Candace RhoadsCandace Rhoads

Holly BoydHolly Boyd

McKaylee DreherMcKaylee Dreher

Samantha SimmonsSamantha Simmons

How do we determine How do we determine Deafness?Deafness?

• Hearing loss is Hearing loss is measured in decibel measured in decibel level (dBHL). Normal level (dBHL). Normal hearing is in the range hearing is in the range of 0-20 db, a mild loss of 0-20 db, a mild loss is 25-39 db, a is 25-39 db, a moderate loss 40-68 moderate loss 40-68 db, and a severe loss db, and a severe loss 70-94 db. A profoundly 70-94 db. A profoundly deaf person can not deaf person can not hear quieter than 95 hear quieter than 95 db and these people db and these people usually communicate usually communicate in sign language.in sign language.

What is hearing loss?What is hearing loss?

• There are two types of hearing loss and those two There are two types of hearing loss and those two categories are: conductive and sensor neural. categories are: conductive and sensor neural. Conductive hearing loss is caused by anything that Conductive hearing loss is caused by anything that blocks sound from the outer ear to the inner ear. blocks sound from the outer ear to the inner ear. These blockages can be caused by: infections; These blockages can be caused by: infections; collection of fluid; wax blocking the outer ear; collection of fluid; wax blocking the outer ear; damage to the eardrum due to injury or infection; a damage to the eardrum due to injury or infection; a condition where the bones in the ear grow and the condition where the bones in the ear grow and the middle ear becomes immobile called otosclerosis. middle ear becomes immobile called otosclerosis. injury to the ear; measles or the mumps; certain injury to the ear; measles or the mumps; certain Sensor neural hearing loss can be related to aging; Sensor neural hearing loss can be related to aging; loud noise drugs such as aspirin; brain tumor; stoke; loud noise drugs such as aspirin; brain tumor; stoke; inflammation of the brain inflammation of the brain

How do deaf communicate?How do deaf communicate?

• The communication The communication mode is American Sign mode is American Sign Language and their Language and their culture shares other culture shares other things like life in a things like life in a residential school for residential school for the deaf, national the deaf, national organizations, Deaf organizations, Deaf Olympics, Miss Deaf Olympics, Miss Deaf America. Deaf America. Deaf churches, and inter churches, and inter marrying with the Deaf marrying with the Deaf community.community.

Where do deaf students go to Where do deaf students go to college?college?

• Deaf high school students Deaf high school students flock to Gallaudet flock to Gallaudet University, NTID, and University, NTID, and Southwest Community Southwest Community College for higher College for higher education because of the education because of the friendly communication friendly communication environment (ASL) and to environment (ASL) and to meet and socialize with meet and socialize with others in their culture. others in their culture. Deaf students go on to be Deaf students go on to be teachers, doctors, teachers, doctors, lawyers. Deaf people can lawyers. Deaf people can do anything but hear. do anything but hear.

DID YOU KNOW?DID YOU KNOW?

• The huddle in The huddle in football was football was invented by invented by Gallaudet University Gallaudet University football team in the football team in the late 1800’s to stop late 1800’s to stop the opposing teams the opposing teams from stealing their from stealing their signs. signs.

Family RelationshipsFamily Relationships

• Evans found that if a child’s primary Evans found that if a child’s primary way of communication is sign way of communication is sign language then “the family's language then “the family's interactions may be influenced by interactions may be influenced by how comfortable and knowledgeable how comfortable and knowledgeable each family member is with sign each family member is with sign language and visual communication” language and visual communication” (qtd in Jackson). (qtd in Jackson).

Family RelationshipsFamily Relationships

• Deaf children also have different Deaf children also have different communication styles than hearing communication styles than hearing siblings. Bodner-Johnson found that siblings. Bodner-Johnson found that deaf children were generally deaf children were generally responsive in conversations with their responsive in conversations with their family members but were less likely family members but were less likely to maintain conversations to develop to maintain conversations to develop an idea or topic introduced by other an idea or topic introduced by other family members (qtd in Jackson). family members (qtd in Jackson).

InterpretersInterpreters

• Is called an “Educational Interpreter” Is called an “Educational Interpreter” when used in the classroomwhen used in the classroom

• The interpreter signs what the teacher The interpreter signs what the teacher and other students want to say to the and other students want to say to the child and the interpreter can then child and the interpreter can then communicate what the hearing communicate what the hearing impaired child wants to say to teachers impaired child wants to say to teachers and other students, which is called and other students, which is called “voice” (DFCC). “voice” (DFCC).

InterpretersInterpreters

• The child’s school, not family, is in The child’s school, not family, is in charge of finding, hiring, and paying charge of finding, hiring, and paying for the interpreter.for the interpreter.

Speech TherapistsSpeech Therapists

• A Speech Therapist, also called a A Speech Therapist, also called a Speech Language Pathologist (SLP) Speech Language Pathologist (SLP)

• An SLP is an important part of a An SLP is an important part of a hearing impaired child’s education hearing impaired child’s education and significantly improves and significantly improves communication skills communication skills

Purposes of SLPPurposes of SLP

• Bring children around other peopleBring children around other people

• Teach how to listenTeach how to listen

• Teach how to communicate to their Teach how to communicate to their highest potentialhighest potential

Michael JacobsonMichael Jacobson

• Has problems with the letters “R” and Has problems with the letters “R” and “S” “S”

• Went to an SLP twice a week from K-8Went to an SLP twice a week from K-8thth gradegrade

• In High School, about once a month to In High School, about once a month to once a semesteronce a semester

• Now that he’s 24, he would continue to Now that he’s 24, he would continue to go, but he is required to pay for it now. go, but he is required to pay for it now.

Hearing DogsHearing Dogs

• A hearing dog is taught to recognize A hearing dog is taught to recognize sounds such as a baby’s cry, alarm clock, sounds such as a baby’s cry, alarm clock, cooking timer, doorbell, or a telephone cooking timer, doorbell, or a telephone

• When the dog hears one of these sounds, When the dog hears one of these sounds, it touches the deaf person with a pawit touches the deaf person with a paw

• Hearing Dogs also learn to hear Hearing Dogs also learn to hear emergency noises and alert their owner emergency noises and alert their owner with a certain emergency positionwith a certain emergency position

Devises used to help the Devises used to help the Hearing ImpairedHearing Impaired

• Assistive Listening DevisesAssistive Listening Devises– FM system- preferred in the classroom, FM system- preferred in the classroom,

radio wavesradio waves– Infrared system- uses infrared light, Infrared system- uses infrared light,

helps with confidentiality helps with confidentiality – Inductive Loops- permanently installed, Inductive Loops- permanently installed,

works with a hearing aid or receiver works with a hearing aid or receiver

Cochlear ImplantsCochlear Implants

• Implanted into the Implanted into the cochlearcochlear

• Microphone Microphone connected outsideconnected outside

• Speech Processor- Speech Processor- carried on the belt carried on the belt or in a pocketor in a pocket

• Only performed on Only performed on fully or almost fully fully or almost fully deaf peopledeaf people

• Best if done on Best if done on young children- young children- learn correct learn correct punctuation and punctuation and tongue placementtongue placement

Alert SystemsAlert Systems

• Doorbell- lights and vibrationsDoorbell- lights and vibrations

• Alarm clocks- high frequency and Alarm clocks- high frequency and sound with vibrationssound with vibrations

• Phones- displays to write and readPhones- displays to write and read

• Computer and cameras- sign Computer and cameras- sign between roomsbetween rooms

CultureCulture

• Strap-on-vest- feel vibrations from Strap-on-vest- feel vibrations from the musicthe music

• Movies and shows have captionsMovies and shows have captions

Benefits of an Inclusive Benefits of an Inclusive ClassroomClassroom

• Student can live at home Student can live at home

• Can communicate and learn the standards Can communicate and learn the standards of the hearing world of the hearing world

• Growth opportunities for classmates and Growth opportunities for classmates and the hearing impaired childthe hearing impaired child

CommunicationCommunication

• Eye contactEye contact

• Sign LanguageSign Language

• Lip reading Lip reading – Don’t over exaggerate lip movementDon’t over exaggerate lip movement

• Interpreters and Speech TherapistsInterpreters and Speech Therapists

Teacher Responsibilities Teacher Responsibilities

• Accommodate to the child’s needsAccommodate to the child’s needs– Use of visual mediaUse of visual media– Writing schedule plans and particular Writing schedule plans and particular

information on the blackboard information on the blackboard – Classroom setupClassroom setup– Extra tutoring if neededExtra tutoring if needed

Key to InclusionKey to Inclusion

• Attitude of the teacher, the Attitude of the teacher, the classmates, and the hearing classmates, and the hearing impaired child.impaired child.– Their attitudes have to be good ones in Their attitudes have to be good ones in

order for them to accept each otherorder for them to accept each other– Have to be willing to be acceptingHave to be willing to be accepting