1. Hearing Loss 101
Billie Wortham
Wyoming Department of Education

2. Learn about how hearing works.
Experience what hearing loss sounds like.
Identify technology and accommodations.
Discuss impacts of hearing loss
Share strategies
Answer Questions

3. Please, ask questions as we go……..

4. The value of hearing... Spoken language Reading Learning
are ALL based on early development of the AUDITORY centers in the brain

5. Baby’s First Words
The inner ear is formed and functional by the 5th month of gestation
During the first year of life a baby hears words over and over – a redundant signal
It takes a great deal of hearing and active listening before verbal language forms

6. First word occurs at approximately 12 months of age
Spoken communication has begun after 16 months of hearing
Speech develops naturally because we hear

7. Hearing and Learning
How can we expect a child to learn when the information that reaches his/her brain is deficient as is the case for a child with hearing loss?

8. How does normal hearing work?
We actually hear with our brains!
Think: Keyboard/Computer

9. Ears are like the keyboard entering information that is heard.

10. Brain is like the hard drive processing what is heard.

11. Parts of the Ear and How The Ear Works

14. Hair Cells of the Cochlea

15. Damaged Hair Cells

16. Audiogram

17. Example of Hearing Loss

18. Technology Options Hearing Aids Cochlear Implants Personal FM systems
Classroom Amplification Systems

19. Assistive Listening Devices HELP
but do not make hearing NORMAL

20. Personal Hearing Aids

22. Cochlear Implant
Classroom ADS

23. CI simulation here?

24. BAHA Hearing Aid

25. FM Receivers for hearing aids, cochlear implants,
Personal FM Options
FM Transmitter
FM Receivers for hearing aids, cochlear implants,
and FM only
HAT

26. Portable/Room Speaker System

27. Other Technology and Accommodations
Sign Language Interpreter
FM Systems and Conference Microphones
Speech to text Captioning
Cued Speech Transiliterator
Remote Sign Language Interpreting
Professional or Volunteer Notetakers
Phones for texting/speech to text
Service animal
Fire Alarm with lights installed in dorm room
Lighted Door Bell for dorm room door

28. What about Lipreading? 70 % of speech cannot be seen on the lips
Lipreading must take place the perfect environment to be effective
Lipreading is VERY tiring on a person
Must have good command of English to be able to lipread (closing)

30. Impacts of Hearing Loss
Listening Skills
Speech and Language
Social Emotional
Academics/Reading & Writing

31. Potential Long Term Impacts of Hearing Loss
Higher risk of Mental Health Problems
Difficulty in higher academic settings
High rate of unemployment and/or
underemployment
Higher rate of poverty

33. https://www. youtube. com/watch

34. Spelling Words through Simulated
Hearing Loss above 1000 Hz 1. 2. 10 30 40 50 60 70 80 90
100
110
120
AUDIOGRAM OF FAMILIAR SOUNDS
FREQUENCY IN CYCLES PER SECOND (HZ)
125
250
500
1000
2000
4000
8000 z v p h g ch sh l r o a j
mdb n ng
e i u
HEARING LEVEL (dB HL) 20 3. 4. 5. 6. 7. 8. 9.
10.
Click on Speaker to
Present Spelling word. 34

35. AUDIOGRAM OF FAMILIAR SOUNDS FREQUENCY IN CYCLES PER SECOND (HZ)
125
250
500
1000
2000
4000
8000 1.
Shoe 2.
Tree 10 20 z v
f th 3.
Math s p h g ch sh 30 4.
Desk j
mdb n ng
e i 40 l r o a 5.
Snack 50 u
HEARING LEVEL (dB HL) 60 6.
Miss 70 7.
Test 80
Be sure and hide this slide on the handouts. 8.
Thumb 90 9.
Fish
100
110
10.
Spill
120
Click on Speaker to
Present Spelling word.
AUDIOGRAM OF FAMILIAR SOUNDS
FREQUENCY IN CYCLES PER SECOND (HZ) 35

36. Hearing
does not always =
Understanding

37. Strategies
(handout)

38. Communication Strategies
Favorable Seating:
Place the individual in an area with limited background noise, where he/she can see the speaker/interpreter, and away from direct light.
2. Speak naturally:
Do not raise your voice, avoid exaggerations, and do not speak too rapidly or too slowly. Above all, avoid unnatural lip movement.

39. Gain attention prior to speaking/signing
Be cognizant of the language and vocabulary levels
When miscommunication happens:
- Repeat = emphasizing key words
- Rephrase = using simpler language
- Demonstrate and use visual cues

40. 7. Ask “open ended” questions to check for comprehension.
6. If you do not understand communicated message:
- Do not pretend to understand when you don’t
- Ask them to repeat
- Repeat what you DO understand and ask them to continue
- Encourage them to clarify or gesture
7. Ask “open ended” questions to check for comprehension.
Summarize the comments and questions of other people in the environment.

41. 9. Provide additional wait time to allow for interpreted communication, the individual’s understanding, and think time.

42. Wyoming Instructional Network

43. Questions