Hearing Impairments By Group 3: Sarah Casey Jennifer Foret Jennifer Foret Delise McCoy Delise McCoy Kasey Ostrosky Kasey Ostrosky Definitions as defined.

Hearing ImpairmentsHearing Impairments

By Group 3:By Group 3:Sarah CaseySarah Casey

Jennifer ForetJennifer Foret Delise McCoyDelise McCoy

Kasey OstroskyKasey Ostrosky

Definitions as defined by IDEA:1. Hearing impairment is "an impairment in hearing, whether permanent or

fluctuating, that adversely affects a child's educational performance.“2. Deafness is defined as "a hearing impairment that is so severe that the

child is impaired in processing linguistic information through hearing, with or without amplification."

What is the difference, which one is correct? Deaf, Hard of Hearing, deaf or Hearing Impaired?

Deaf Please note the capital “D” Members of the deaf community and deaf culture Most recognize ASL as their primary language Most feel common bond based on shared language and feelings of oppression

deaf Please note the lowercase “d” Includes many groups of people, most of whom do not identify with being part of the deaf culture Typically “oral deaf people” ; use speech and residual hearing to communicate instead of sign

language Most have profound or severe hearing loss and choose to associate with primarily hearing

people

Hard of Hearing Term used for mild, moderate or severe hearing loss Speech is primary mode of communication, but may be involved in the deaf community Transitions easily between Deaf and hearing cultures

Hearing Impaired Considered a highly offensive and inappropriate label because it does not account for cultural

identity The term is considered negative and focuses on what a person can’t do

When in doubt, ask the person how they identify themselves…

CharacteristicsCharacteristics Social/Emotional/Behavioral:Social/Emotional/Behavioral:

Found not paying attention to what is being saidFound not paying attention to what is being said Gestures to communicate instead of speaking when spoken toGestures to communicate instead of speaking when spoken to Tends to imitate othersTends to imitate others Reluctant to engage in an oral conversationReluctant to engage in an oral conversation Works best only when in a groupWorks best only when in a group Can be more occupied with things rather than peopleCan be more occupied with things rather than people Tends to respond to noises rather than wordsTends to respond to noises rather than words Can become easily frustrated if their needs are not met which can lead to some Can become easily frustrated if their needs are not met which can lead to some

behavioral difficultiesbehavioral difficulties Sometimes the use of hearing aids may cause embarrassment and fear of Sometimes the use of hearing aids may cause embarrassment and fear of

rejection from peers rejection from peers Motor/Physical:Motor/Physical:

Problems with balancing that can lead to delayed motor skillsProblems with balancing that can lead to delayed motor skills Unable to process and complete motor acts in an appropriate amount of timeUnable to process and complete motor acts in an appropriate amount of time Frequently turns/cocks headFrequently turns/cocks head

Thinking/Cognition/Communication:Thinking/Cognition/Communication: Difficulty with speech, reading and writing due to the close relationship of Difficulty with speech, reading and writing due to the close relationship of

language development and hearinglanguage development and hearing Has difficulty following directionsHas difficulty following directions Tends to speak in a monotone voiceTends to speak in a monotone voice

The Impact on The Impact on Speech and Language Development Speech and Language Development

Factors that Impact Speech and Factors that Impact Speech and Language Development Language Development (Quigley & (Quigley & Kretschmer, 1982):Kretschmer, 1982):

1.1. Degree of hearing lossDegree of hearing loss2.2. Age when loss began Age when loss began 3.3. Slope of hearing lossSlope of hearing loss4.4. Age loss is identifiedAge loss is identified5.5. Age, amount, and type of habilitationAge, amount, and type of habilitation

Degree of hearing loss:Degree of hearing loss: Hearing loss can be in one ear,

unilateral, or in both ears, bilateral. If the child experiences unilateral loss and receives early intervention then age-appropriate communication skills can be achieved (Lue, 2001).

Age of loss: Age of loss: If hearing loss occurs before speech and

language development it is referred to as prelingual. If it occurs after speech and language development it is referred to as postlingual. If a child is congenitally deaf the hearing loss occurred at or before birth (Lue, 2001).

Habilitation and Rehabilitation:Habilitation and Rehabilitation: Children who have experienced prelingual

hearing loss need individualized habilitation services while children who have postlingual hearing loss receive rehabilitation services (Lue, 2001).

Effects of Hearing Loss on Speech and Effects of Hearing Loss on Speech and Language Development:Language Development:

Receptive and expressive language can be delayed. Children may struggle obtaining new vocabulary words, understanding words with multiple meanings, identifying correct sentence structure, and hearing word endings. Children with hearing loss may also leave out certain sounds when speaking or use inappropriate volume. Hearing loss can also effect inflection of rate of speech ("Effects of hearing”, 2009).

Development of Oral Language Skills:Development of Oral Language Skills: Children with hearing loss can often develop

good oral language skills. Some key factors in oral language development are early diagnosis (ideally before six months), early intervention, assistance of professionals such as audiologists and speech and language pathologists, and any necessary assistive technology ("Hearing impairment and language development”, 2005)

Impact on Impact on second language acquisition…second language acquisition…

LanguageLanguage Delayed language development with Delayed language development with

unclear speech and incorrect pronunciation.unclear speech and incorrect pronunciation.

Emotion and behaviorEmotion and behavior Easy to have emotional and behavioral Easy to have emotional and behavioral problems as a result of difficulties in verbally problems as a result of difficulties in verbally expressing himself/ herself.expressing himself/ herself.

Self-confidenceSelf-confidence Lack of self-confidence with poor self-image Lack of self-confidence with poor self-image for being always mistaken to be slow in for being always mistaken to be slow in

response.response.

Social interactionSocial interaction Socially excluded by peers due to poor Socially excluded by peers due to poor

comprehension and expression, or actively comprehension and expression, or actively avoid social contact and communication.avoid social contact and communication.

Academic performanceAcademic performance Academic performance being affected Academic performance being affected

due to difficulty in receiving the correct due to difficulty in receiving the correct messages.messages.

Poor grades.Poor grades.

Second language instruction in a classroom is by nature primarily visual and auditory. One Second language instruction in a classroom is by nature primarily visual and auditory. One language is used to teach another language, either through use of the first language or by language is used to teach another language, either through use of the first language or by simplified explanations of concepts in the second language. Because children are expected to simplified explanations of concepts in the second language. Because children are expected to use and understand abstract academic concepts in English almost immediately, they often don't use and understand abstract academic concepts in English almost immediately, they often don't have time to develop complex language gradually. They can quickly and easily miss or have time to develop complex language gradually. They can quickly and easily miss or misunderstand the concepts being taught.misunderstand the concepts being taught.

Interventions and StrategiesInterventions and Strategies

For ALL students with hearing impairments:

• VISUALS! VISUALS! VISUALS!

• speak directly to the student

• speak naturally

• check hearing aides and technology daily

• encourage speech use as much as possible

• facilitate interaction with peers

• smart board

• visual phonics

• FairView – Bridges

• FairView – Dolch Words

• interactive and hands on activities

• itinerate teacher for mainstreamed students

FREE Resources!FREE Resources!

www.bionicear.com/listeningroom http://connect.fsdb.k12.fl.us/rmtc (login as guest)(login as guest)

http://tinyurl.com/4f869 http://floridadhhsummit.wikispaces.com www.nad.org www.deafed.net www.rit.edu

ReferencesReferencesLue, M.S. (2001). A survey of communication disorders for the classroom teacher.

Neeham Heights, MA: Pearson.

Miller, Kevin J. (2008, August). Closing a Resource Room for Students Who Are Deaf and Hard of Hearing. Communication Disorders Quarterly (29.4), 211-218. Retrieved October 5th, 2009 from EBSCOhost.

Paul, Peter V. (1996 Spring). First and Second Language English Literacy. Volta Review (2), 5-12. Retrieved October 5th, 2009, from EBSCOhost.

(2009). Effects of hearing loss on development. Retrieved from http://www.asha.org/public/hearing/disorders/effects.htm

(2005). Hearing impairment and language development. Retrieved from http://www.uihealthcare.com/topics/hearing/hearingimpairment.html

http://www.tsbvi.edu/Outreach/seehear/spring00/secondlanguage.htm

http://entcentre.com/FAQs/impact_of_hearing_loss_in_childr.htm