inner ear. Children and adults with a severe to profound hearing loss who cannot be helped with hearing aids, may be helped with cochlear implants. (ASHA)  Without the implant, the individual is essentially deaf.

 Cochlear Implant Simulation Cochlear Implant Simulation

FM Systems  An FM system consists of a transmitter with a microphone worn by the speaker and a receiver worn by the listener.  It is very important to wear the transmitter 6 inches from your mouth in order to be effective.  FM systems are ideal for students because it helps with background noise caused by outside noise, other students talking or other environmental sounds..

4 IMPORTANT TIPS/STRATEGIES 1.Seating 2.Talking 3.Student Buddy 4.Visuals/Gestures

SEATING  The student should have preferential seating to best see the driver’s face and hear his/her voice.  If near the front isn’t an option, near another adult is ideal.

TALKING  Make sure you have the student’s attention before giving instructions, announcements or engaging in conversation.  Avoid talking while driving.  Keep hands and other objects away from your face while speaking.  Speak naturally.  Rephrase vs. repeat.

STUDENT BUDDY  Designate a reliable student helper.  The student will repeat directions if necessary, or in the event of an emergency, can repeat directions.  If the student has a physical disability, the student buddy shouldn’t be assisting that student physically.

Visuals/Gestures  Use visuals whenever possible.  Pictures, binders, other visuals customized to fit the student as well as your communication needs.  ASL is very gesture based.  Point to what you are talking about ( Put on your jacket and hat.)

Final Notes  It is always important to connect with the students’ teachers and/or parents to determine an effective communication approach.  Hearing loss is invisible!  Keep asking questions

Contact Information   Phone:

Some basic signs….