Hearing Loss 101 Billie Wortham Wyoming Department of Education

Learn about how hearing works. Experience what hearing loss sounds like. Identify technology and accommodations. Discuss impacts of hearing loss Share strategies Answer Questions

Please, ask questions as we go……..

The value of hearing... Spoken language Reading Learning are ALL based on early development of the AUDITORY centers in the brain

Baby’s First Words The inner ear is formed and functional by the 5th month of gestation During the first year of life a baby hears words over and over – a redundant signal It takes a great deal of hearing and active listening before verbal language forms

First word occurs at approximately 12 months of age Spoken communication has begun after 16 months of hearing Speech develops naturally because we hear

Hearing and Learning How can we expect a child to learn when the information that reaches his/her brain is deficient as is the case for a child with hearing loss?

How does normal hearing work? We actually hear with our brains! Think: Keyboard/Computer

Ears are like the keyboard entering information that is heard.

Brain is like the hard drive processing what is heard.

Parts of the Ear and How The Ear Works

https://www.youtube.com/watch?v=0NJ_EAQjR3c

Hair Cells of the Cochlea

Damaged Hair Cells

Audiogram

Example of Hearing Loss http://www.youtube.com/watch?v=TD5E88fFnxE

Technology Options Hearing Aids Cochlear Implants Personal FM systems Classroom Amplification Systems

Assistive Listening Devices HELP but do not make hearing NORMAL

Personal Hearing Aids

Cochlear Implant Classroom ADS

CI simulation here?

BAHA Hearing Aid

FM Receivers for hearing aids, cochlear implants, Personal FM Options FM Transmitter FM Receivers for hearing aids, cochlear implants, and FM only HAT

Portable/Room Speaker System

Other Technology and Accommodations Sign Language Interpreter FM Systems and Conference Microphones Speech to text Captioning Cued Speech Transiliterator Remote Sign Language Interpreting Professional or Volunteer Notetakers Phones for texting/speech to text Service animal Fire Alarm with lights installed in dorm room Lighted Door Bell for dorm room door

What about Lipreading? 70 % of speech cannot be seen on the lips Lipreading must take place the perfect environment to be effective Lipreading is VERY tiring on a person Must have good command of English to be able to lipread (closing)

Impacts of Hearing Loss Listening Skills Speech and Language Social Emotional Academics/Reading & Writing

Potential Long Term Impacts of Hearing Loss Higher risk of Mental Health Problems Difficulty in higher academic settings High rate of unemployment and/or underemployment Higher rate of poverty

https://www. youtube. com/watch https://www.youtube.com/watch?v=9vqY7cJpwRs&list=PL_jg9VvIO0LTlYCFBiJm7ejcOD8EvDYYQ

Spelling Words through Simulated Hearing Loss above 1000 Hz 1. 2. 10 30 40 50 60 70 80 90 100 110 120 AUDIOGRAM OF FAMILIAR SOUNDS FREQUENCY IN CYCLES PER SECOND (HZ) 125 250 500 1000 2000 4000 8000 z v p h g ch sh l r o a j mdb n ng e i u HEARING LEVEL (dB HL) 20 3. 4. 5. 6. 7. 8. 9. 10. Click on Speaker to Present Spelling word. 34

AUDIOGRAM OF FAMILIAR SOUNDS FREQUENCY IN CYCLES PER SECOND (HZ) 125 250 500 1000 2000 4000 8000 1. Shoe 2. Tree 10 20 z v f th 3. Math s p h g ch sh 30 4. Desk j mdb n ng e i 40 l r o a 5. Snack 50 u HEARING LEVEL (dB HL) 60 6. Miss 70 7. Test 80 Be sure and hide this slide on the handouts. 8. Thumb 90 9. Fish 100 110 10. Spill 120 Click on Speaker to Present Spelling word. AUDIOGRAM OF FAMILIAR SOUNDS FREQUENCY IN CYCLES PER SECOND (HZ) 35

Hearing does not always = Understanding

Strategies (handout)

Communication Strategies Favorable Seating: Place the individual in an area with limited background noise, where he/she can see the speaker/interpreter, and away from direct light. 2. Speak naturally: Do not raise your voice, avoid exaggerations, and do not speak too rapidly or too slowly. Above all, avoid unnatural lip movement.

Gain attention prior to speaking/signing Be cognizant of the language and vocabulary levels When miscommunication happens: - Repeat = emphasizing key words - Rephrase = using simpler language - Demonstrate and use visual cues

7. Ask “open ended” questions to check for comprehension. 6. If you do not understand communicated message: - Do not pretend to understand when you don’t - Ask them to repeat - Repeat what you DO understand and ask them to continue - Encourage them to clarify or gesture 7. Ask “open ended” questions to check for comprehension. Summarize the comments and questions of other people in the environment.

9. Provide additional wait time to allow for interpreted communication, the individual’s understanding, and think time.

Wyoming Instructional Network https://wyominginstructionalnetwork.com/outreach-services/outreach-services-for-deafhard-of-hearing/

Questions