CONDUCTIVE “Supporting Students with Otitis Media in ... children w... · CONDUCTIVE HEARING LOSS “Supporting Students with Otitis Media in Early Childhood Classrooms”

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CONDUCTIVE HEARING LOSS

“Supporting Students with Otitis Media in Early Childhood Classrooms”

¡Auditory System¡What is a conductive hearing loss?¡Treatments and technology¡Developmental impact¡Classroom strategies and accommodations

ROADMAP

MIDDLE EAR – HOW IT WORKS

PERMANENT

¡ Absence /malformation of outer ear or middle ear due to Microtia or Atresia

FLUCTUATING

¡ Fluid in the ear –colds/allergies

¡ Eustachian Tube swelling or infection

¡ Otitis Media¡ Impacted ear wax¡ Perforated ear drum

A FEW CAUSES OFCONDUCTIVE HEARING LOSS

ALL THE THINGS

INFANTS VS ADULTS…

PR

ESS

UR

E EQU

ALIZIN

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TUB

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BONE CONDUCTION HEARING AID

¡ Social and Emotional Development § · May experience difficulties in socializing due to language delays and

inability to understand some conversations § · Children may lack confidence in initiating and participating in social

interactions § · Difficulties in hearing may arise in noisy, social interactions

¡ Physical Development § · Hearing problems due to ear infections may cause associated

problems with balance § · Balance may affect ability to co-ordinate gross motor skills

¡ Language and Communication Development § · Language development may be delayed § · Speech sounds may be unclear § · Children may speak with a nasal or flat tone

¡ Cognitive Development § · May be effected by lack of ability to interact in some experiences and

language delays

POSSIBLE IMPACTS ON DEVELOPMENT

¡ Listening bubble is best utilized between 4-6ft. ¡ Comprehension checks: regarding directions

given or classroom context.

LISTENING BUBBLE & COMPREHENSION CHECKS

¡Acoustic tiles¡Curtains/tapestries¡Rugs/carpets¡Specialized lighting¡U-shape seating¡Aware of light

source¡Reduce visual

distractions

ACOUSTIC ENVIRONMENT & PREFERENTICAL SEATING

¡Turn taking¡Repeating student

responses¡FM System¡Sound field system¡ Pre/post teaching¡Repeat or rephrase

¡Enhance speech reading conditions

¡Reduce auditory distractions

¡Obtain students attention prior to speaking

¡Listening breaks

ADDITIONAL STRATEGIES & ACCOMODATIONS

¡ Source: Johnson, Benson, & Seaton. (1997).Educational Audiology Handbook. Appendix 11-A, p.448. Singular publishing Group, Inc. Minor adaptation by Karen L. Anderson, PhD

¡ Siemens. (2014, March 25). How Hearing Works. Retrieved from https://www.youtube.com/watch?v=0NJ_EAQjR3c

RESOURCES