Deafness and Hearing LossPatrick MoriartyEDSP 6644

DefinitionHearing impairment is when an individual loses the ability to hear in either one or both ears. The level of impairment can vary from mild to severe or total loss of hearing.

IDEAThe Individuals with Disabilities Education Act defines deafness and hearing impairment as follows: Deafness means a hearing impairment that is so severe that the child is impaired in processing linguistic information through hearing, with or without amplification, [and] that adversely affects a childs educational performance.... Hearing impairment means an impairment in hearing, whether permanent or fluctuating, that adversely affects a childs education performance but that is not included under the definition of deafness (Heward, 2009).

2 TypesThere are two types of hearing impairment: one is called conductive hearing impairment which is when the outer or middle ear is damaged. This can be medically treated. The second is sensorineural and this is when there is damage to the inner part of the ear. In most cases, this is irreversible and cannot be healed.

Facts Nearly 300 million people worldwide suffer from some hearing loss in both ears.

The majority of those people live in developing or middle class countries.

About 38 million Americans report some hearing loss.

2 to 3 out of 1000 children born in the U.S. are born deaf or hard-of-hearing. 9 out of 10 are born to parents with hearing.

CharacteristicsDifficulty following directions and instructionsDifficulty with interpersonal skillsLanguage delayEasily frustrated leading to behavioral difficultiesThey use American sign language as their first language

Characteristics Cont.Difficulty with speech, reading and writing skillsOften struggle with reading and writing because sign language is their first language, so English is a second language for themSocially, deaf culture varies. Big D deaf people usually only socialize with others who are deaf. Small d deaf people try to identify with those who are not deaf. Cochlear implants are accepted by the small d deaf community and shunned by the big D deaf community.

CausesInheritedPremature birthCertain conditions during birth like lack of oxygen to breathConditions during pregnancy such as rubella, syphilis, and other infectionsJaundice and other infectious diseases.Certain drugs can cause deafnessHead injuriesExcessive loud musicOld age, to name a few

Article Reviews

Hearing Impaired Childrens Retelling Of Stories Following Presentation In Whole-Class And Individual ContextsThis research focused on six students with hearing impairment and their ability to remember a story recited to the class

The goal was to determine whether the factors of group size and interaction influence their comprehension when stories are read aloud (simultaneous presentation through signing and speaking)

Four presentation situations were used, and a different book was read in each situation

After a period of time, the students would then retell the story to the teacherAndrews, S., et al. (1995). Hearing impaired childrens retelling of stories following presentation in whole-class and individual contexts. Retrieved from: http://www.eric.ed.gov/PDFS/ED389145.pdf

FindingsResults When each story element (setting, presteps, problem, attempts, resolution, ending) was examined individually, the group interactive reading condition appeared to be the most effective overallSpecifically, for inclusion of setting, the interactive and non-interactive group were equally effectiveAnd for eliciting resolution, the individual non-interactive group was equally effective.ConclusionsIf a teacher is teaching comprehension to the deaf or hearing impaired, he/she is more likely to be successful if it is presented as a group interactive reading presentationSmall group interactions are an effective method of instruction not only for a general education population, but can be successful in self-contained classroomsAndrews, S., et al. (1995). Hearing impaired childrens retelling of stories following presentation in whole-class and individual contexts. Retrieved from: http://www.eric.ed.gov/PDFS/ED389145.pdf

Paternal Involvement in the Programs of Hearing-impaired Children: An Exploratory Study This research looks at the nature of a fathers involvement with his hearing impaired child. It focused on how the fathers involvement differed from the involvement of the childs mother

There is an emphasis on looking at the technical involvement and the expressive involvement

20 sets of parents participated in the study which was exploratory and descriptive. There was a total of 23 hearing impaired children in the study

The parents were asked to answer 10 questions and a 13-item scale

The questions and scale were answered separately by each parentMcNeil, M. & Chabassol, D.J. (1984). Parental involvement in the programs of hearing-impaired children: An exploratory study. The Family with Handicapped Memebers, 33 (1), 119-125. Retrieved from: http://www.jstor.org/stable/584596

FindingsResultsConclusions Fathers are typically uninvolved in the life of their hearing impaired child The mother and father differ in their involvement It should not go unnoticed that fathers are involved and concerned with important issues in their childs life It should also be noted that only intact families were studied, no single parent families were used for the studyMcNeil, M. & Chabassol, D.J. (1984). Parental involvement in the programs of hearing-impaired children: An exploratory study. The Family with Handicapped Memebers, 33 (1), 119-125. Retrieved from: http://www.jstor.org/stable/584596 Fathers are primarily providers and thus are less involved in the concerns of their hearing-impaired child Fathers are unable to become involved in the concerns of their hearing-impaired child because of occupational commitments The results also showed that the majority of fathers and mothers believe that the father receives enough information and training about their childs condition from the mother Fathers are defensive about their knowledge and this leads to marital conflict; they do not feel welcomed by professionals; and they are aware of their lack of involvement

Parents Needs Following Identificationof Childhood Hearing LossThis study sought to determine the necessary support needed for a child with hearing loss. More specifically, it sought to understand which components of support parents believed to be most important for their child

Qualitative research methods were applied

Parents from four intervention programs in three cities in the province of Ontario, Canada, were invited to participate

Only students who participated in oral communication programs were included in the study

Interviews were conducted using a question guide

Two primary questions focused on the parents needs and the parents ideas on what components lacked in a support systemFitzpatrick, E., Angus, D., Durieux-Smith, A., Graham, I., & Coyle, D. (2008). Parents' Needs Following Identification of Childhood Hearing Loss. American Journal of Audiology, 17(1), 38-49. doi: 10.1044/1059-0889(2008/005)

FindingsResultsConclusions Population-based newborn hearing screening presents new opportunities for children with hearing loss and their families. However, there is a realization that the success of newborn screening is largely dependent on the implementation of adequate support programs for children and families (Hyde, 2005; White, 2003; Yoshinaga-Itano, 2004) (Fitzpatrick, et al., 2008) Most parents were satisfied with the services and professionalism of the program Many parents wanted to have some notion of the prognosis for their child with a specific hearing loss(Fitzpatrick, et al., 2008) Parents want counseling on information that goes beyond the clinic providers No specific model of services was ideal for all families More specific needs of the parents was discovered in this researchFitzpatrick, E., Angus, D., Durieux-Smith, A., Graham, I., & Coyle, D. (2008). Parents' Needs Following Identification of Childhood Hearing Loss. American Journal of Audiology, 17(1), 38-49. doi: 10.1044/1059-0889(2008/005) The study was conducted shortly after a new universal screening program was implemented in Canada. 17 interviews took place with a total of 21 adults participating The profound effect of a childhood hearing loss on the family was captured in the experiences and decisions made by parents in the early stages (Fitzpatrick, et al., 2008) Newborn hearing screening services are essential for all children after they are born Access to audiology and therapy services are imperative during the initial identification stage, but parents were pleased with the services offered after the difficult period Parents were pleased with language therapy All parents were offered social support services, but the quality varied

RecommendationsTake an interest in the student/s.-Learn what works best for each individual-Understand what they need to be successful-Familiarize yourself with their IEP Communication and Language-Talk with the special ed. Teacher-Parents are usually a great resource (McNeil & Chabassol, 1984)-Utilize interpreters when you can-Learn sign language, or at least the basics (Heward, 2009)Trainings/Education-Attend trainings or classes to learn about hearing impairments (McNeil, M. & Chabassol, D.J. 1984) -Utilize professional development and collaborate with other teachersInstruction-Modify instruction and use various strategies; i.e., small group, independent, large group work (Andrews, 1995)

InclusionProsDeaf students live in a world that is auditory, so it is beneficial for them to be as much a part of it as possibleThe student has a right to access all that is offered to the general populationStudents who can hear will benefit from working and socializing with those who differ from themThere is an opportunity to learn the expectations of the hearing worldThey can provide new perspective on certain lessonsConsThe student may require more attention than the general education teacher is able to provideThe students needs may not be metIt could be difficult for the student sociallyThe teacher may not be informed enough to manage the student effectivelyOpportunities for direct instruction may be restrictiveIt can be a difficult learning environment without an interpreter (A FAPE right)Nowell, R., Innes, J. (1997). Educating children who are deaf and hard of hearing: Inclusion (Report No. E557). Reston, VA: ERIC Clearinghouse on Disabilities and Gifted Education, Council for Exceptional Children. (ERIC Document Reproduction Service No. ED 414675).Stinson, M., Anita, S. (1999). Considerations in educating deaf and hard-of-hearing students in inclusive settings. J. Deaf Stud. Deaf Education. 4(3): 163-175 doi:10.1093/deafed/4.3.163

ApplicationsProvide preferential seating for the studentBy providing preferential seating to the student, I ensure they have a stronger chance of following instructionThe student will be able to maintain eye contact with me, and if they need to read lips, it will be easier for the studentModify InstructionWhen I show videos, I need to make sure there are subtitles or it is closed captioningWhen I use music, provide lyrics for the studentUse visual aids when possibleUtilize available services and resourcesBy using the available services such as an interpreter it allows for a greater chance for the student to be successful

Applications continuedDifferentiate InstructionUsing a variety of instructional strategies will benefit the student and inform you of ways in which the student learns more effectivelyUsingCommunicateBe in constant communication with special education teacher and cooperating teacher to establish goalsHave open dialogue with parents to discuss their expectations as well as mineLearn sign language

ReferencesAndrews, S., et al. (1995). Hearing impaired childrens retelling of stories following presentation in whole-class and individual contexts. Retrieved from: http://www.eric.ed.gov/PDFS/ED389145.pdf

Fitzpatrick, E., Angus, D., Durieux-Smith, A., Graham, I., & Coyle, D. (2008). Parents' Needs Following Identification of Childhood Hearing Loss. American Journal of Audiology, 17(1), 38-49. doi: 10.1044/1059-0889(2008/005)

Grant, W.D. (1981). Racial attitudes of hearing-impaired adolescents. Journal of Black Studies. 12(1), 39-51. (JSTOR Document Reproduction Service No. 2784148).

Heward, W.L. (2009). Exceptional children: an introduction to special education. Upper Saddle River, N.J.: Pearson College Div.

McNeil, M. & Chabassol, D.J. (1984). Parental involvement in the programs of hearing impaired children: An exploratory study. The Family with Handicapped Memebers, 33 (1), 119-125. Retrieved from: http://www.jstor.org/stable/584596

Nowell, R., Innes, J. (1997). Educating children who are deaf and hard of hearing: Inclusion (Report No. E557). Reston, VA: ERIC Clearinghouse on Disabilities and Gifted Education, Council for Exceptional Children. (ERIC Document Reproduction Service No. ED 414675).

Stinson, M., Anita, S. (1999). Considerations in educating deaf and hard-of-hearing students in inclusive settings. J. Deaf Stud. Deaf Education. 4(3): 163-175 doi:10.1093/deafed/4.3.163