Deaf and Hard of Hearing Shaun Katelin Lino

Agenda Misconceptions Types and Classifications Communication Approaches Issues in the Field Technology Discussion Case Study Activity Strategies Sources

Misconceptions

Classifications Site of Loss:  Whether the loss is conductive or sensorineaural, or both. Age of Onset:  Whether the loss is pre- or post- lingual Etiology:  Whether the individual’s loss was preset at birth (congenital loss) or has arisen since birth (adventitious loss)

Communication Approaches Oral Approaches  Speech reading – person receives the message through lip- reading and facial expressions.  Auditory Training – teaches the child to use what residual hearing he or she has. Manual Approaches  American Sign Language  Finger spelling- spelling out the letter of the alphabet by using various finger positions on one hand

Issues in the Field  Supporters of manualism  Supporters of oralism The Deaf Culture

Technology Cochlear Implants implants-deaf-sick-kids.html implants-deaf-sick-kids.html

Discussion

Case Study Activity

Strategies  Seat the student toward the front of the class with the better ear towards the teacher and class.  Rephrase rather than repeating.  Place new words on the chalkboard for better understanding.  Deaf and hard of hearing students have good and bad days.  MAKE YOUR CLASS INCLUSIVE. ALWAYS ENCOURAGE CLASS PARTICIPATION.

Sources 1.Bennett, S., Dworet, D & Weber, Ken. (2008). Special Education in Ontario Schools: Sixth Edition. Highland Press. Pg. 201 – deaf-sick-kids.htmlhttp:// deaf-sick-kids.html 4. deaf-sick-kids.htmlhttp:// deaf-sick-kids.html