Inclusion of Students with Hearing Impairment n Assignment 2B Presentation Casey Baills, Kath...
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Transcript of Inclusion of Students with Hearing Impairment n Assignment 2B Presentation Casey Baills, Kath...
Inclusion of Students with Hearing Impairment
Assignment 2B PresentationCasey Baills, Kath Conway, Sharon Campbell, Emma Dever & Alison
James
Hearing Impairment
Hearing loss varies between individuals. No two hearing losses are the same. Hearing loss is described in terms of degree. There are two main types of hearing loss. It is expressed in four levels.
Types of Hearing Loss
Conductive Sensorineural
Conductive Deafness
Associated with any interference in the sound waves being conducted to the cochlea.– Eg - blocked ear canals (wax, foreign
objects)– Perforated eardrums– Fluid in middle ear– Structure/functioning problems of the
ossicles
Sensorineural Deafness
Is associated with an interference in the structure and/or functioning of the cochlea.
Affects both the quantity and quality of sound. Has a significant affect on learning. Distortion is a common feature.
Levels of Hearing Loss
Mild Moderate Severe Profound
Mild
(0 - 40 dB) May have some difficulty understanding
speech, especially in noisy surroundings. May experience some difficulty with Language
Arts [especially reading].
Moderate
(41 – 69 dB) May understand conversational speech, face to
face, within 1 metre but miss up to 50% beyond this distance.
Will have noticeable deficiencies in speech and language development and use.
Will find group communication extremely difficult.
Severe
(70 - 90 dB) Conversation must be loud to be heard at all. May be able to discriminate between some
vowels but will have difficulty with most consonants.
Both speech and language will be delayed and deficient.
Will usually have some degree of reliance on vision (usually lip-reading) to compliment information received through residual hearing.
Profound
(91 + dB) May hear only loudest of environmental
sounds. Will usually rely heavily on vision for
communication purposes (reading, lip-reading &/or manual communication).
Speech and language skills are often poorly developed.
Things To Do...
Activity Discussion Video snippet
EQ Policy States...
A commitment to the provision of equitable educational opportunities in order that all students have access to, participate in and gain positive outcomes from schooling. Deaf/hearing impaired students are enrolled at all levels of schooling. A Total Communication philosophy ensures that deaf/hearing impaired children across the State have equal access to an appropriate educational program and a consistent communication approach.
Refer CS-11 DOEM 1997-2000.
The Implications…
For all students, the quality of their experiences at school will relate to - – the appropriateness of the curriculum;– the nature of the learning environment;– the learner-teacher partnerships that exist.
What do I expect of deaf/hearing impaired students...
They are like any other student. They will-
– want to be part of the class and of activities;– want to have friends;– want to be valued as learners;– may require extra support in some area of
learning and social interaction.
Teaching Strategies To Help...
Reduce noise levels; Use speech reading; Be aware of positioning; Be aware of other strategies.
Reduce Noise Levels
Avoid rooms near busy/noisy roads Single classrooms are better than double
classrooms Reduce & absorb background noise &
reverberation in the room by using -– rubber tips on chair legs, – fabric/cork boards on walls, – curtains, – room dividers, – soft floor coverings, etc.
Speech Reading
Includes using lip movements, facial expression & other non-verbal clues that assist in the understanding of speech.
Don’t:– talk facing the blackboard;– move around while speaking;– over-exaggerate speech or shout.
So make sure:– students can see your face;– avoid glare or light behind you;– use normal slightly slower speech.
Positioning
Seat student close to the front of the classroom at a distance of about 1 metre between them and the speaker
So student can see visuals Unilateral loss (one ear) position for optimum
use of their good ear [eg - on the right hand side of the room - as you face the class - if the loss is in the left ear].
More Tips...
Use movement purposely [eg point to information];
Seek advice from Speech Therapist if speech lacks fluency;
Stand still so student can locate you before speaking;
Two sources of information cannot be read at the same time [eg handout and lips]. Explain the material before handing it out;
Seek the students feedback to how they are coping and comprehending.
Ascertained Support Levels
Level 1– Tested but not
hearing impaired.
Level 2– Tested & has
hearing impairment.
– Letter sent by AVT at beginning of the year.
– Normally no hearing aides.
– Not visited by AVT unless requested.
Cont...
Level 3– Hearing
impairment usually mild to moderate.
– usually issued with hearing aides.
– AVT visits up to once per month.
Level 4– Hearing
impairment.– Some
modifications necessary.
– AVT support up to 1 1/2 hours per week.
Cont...
Level 5– Hearing
impairment.– Major
modifications necessary.
– AVT support up to 3 hours per week.
Level 6– Unit placement or
IEP.
Who Can Offer Support?
Administrators Support teachers Special needs
teachers Parents Students Dept.Heads Colleagues & aides Social justice/special
needs committee/P&C
AVT’s/education advisor
Physio/nurses/OT’s/S-L pathologists/GO
Cluster schools Specialist units General practitioner Medical specialists Specialist
organizations & agencies
Resources...
Kits– Qld Consortium for
Students with Special Needs. (1996). Profiles: Learning about students - Focusing on outcomes for deaf/hearing impaired students.
– Romanik,S. (1990). Auditory Skills Program for Students with Hearing Impairment. NSW, Dept of School Ed.
Videos– Understanding Hearing
Loss. (1991). Brisbane: Centre for deafness studies & research, GU.
– What is Otismedia? (1993). Peter Allen. (deafness resource centre)
– Signs of Language (1992). Brisbane: Centre for deafness studies & research, GU.
Any Questions??
Good Luck Next Year!