1. Teaching the Hearing Impaired By Janet Florian
In Service Training
Teaching the Hearing Impaired By
Janet Florian

2. Terms to Know
Hard 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)

3. Anatomy of the Ear
Three parts to the ear (outer, middle and inner)

5. 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.

6. Middle Ear Look 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.

7. Inner Ear Look 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.

8. 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

9. Degree of Hearing Loss See handout on Sound Pressure Level (p. 10)
dB stands for decibal and it implies the intensity
of sound present
Normal Hearing 0-15 dB
Mild Loss dB
Moderate Loss dB
Moderate to Severe Loss dB
Severe Loss dB
Profound Loss - 91 dB and above

11. Communication Methods
Manual 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

12. Technology Hearing Aids Cochlear Implants
Assistive Listening Devices (FM Systems)

13. Technology Hearing Aids and Cochlear Implants
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

14. 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

15. Cochlear Electrode FM System

16. 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

17. 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

18. 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

19. References
National Association of State Directors of Special Education. (1994) Deaf and Hard of Hearing Students; Educational Service Guidelines. VA.
Levenson, M. J. (2001) Cochlear Implants
Devices for Persons with Hearing Impairments. (2001).
Understanding Hearing Loss/facts about Hearing Disorders. (2001).

20. References
Information About Hearing Impairments. (2001).
Strategies for Teaching Students with Hearing Impairments. (2001).
Tell me About “Assistive Listening Devices”. (2001).
Zemlin, W. R. (1988). Speech and Hearing Science; Anatomy & Physiology Third Edition. New Jersey: Prentice Hall.