Children who are Deaf Children who are Deaf or Hard of Hearingor Hard of Hearing

Lourdes Jimenez, Carrie MacDonald, Carol WongLourdes Jimenez, Carrie MacDonald, Carol WongEPSE 317 – 203EPSE 317 – 203March 15, 2007March 15, 2007

What does it mean to be deaf or What does it mean to be deaf or hard of hearinghard of hearing

The hearing impairedThe hearing impaired ‘‘hearing impairment’ is a general term often used hearing impairment’ is a general term often used

by professionals to describe hearing lossby professionals to describe hearing loss hearing loss is measured in decibels (dB) – which hearing loss is measured in decibels (dB) – which

is a range of frequencies from low sounds to is a range of frequencies from low sounds to higher pitched soundshigher pitched sounds

hearing loss has been organized traditionally into hearing loss has been organized traditionally into 5 categories which consider the range of sounds 5 categories which consider the range of sounds used in speech – these categories will help you used in speech – these categories will help you understand better as a teacher at what level your understand better as a teacher at what level your student(s) is atstudent(s) is at

1. 1. Normal hearingNormal hearing: : Students can detect all speech sounds Students can detect all speech sounds

even at a soft conversation level. The even at a soft conversation level. The student's hearing would be plotted in the -student's hearing would be plotted in the -10 to +15 decibel range on an audiogram.10 to +15 decibel range on an audiogram.

2. 2. Minimal lossMinimal loss: : Students may have difficulty hearing faint Students may have difficulty hearing faint

or distant speech. Peer conversation and or distant speech. Peer conversation and teacher instructions presented too rapidly, teacher instructions presented too rapidly, particularly in noisy classrooms, are likely particularly in noisy classrooms, are likely to result in missed information. Loss is to result in missed information. Loss is between 16 to 25 decibels. between 16 to 25 decibels.

3. 3. MildMild: : Student may miss up to 50% of class discussions Student may miss up to 50% of class discussions

especially if voices are soft or the environment is especially if voices are soft or the environment is noisy. Students will require the use of a hearing noisy. Students will require the use of a hearing aid or personal FM system. Loss is between 26 to aid or personal FM system. Loss is between 26 to 40 decibels.40 decibels.

4. 4. ModerateModerate: : Classroom conversation from 3 to 5 feet away can Classroom conversation from 3 to 5 feet away can

be understood if the structure and vocabulary is be understood if the structure and vocabulary is controlled. Hearing aids and/or personal FM controlled. Hearing aids and/or personal FM systems are essential. Specific attention will need systems are essential. Specific attention will need to be directed to language development, reading to be directed to language development, reading and written language. Loss is between 4l to 55 and written language. Loss is between 4l to 55 decibels. decibels.

5. 5. Moderate to severeModerate to severe: : Without amplification students with this degree Without amplification students with this degree

of loss can miss up to 100% of speech of loss can miss up to 100% of speech information. Full time use of amplification is information. Full time use of amplification is essential. They will probably require additional essential. They will probably require additional help in all language based academic subjects. help in all language based academic subjects. Loss is between 56 to 70 decibels. Loss is between 56 to 70 decibels.

6. 6. SevereSevere: : Students can only hear loud noises at close Students can only hear loud noises at close

distances. They require individual hearing aids, distances. They require individual hearing aids, intensive auditory training and specialized intensive auditory training and specialized instructional techniques in reading, language, instructional techniques in reading, language, and speech development. Loss is between 71 to and speech development. Loss is between 71 to 90 decibels. 90 decibels.

7. 7. ProfoundProfound: : For all practical purposes these students rely on For all practical purposes these students rely on

vision rather than hearing for processing vision rather than hearing for processing information. If you have a student in this information. If you have a student in this category, he or she is usually a candidate for category, he or she is usually a candidate for signing systems and specialized instructional signing systems and specialized instructional techniques in reading, speech, and language techniques in reading, speech, and language development. A loss of 91 decibels or more is development. A loss of 91 decibels or more is described as profound. described as profound.

Common MisconceptionsCommon Misconceptions

Not all hearing impaired people:Not all hearing impaired people: use sign languageuse sign language lip read or speech readlip read or speech read use understandable speechuse understandable speech wear hearing aidswear hearing aids can see well enough to compensate for their can see well enough to compensate for their

hearing losshearing loss

Behaviours to Look For:Behaviours to Look For:

A child who is deaf or hard of hearing may:A child who is deaf or hard of hearing may: have tantrums, scream, hit and break thingshave tantrums, scream, hit and break things cry, or whinecry, or whine sometimes when the child is feeling angry and sometimes when the child is feeling angry and

frustrated the child may get red in the face, have frustrated the child may get red in the face, have bulging eyes, and even popping veinsbulging eyes, and even popping veins

the child will most likely always want your the child will most likely always want your attentionattention

Behaviours (cont)…Behaviours (cont)…

you may notice the child expressing only you may notice the child expressing only

one emotion – angerone emotion – anger the child becomes easily overwhelmed by the child becomes easily overwhelmed by

feelings, and blames others for those particular feelings, and blames others for those particular feelingsfeelings

the child brings up issues at times when you the child brings up issues at times when you cannot attend to themcannot attend to them

EffectsEffects hearing loss can have a major impact on a child’s hearing loss can have a major impact on a child’s

ability to understand and produce speech, but ability to understand and produce speech, but hearing loss does not eliminate a child’s potential hearing loss does not eliminate a child’s potential to develop intelligence spoken language skillsto develop intelligence spoken language skills

the development of vocabulary, grammatical and the development of vocabulary, grammatical and idiomatic English, or the understanding of idiomatic English, or the understanding of abstract ideas are examples of areas which may abstract ideas are examples of areas which may be delayed due to hearing loss – with severe be delayed due to hearing loss – with severe hearing loss one must take action and present hearing loss one must take action and present specific strategies to aid in social skills specific strategies to aid in social skills developmentdevelopment

some may have difficulty in initiating and some may have difficulty in initiating and maintaining friendships or evidence of low self maintaining friendships or evidence of low self esteem esteem

Effects (cont)…Effects (cont)… the population of children who are deaf or hard of the population of children who are deaf or hard of

hearing is quite diverse: children who are deaf or hearing is quite diverse: children who are deaf or hard of hearing differ widely in their home hard of hearing differ widely in their home environments, the cause and extent of hearing environments, the cause and extent of hearing loss, language development history, and the loss, language development history, and the existence of complicating factors (eg. Mental existence of complicating factors (eg. Mental retardation, motor or visual limitations, learning retardation, motor or visual limitations, learning difficulties).difficulties).

With early intervention amplification and regular With early intervention amplification and regular high-quality interactions with people at home and high-quality interactions with people at home and school, a child who has a profound hearing loss school, a child who has a profound hearing loss can potentially develop excellent speech skillscan potentially develop excellent speech skills

DVDDVD

““Signing Made Easy – How to Talk to a Signing Made Easy – How to Talk to a Person Who Can’t Hear”Person Who Can’t Hear”

AidsAids

Useful In-Class Aids:Useful In-Class Aids: Overhead Projectors Overhead Projectors Closed Caption DecodersClosed Caption Decoders FM Systems: microphone for teacher and receiver FM Systems: microphone for teacher and receiver

worn by student.worn by student.

Hearing aids:Hearing aids: Will not restore hearingWill not restore hearing Will amplify all soundWill amplify all sound Must be in excellent working conditionMust be in excellent working condition Must be worn consistentlyMust be worn consistently

Role of the TeacherRole of the Teacher

The teacher responsible for a student with special The teacher responsible for a student with special needs is responsible for designing, supervising needs is responsible for designing, supervising and assessing the educational program for that and assessing the educational program for that student. Where the student requires specialized student. Where the student requires specialized instruction, this is best done in consultation with instruction, this is best done in consultation with resource personnel available, with the parents resource personnel available, with the parents and with the student.and with the student.

ModificationsModifications Students must be able to see your face at all Students must be able to see your face at all

times to be able to speech read and obtain times to be able to speech read and obtain meaning cluesmeaning clues

Speak naturallySpeak naturally Consideration must be given to seating Consideration must be given to seating

arrangements in order to provide maximum arrangements in order to provide maximum information within the natural flow of classroom information within the natural flow of classroom activitiesactivities– Consider background noise when choosing the child's Consider background noise when choosing the child's

seating placement. seating placement. Vocabulary lists – include definitions of new terms Vocabulary lists – include definitions of new terms

and concepts used during the dayand concepts used during the day Outline of class agenda on boardOutline of class agenda on board

Modifications (cont)…Modifications (cont)…

Add carpeting, area rugs or drapes to the Add carpeting, area rugs or drapes to the classroom.classroom.

If you don't have carpeting, attach tennis balls to If you don't have carpeting, attach tennis balls to the bottom of chair legs to stop chairs from the bottom of chair legs to stop chairs from scraping on the floor (cut a 1" X on the balls and scraping on the floor (cut a 1" X on the balls and pop it onto each chair leg). pop it onto each chair leg).

Focus on reducing background noise as much as Focus on reducing background noise as much as possible (i.e., loudly ticking clocks, air possible (i.e., loudly ticking clocks, air conditioning units, open door to hallway, noise conditioning units, open door to hallway, noise from open windows, etc.).from open windows, etc.).

Add other noise absorbing materials such a cork Add other noise absorbing materials such a cork board to the walls.board to the walls.

Modifications (cont)…Modifications (cont)…

Make sure videos are captioned.Make sure videos are captioned. Use fully lit classrooms.Use fully lit classrooms. Arrange student's schedule so that academic Arrange student's schedule so that academic

subjects are taught in the morning. subjects are taught in the morning. Provide written school announcements. Provide written school announcements. Strategically situate classrooms away from noise, Strategically situate classrooms away from noise,

i.e. adjacent traffic, road construction, i.e. adjacent traffic, road construction, playgrounds, cafeterias, music/band room, playgrounds, cafeterias, music/band room, gymnasium.gymnasium.

Schooling OptionsSchooling Options

1) Public or Private Schools: mainstreamed or 1) Public or Private Schools: mainstreamed or inclusioninclusion

2) Residential Schools2) Residential Schools

Residential SchoolsResidential Schools

Specialty school where children either live or Specialty school where children either live or attend during the day.attend during the day.

Provide role modelsProvide role models Majority are fluently signingMajority are fluently signing Socially competent peers Socially competent peers Level playing fieldLevel playing field Structured to the needs of studentsStructured to the needs of students May have to live away from homeMay have to live away from home

Public (or Private) Schools Public (or Private) Schools Children attend local school with a varying degree Children attend local school with a varying degree

of resource assistance.of resource assistance.

Mainstreamed: also attending specialty classesMainstreamed: also attending specialty classes Inclusion: all aspectsInclusion: all aspects IEP calls for partial mainstreamIEP calls for partial mainstream Partial segregation/ superficial integrationPartial segregation/ superficial integration Parents may have greater role in child’s Parents may have greater role in child’s

educationeducation

Mainstreaming FormsMainstreaming Forms The child can be placed in a hearing classroom The child can be placed in a hearing classroom

with some additional support.with some additional support. The child can be placed in a hearing classroom The child can be placed in a hearing classroom

and receive daily contact with a resource teacher and receive daily contact with a resource teacher who works specifically with deaf students.who works specifically with deaf students.

The child can be based in a specialized class The child can be based in a specialized class while taking some academic classes in the while taking some academic classes in the hearing classrooms.hearing classrooms.

The child can spend a majority of her time in the The child can spend a majority of her time in the specialized classroom and be mainstreamed into specialized classroom and be mainstreamed into gym and art classes with hearing classmates.gym and art classes with hearing classmates.

Mainstreaming (cont)…Mainstreaming (cont)…

The child who does best in a mainstream The child who does best in a mainstream situation is usually one who has (284)situation is usually one who has (284)

Residual hearing enabling her to follow spoken Residual hearing enabling her to follow spoken language in individual and group situationslanguage in individual and group situations

Speech that is understandable to hearing peers Speech that is understandable to hearing peers and teachersand teachers

Average or better intellectual skillsAverage or better intellectual skills Good self-controlGood self-control PatiencePatience Assertion skills allowing her to ask questions, Assertion skills allowing her to ask questions,

obtain explanations, and demand support when obtain explanations, and demand support when needed. needed.

In a Mainstream Class…In a Mainstream Class…Students who are deaf or hard of hearing may Students who are deaf or hard of hearing may

experience: experience:

Interruptions in communicationInterruptions in communication Missed conversations between teacher and other Missed conversations between teacher and other

studentsstudents DistractionsDistractions Difficulties in constantly following the teacher’s Difficulties in constantly following the teacher’s

speechspeech

It’s a PRIVELEGE!!!It’s a PRIVELEGE!!!

It is a privilege to have a hearing impaired It is a privilege to have a hearing impaired student in your class for a number of student in your class for a number of reasons:reasons:

the teacher and class unite in an effort to make the teacher and class unite in an effort to make the hearing impaired student feel accepted as a the hearing impaired student feel accepted as a necessary part of the class – which is sometimes necessary part of the class – which is sometimes followed by the class being enthusiastic to followed by the class being enthusiastic to participate and learn!!participate and learn!!

teachers and students become more sensitive to teachers and students become more sensitive to one anotherone another

ResourcesResources http://www.gallaudet.edu/http://www.gallaudet.edu/

Gallaudet University leads the world in undergraduate liberal arts Gallaudet University leads the world in undergraduate liberal arts education, career development, and outstanding graduate education, career development, and outstanding graduate programs for deaf, hard of hearing, and hearing students. The programs for deaf, hard of hearing, and hearing students. The University also enjoys international renown for its research on the University also enjoys international renown for its research on the history, language, and culture of deaf people.history, language, and culture of deaf people.

Zatzman Orlansky, Janice. Zatzman Orlansky, Janice. Mainstreaming the Hearing Mainstreaming the Hearing Impaired Impaired Child.Child. Teaching Resources Corporation, Teaching Resources Corporation, Massachusetts, 1977.Massachusetts, 1977.

Medwid, Daria & Denise Chapman Weston. Medwid, Daria & Denise Chapman Weston. Kid-Friendly Kid-Friendly Parenting Parenting with Deaf and Hard of Hearing Children.with Deaf and Hard of Hearing Children. Clerc Clerc Books, Books, Washington, 1995.Washington, 1995.

Heller Klein, Diane & Elizabeth Watson Parker. Heller Klein, Diane & Elizabeth Watson Parker. Spoken Spoken Communication for Students Who Are Dear or Hard of Communication for Students Who Are Dear or Hard of Hearing: Hearing: A Multidisciplinary Approach. A Multidisciplinary Approach. Butte Publications, Butte Publications, Inc. USA, 2002.Inc. USA, 2002.

Medwid, D. & Weston, D. (1995). Medwid, D. & Weston, D. (1995). Kid – Friendly Parenting with Kid – Friendly Parenting with Deaf and Hard of Hearing Children: A Treasury of Fun Deaf and Hard of Hearing Children: A Treasury of Fun Activities Activities Toward Better BehaviorToward Better Behavior. Washington: Gallaudet . Washington: Gallaudet University Press. University Press.

Dennis, K. & Azpiri, T. (2005). Dennis, K. & Azpiri, T. (2005). Sign to Learn: American Sign Sign to Learn: American Sign Language in the Early Childhood ClassroomLanguage in the Early Childhood Classroom. Minnesota: . Minnesota: Redleaf Redleaf Press. Press.

Marschark, M., Lang, H. & Albertini, J. (2002). Marschark, M., Lang, H. & Albertini, J. (2002). Educating Deaf Educating Deaf Students: From Research to PracticeStudents: From Research to Practice. New York: Oxford . New York: Oxford University University Press.Press.

http://www.bced.gov.bc.ca/specialed/hearimpair/toc.htmhttp://www.bced.gov.bc.ca/specialed/hearimpair/toc.htm

Royster, Mary Anne. Royster, Mary Anne. Games and Activities for Sign Language Games and Activities for Sign Language ClassesClasses. Silver Spring: National Association of the Deaf, 1974. . Silver Spring: National Association of the Deaf, 1974.

http://www.ncbegin.com/school_issues/modifications.shtmlhttp://www.ncbegin.com/school_issues/modifications.shtml

Activity – Facial Charades!! Activity – Facial Charades!! PLEASE DIVIDE YOURSELVES INTO PLEASE DIVIDE YOURSELVES INTO

TWO GROUPSTWO GROUPS