Lindy Kralicek EDUC533 Final Presentation HEARING IMPAIRMENT AND LANGUAGE DEVELOPMENT

HEARING IMPAIRMENT

Definition of Hearing Impairment 2 types of Hearing Impairment Deaf– “A person who is deaf is one whose hearing disability precludes successful processing of linguistic information through audition, with or without a hearing aid” (Kuder 2013, p. 231) Hard of Hearing– “A hard-of-hearing person has residual hearing sufficient for successful processing of linguistic information through audition, generally with the use of a hearing aid” (Kuder 2013, p 231).

Types of Hearing Loss Three main types of Hearing Loss can affect a person Conductive Hearing Loss—sound from outer to middle ear is not transmitted Sensorineural Hearing Loss– sound structures from ear to the brain Central Hearing Loss—interpretation and information process is affected

Levels of Hearing Loss & Language Development Mild Hearing Loss (15-30DB)– Child will have problems articulating, language delays, difficulty with reading and writing (Kuder 2013, p.233) Moderate Hearing Loss (31-60DB)– Significant delays in speech and language development, difficulty in noisy environments or when speech is not directed at them. (Kuder 2013, p. 233) Severe Hearing Loss (61-90 DB)– Significant delays in speech and language development, and will need an implication system in the classroom. (Kuder 2013, p. 233) Profound Hearing Loss (91+ DB)– will rely in sign language and visual cues

Importance of understanding Hearing Loss As a teacher understanding level and type of hearing loss is important for instruction in the classroom. Once a teacher knows what type and level, they can better assist the student on how to adapt lessons to best assist the student needs. In addition, the teacher will also know what areas are tendency struggle areas for students. A teacher can then begin to put structures in place to assist the student.

LANGUAGE AND SPEECH WITH A HEARING LOSS

Speech and Language Development Speech delays– Speech and language delays are present most of the time how severe will depend on many factors with a student When the student was diagnosed Type of hearing loss and severity How frequently received speech and language therapy Parent/Child support and learning

Reading in School Five Factors for Struggling with Reading Readiness Obstructed access to the phonological code Limited fluency at the onset of formal schooling Inadequate literacy experience in early childhood Delayed Acquisition of vocabulary Problems with lower level skills needed for reading (Kuder 2013, p. 244 )

Teaching Strategies for Speech and Reading Build vocabulary– build the student’s vocabulary Writing Examples– Examples provided to the student and collection of student’s work for the teacher for redirection and support Play Materials– Materials which will encourage and facilitate play but continue to build vocabulary and speech Alphabetical knowledge– ensuring the student is aware of the alphabet to make sure they can prepare to read (Guide to education 2009, 5-2)

TECHNOLOGICAL AIDS FOR THE HEARING IMPAIRED STUDENT

Amplification Devices Types of Hearing Aids Behind-the-ear In-the-ear In-the-canal FM Radio Hearing Aids

Cochlear Implants Cochlear differ from hearing aids It is implanted in surgery in the skull and attached Early as 10 months old can receive a cochlear implant

Teaching Tips when using Technological Aids Face the child when speaking so they can obtain all the information/ directions Record the lectures so they can review them in case they miss a concept Seat Arrangement in the Classroom Check the Technological Aids to ensure they are functioning properly a couple times a day (Doorn, 2010)

References/Resources Doorn, R. (2010, Sept 01). Teaching hearing impaired children. Retrieved from 7 Guide to education of children who are deaf or hard of hearing. (2009, June). Retrieved from =3757& Kuder, S. (2013). Teaching students with language and communication disabilities. (4th ed.). NJ: Peason Website: Cochlear Implant