1. Unit 3 Deaf and Hard of Hearing Prepared by: Cicilia Evi GradDiplSc., M. Psi

2. Definition Deaf  profound hearing loss  can’t understand sounds with/out hearing aids Hard of hearing  hearing losses that impair understanding of sounds and communication  profit from listening devices and other hearing tech that enable them to comprehend oral speech and communication

3. Brief History Used to be ridiculed and persecuted, put them to death  they consider themselves as minority 1500s  Pedro Ponce de Leon, a monk from Spain  first deaf teacher  teach his students to write, read and speak Thomas Hopkins Gallaudet  start the first special school for the deaf in the US  mainly with sign language

4. Brief History (2) Gallaudet and Laurent Clerc, a deaf Frenchman and now is known as father of the Deaf culture in the US “Hundred Years War”  Edward Gallaudet and Alexander Graham Bell (p. 333) 1950s  electronic hearing aids  make the sounds a little louder

6. Deaf Culture Structures of social relationships, language (ASL), dance, theater, literature, and other cultural activities that bind the Deaf community ASL  American Sign Language  used by the Deaf culture  a fully developed language and not parallel to English structure or word order

7. American Sign Language

9. Challenges Students with moderate hearing loss  profit from hearing aids, not even qualify for special education services  but tend to be overlooked Students who use oral language Students who use sign language  separate them from hearing community  issues on ASL as primary language and Eng as the 2nd

10. Types of Hearing Loss Conductive hearing loss – Due to damage or obstruction to the outer or middle ear that obstruct transfer of sound to the inner ear – Mild to moderate; temporary Sensorineural hearing loss – Due to damage to the inner ear or the auditory nerve – Harder to correct

12. Degree of Hearing Loss Read p. 338 from MacKenzie (2007) Residual hearing  the amount of functional hearing a person has

13. Age of Onset Prelingually deaf  having lost ability to hear before developing language – 70% genetics – Interfere soc comm and academic performance Postlingually deaf  having lost ability to hear after developing language; acquired deafness – Able to retain their abilities to use speech and to communicate with others orally – Profit from cochlear implants

14. Cochlear Implant

15. Causes Heredity and genetics  sensorineural Meningitis  affect central nervous system, after birth Otitis media  infections in middle ear results in an accumulation of fluid behind the eardrum that interrupt process of hearing Noise  Noise-induced hearing loss (NIHL)  reason for 22 million cases in teens and adults  due to level of noise  TIME report

16. Prevention Educate the students on the danger of noise and let them know the decibel levels of their environment  above 80 is dangerous Reduce the volume of iPod or mp3 player  volume locked Immunizations against maternal rubella

17. Overcoming Challenges Assistive listening devices (ALDs)  equipment that helps improve use of residual hearing Hearing aids, audio loops, FM transmission devices (read p. 344-345) Cochlear implants for those with sensorineural hearing losses – Before 1 st birthday – For adults  allow them to hear and understand sounds again

19. Assessments Universal newborn hearing screening  testing all newborns for hearing loss  3-4 months old Early identification  allow services begin immediately and sets the stage for better language and cognitive development Help to make decision regarding cochlear implants

20. Teaching Students Access to general education curriculum (p. 352 - 354) Instructional Accommodations  modifying the instructions for inclusive environment, understand student’s needs Communication system  oral only, total communication, cued speech, ASL, bilingual- bicultural Scaffolding  differentiating instruction

21. Technology Assistive Listening Device Telecommunication Devices Speech-to-Text translations Alerting Devices  Read p. 358 - 360

22. For their future … Transition  Gallaudet University Collaboration  p. 361 Partnership with Family and Communities  p. 363