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In Service Training
Teaching the Hearing Impaired
By
Janet Florian
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Terms to KnowHard of Hearing - “hearing impairment, whether permanent or fluctuating, which adversely affects a child’s educational performance…” I(National Association of State Directors of Special Education [NASOSE], 1994)Statistics•About seven million children have some form of hearing loss•Few people are totally deaf
Deaf - “means a hearing impairment which adversely affects educational performance and which is so severe that the child is impaired in processing linguistic information through hearing, with or without amplification.” (NASOSE, 1994)
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Anatomy of the EarThree parts to the ear (outer, middle and inner)
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Outer Ear
Look at diagram for a visual representation• pinna or auricle - The part of the ear that is
visible. It captures sound to be transmitted into the ear
• The ear canal or external auditory meatus is the canal that connects the pinna to the ear drum or tympanic membrane. It transfers sound to the tympanic membrane.
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Middle EarLook at diagram for a visual representation• Eardrum or tympanic membrane vibrates when
sound hits it. The vibration causes the sound to be carried through the middle ear.
• Ossicular Chain are three small bones (malleus, incus and stapes) that help to carry the sound from the tympanic membrane (ear drum) to the inner ear.
• The ossicular chain vibrates as sound is passed through the middle ear.
• When the ossicular chain vibrates it transfers the sound to the inner ear by setting the fluid in the inner ear in motion.
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Inner EarLook at diagram for a visual representation• The cochlea contains fluid. When the fluid
moves it stimulates hair cells, which in turn send signals, perceived as sound, into the brain.
• The cochlea also contains the organ of corti or the sensory organ of hearing.
• Organ of corti contains the sensory cells essential to hearing. These cells move as the fluid is traveling through the cochlea.
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Types of Hearing Losses
Conductive• Hearing loss resulting in
poor sound transmission from the outer ear to the middle ear.
• Example: Otitis media (ear infection), obstruction in external auditory canal
Mixed• Combination of conductive
and sensorineural
Sensorineural
• Hearing loss due to a problem in the inner ear that could affect the cochlea or the cranial nerve going to the brain
• Example: absent cochlea, high fever causing permanent damage
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Degree of Hearing Loss
See handout on Sound Pressure Level (p. 10)
dB stands for decibal and it implies the intensityof sound present
• Normal Hearing 0-15 dB• Mild Loss 26-40 dB • Moderate Loss 41-55 dB• Moderate to Severe Loss 56-70 dB• Severe Loss 71- 90 dB • Profound Loss - 91 dB and above
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Communication MethodsManual Approach• The hearing impaired
person primarily uses sign language to learn and communicate with people (ASL)
• Usually has an interpreter to assist in communicating with non ASL speakers
Oral Approach• The hearing impaired person
uses their residual hearing to learn and communicate with people
• Focuses on using verbal language to communicate
Total Communication• The hearing impaired person
communicates through a combination of sign language and verbal communication
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Technology
• Hearing Aids
• Cochlear Implants
• Assistive Listening Devices (FM Systems)
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TechnologyHearing Aids and Cochlear
ImplantsHearing Aid
• Many different sizes and types
• Three components (microphone, amplifier and receiver)
• Amplifies sounds from the environment, but does not make speech clearer
Cochlear Implant
• Electrode(s) placed in the inner ear
• Designed to directly stimulate nerves in the cochlea in an attempt to send stronger signals to the auditory nerve center in the brain
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Technology FM Systems
Usage• FM System consists of microphone placed close
to the sound source, the sound is transmitted to the receiver in the hearing aid via FM radio waves
• In the classroom the teacher wears the microphone that picks up his/her voice and sends it to the student’s hearing aid receiver, which then amplifies the sound
Advantage of FM System • FM picks up sound source but not background
noise• FM System is portable• Small unit
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Cochlear ElectrodeFM System
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Communication Strategies for the HI Student
• Face the student when speaking to him/her
• Get the attention of the student before speaking
• Do not turn away while speaking to the student
• Do not stand in front of a light source while speaking to the student - the glare will prevent the student from reading your lips
• Repeat yourself if the student did not understand you
• Speak clearly• Use facial expressions and
gestures to help convey your message
• If the student has an interpreter, do not speak directly to the interpreter but to the student
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Teaching Strategies for the HI Student
• Use visual aids during instruction• Provide captioned media• Reduce difficult vocabulary load• Write out assignment requirements for the student• Help the student locate a note taker• Break up long, complex sentences• Provide the student with a list of new vocabulary
and concepts to be taught• Check for understanding
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Environmental Adaptations for the HI Student
• Place the student in a quiet part of the classroom - example: place them away from noisy machines like the air conditioner
• Place the students desks in a circle so the HI student can see all the students
• Try to reduce background noise• Have only one student talk at once• Develop a plan of action with the student in case
of an emergency
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ReferencesNational Association of State Directors of Special Education.
(1994) Deaf and Hard of Hearing Students; Educational Service Guidelines. VA.
Levenson, M. J. (2001) Cochlear Implants http://www.earsurgery.org/cochlear.html
Devices for Persons with Hearing Impairments. (2001). http://cat.buffalo.edu/newletters/hearing.htm
Understanding Hearing Loss/facts about Hearing Disorders. (2001). http://wwwhearingaidhelp.com
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ReferencesInformation About Hearing Impairments. (2001).
http://spot.pcc.eduStrategies for Teaching Students with Hearing Impairments.
(2001). http://www.as.wvu.eduTell me About “Assistive Listening Devices”. (2001).
http://www.earaces.comZemlin, W. R. (1988). Speech and Hearing Science; Anatomy
& Physiology Third Edition. New Jersey: Prentice Hall.