Deaf & Hard of Hearing Students in Public Schools

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An Overview of Issues Related to Deafness and Hearing Loss

Some helpful information for working with Deaf & Hard of Hearing Students

By Tamera J. Bulleigh, M. Ed., Deaf & Hard of Hea= ring Educator

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According to Nebraska’s = Regulations & Stan= dards of Special Education the
Definition of a Hearing <= /span>= Impairment is…

•A hearing impairment that is so severe the = individual is impaired in processing linguistic information through hearing, with or without amplification, and the impairment adversely affects an individual’s development or educational performance.

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Prevalence of Hearing Loss

•<= /span>The U.S. Department of Education statistics say about 0.14 percent of the population between 6-17 years is identified as deaf or hard of hearing.=

•<= /span>Generally about 1 in 1000 children is deaf.

•Many more children have mild to moderate hearing losses (7:1 estimate, 7 hard of hearing fo= r every one deaf child)

•69.4% of these children have no additional = handicap. 20.9% have one additional handicap and 9.6% have 2 or more additional handicaps

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Politically Correct Terminology

•<= /span>Although most of the hearing population and the government refer to people with hearing losses as = “hearing impaired”, it is not politica= lly correct to do this.

•<= /span>An impairment implies that the person is broken. People with hearing losses do not think of = themselves as broken.

•<= /span>Think of it this way. Do you call a person with a = broken leg a leg impaired person? No, they are referred to as a person with a broken leg.

•<= /span>The correct terms to use are: hard of hearing, deaf, or a person with a hearing loss. =

•

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Deaf & Hard of Hearing Defined

•Deaf&#= 8212;Usually refers to a person with a profound hearing loss or a loss greater than 90dB. Can also refer to someone who is part of the “Deaf culture” and chooses to communicate using Am= erican Sign Language rather than = spoken communication.

•<= /span>Hard of Hearing-Usually refers to a person with a mild to severe hearing loss.

•<= /span>Which term do I use?
–<= /span>Ask the person with a hearing loss.

–Many times it depends on the person’s attitude. He/she may = technically only have a slight hearing loss, but thinks= of him/herself as deaf.<= span style=3D'mso-spacerun:yes'> In comparison, he/she may have a profound loss and refer to him/herself as hard of hearing.

–<= /span>Often it will depend on what type of communication system the person uses,= and what culture he/she identifies with.

–<= /span>Most of the students here should be referred to as students with heari= ng losses OR hard of hearing students.

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Communication Systems

•<= /span>Oral/Aural communication-Use speech only.= No sign language or gestures are used. Use speechreading (However, if the deaf or hard of hearing person is not familiar with the speaker, they generally will only catch about 30-40% of what is = being said.)

•Total communication- Use of signs and fingerspelling. Use whatever system works in the given situation, but = not at the same time. If sign language works, use it. If speaking can be = understood, use speaking. (Realize though that many times speaking and signi= ng at the same time is termed total communication.)

•<= /span>Manualism-The use of sign language for communication.&n= bsp; ASL, Manually Coded Eng= lish, or ASL/English

–<= /span>American Sign Language- This is an actual language with a definite grammar system.

–<= /span>SEE II= -Signing Exact English. A manual code of English.&= nbsp; It is not a language. Here each word has= an exact sign. Used in <= /span>programs dominated by “hearing people”= . Looked down upon by the deaf culture .

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Parts of the ear
How= we hear

•<= /span>Outer ear

–<= /span>Auricle (part we see) and External Auditory Canal.=

–<= /span>Tympanic Membrane (eardrum) boundary between the o= uter and middle ear

•<= /span>Middle Ear

–<= /span>Ossicular Chain—Mallas, incus and stapes. Vibrations from the eardrum go through this channel to the oval window= .

•<= /span>Inner Ear

–<= /span>Vestibular Mechanism—Upper portion of the ear. It is responsible for balance.

–<= /span>Cochlea—Most important for hearing. Movement of fluid in the <= /span>cochlea ultimately results in excitation of the co= chlear nerve (VIII crani= al nerve). This nerve sends imp= ulses to the brain and sound is heard.

–= 3;

–

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Terms used for onset of hearing loss

•<= /span>Because hearing loss causes a delay in language it= is important to know the onset of the deafness or hea= ring loss.

•<= /span>Congenital deafness—A hearing loss that is present from = birth and which may or may not be hereditary.

•<= /span>Adventitiously deaf—Deafness that occurs through an illness or accident in an individual who was born = with normal hearing.

•<= /span>Prelingual deafness—Deafness that occurs before the development of spoken language. Usually at birth, but can = be up to age two depending on the child.

•<= /span>Postlingual deafness—Deafness that occurs after the development of speech and language.

•

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Hearing Loss Types

•<= /span>Hearing Loss—A problem with hearing that is characterized by decreased sensitivity to sound in comparison to no= rmal hearing.

•<= /span>Conductive Hearing Loss—A loss of sensitivity to sound, resulting <= /span>from an abnormality or blockage of the outer ear o= r the middle ear. The most common cause is a middle= ear infection. Other causes might be wax buildup in the ear canal, a ho= le in the eardrum, or damage= to the tiny bones of the middle ear.

•<= /span>Sensorineural Hearing Loss—A hearing loss caused by damage to <= span style=3D'position:absolute;top:53.5%;left:12.17%;width:78.65%;height:5.0%'= >the inner ear (cochlea) and/or the hearing nerve.<= /span>

•<= /span>Mixed Hearing Loss—A hearing loss with both conductive and sensory components. An audiogram will show a bone-conduction hearing loss plus a gap between earphone and bone conduction responses.<= span style=3D'font-size:38%;display:none'>

•<= /span>

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Types of Testing for Hearing Loss

•<= /span>Pure tone audiometry —A test whereby tones of various intensities and frequencies are presented to deter= mine a person’s hearing loss. =

•<= /span>Speech audiometry —A technique that tests a person’s detection = and understanding of speech, rather than using pure tones to detect hearing los= s.

•<= /span>Play audiometry —Use of game-like format to test hearing of = young and hard-to-test children; the examiner teac= hes the child to respon= d to sounds.

•<= /span>Tympanometry —A method of measuring the middle ear’s respo= nse to pressure and sound.

•<= /span>Evoked-Response Audiometry —A technique involving electroencephalograph measurement of changes in brain-wave activity in respon= se to sounds (usually used on babies).

•<= /span>

•<= /span>

•<= /span>

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Terminology for Audiograms

•<= /span>Hertz&= #8212;Measures the frequency of the sounds= . In other words, how high or low a= sound is.

•<= /span>Decibels (dB)—Units of relative loudness of sounds; People with normal hearing can <= /span>just detect sound at 0 decibels.

•<= /span>Speech Banana– See audiogram. The area on an audiogram where most speech sounds can be heard.

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Terms for Degree of Hearing Loss

<= span class=3DBB style=3D'position:absolute;left:-4.76%'>•Normal= - -10 to 15 dB

<= span class=3DBB style=3D'position:absolute;left:-4.76%'>•Slight= -   16 to25 dB <= /span>

<= span class=3DBB style=3D'position:absolute;left:-4.76%'>•Mild -=     26 to 40 dB= 3;

<= span class=3DBB style=3D'position:absolute;left:-4.76%'>•Modera= te- 41 to 55 dB

•Moderat= e-Severe- 71 to 90 dB

<= span class=3DBB style=3D'position:absolute;left:-4.76%'>•Profou= nd- 91 dB plus <= /b>

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Degrees of Hearing Loss & <= span style=3D'position:absolute;top:14.74%;left:3.55%;width:83.14%;height:10.5%= '>Their Impact on Educat= ion

•<= /span>Normal= —No impact on communication

•<= /span>Slight—In quiet environments, the individual has no difficulty recognizing speech. However, in noisy environments, faint speech is hard to understand.&= #13;

•<= /span>Mild—In quiet conversational environments when the topic is known and vocabulary is limited, the individual= has no difficulty communicating. Faint or distant s= peech is difficult to hear even if the environment is quiet. Classroom discussi= ons are challenging to follow.

•<= /span>Moderate—The person can hear conversations only at a close distance.&n= bsp; Group activities, such as classroom discussions, present a communicative challenge.

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Degrees & Impact Continued

•<= /span>Moderate-Severe—The person can hear only loud, clear conversations and has much difficulty in group situations. Often his/her speech is noticeably different thoug= h intelligible.

•<= /span>Severe= —The person cannot hear a conversation unless it is loud and even then, cannot recognize many of the words. Environmental sounds can be detected, though not a= lways identified. The person’s speech may not be intelligible.

•<= /span>Profound—The person may hear loud sounds but cannot hear conversational speech at all. Vision is the primary modality for communication. The person’s own speech, if he/she uses it at all, is not easy to understand. <= /span>

•

•

•<= /span>

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Hearing Aids

•<= /span>BTE Hearing Aid- Behind the ear hearing aids. <= /span>Usually worn by school age children. Easier to do repairs on and not as easily broken.

•<= /span>ITE Hearing Aid-In the ear hearing aid. Usually worn by adults. <= /div>
•<= /span>INC Hearing Aid-In the ear canal hearing aids. Aids that are comp= letely inside the ear canal. Usually worn by adults.

•<= /span>Bone Conduction Hearing Aids-Not as common. The hearing aid is actually implanted into the mastoid bone.&nbs= p;

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Parts of the Behind the Ear Hearing Aid

<= span class=3DBB style=3D'position:absolute;left:-4.76%'>•Earmold&#= 13;

<= span class=3DBB style=3D'position:absolute;left:-4.76%'>•Tonehook&= #13;

<= span class=3DBB style=3D'position:absolute;left:-4.76%'>•Microphon= e

<= span class=3DBB style=3D'position:absolute;left:-4.76%'>•Volume control

<= span class=3DBB style=3D'position:absolute;left:-4.76%'>•On/Off/Te= lecoil switch

<= span class=3DBB style=3D'position:absolute;left:-4.76%'>•Direct Au= dio Input

<= span class=3DBB style=3D'position:absolute;left:-4.76%'>•Battery D= oor

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Troubleshooting BTE Hearing Aids

•<= /span>Distorted sound quality

–<= /span>Check the battery strength, battery contacts, & volume control setting= 3;

•<= /span>Weak signal

–<= /span>Check the battery strength, volume control setting= , microphone opening, ear mold and tubing, input sel= ector switch

•<= /span>Feedback

–<= /span>Check volume control setting, ear mold and tubing,= and trace the feedback source. Usually means a good= seal has not been made w= ith the ear.

•<= /span>Intermittent signal

–Check the input selector switch, and the battery contacts

•<= /span>No output (dead aid)

–<= /span>Check the battery strength, input selector switch, battery + and – positi= on, and the ear mold and tubing

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FM Systems

•<= /span>FM stands for Frequency Modulation

•<= /span>FM systems keep the signal to noise ratio constant= .

•<= /span>The FM system works by sending radio frequency sig= nals from the speaker via a microphone and transmitter.= Signals = are picked up by receivers that are tuned to a spe= cific transmitting frequency.

•<= /span>The teacher wears a microphone and transmitter. Th= e student has the receiver which may be a speaker in= the ceiling or on his/her desk, or a micro-link boot on his/her hearing aid which transmits the signal directly into the student’s ear mold, or earphones.

•<= /span> The = teacher or speaker should keep the microphone less than 8 inches from his/her mouth. This means that the sound the student will be getting is always 8 inch= es from him or her, rather= than across the room.

•

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Types of FM Systems

•Personal FM-The student wears earphones, or a hearing aid with an FM boot(or microlink system). The signal is then = put directly in the student’s ears via the h= earing aid and ear mold. This gives the student a 10-15dB advantage. •Toteables/Portables/or Desktops—The student has a small speaker which sets on his/her desk or the teacher’s desk from w= hich the teacher’s voice is amplified. •Classroom amplification systems—Speakers are fit into the ceiling or around the room and the teacher’s= voice is amplified through them. • Infared FM systems—These systems work much the same way but do not use radio frequencies. Instead invisible <= span style=3D'position:absolute;top:72.75%;left:12.17%;width:78.65%;height:5.5%= '>infared light waves transmit the signal.
<= span style=3D'font-size:63%;visibility:hidden'>•

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The reason we use FM systems

•<= /span>To improve the signal to noise ratio

–<= /span>This is the relationship between the primary or de= sired auditory signal to all other unwanted background noises.

•<= /span>International studies conclude that S/N level for children with hearing losse= s must be at least += 15 for optimal speech development.

•<= /span>The average noise level in a classroom is <= span style=3D'font-size:63%;color:#703DFF;mso-color-index:7'>55 dB. =

•<= /span>The average signal to noise ratio in the classroom= is –15 to +4dB

•The desired signal needs to be about twice as loud= as the background noise.<= span style=3D'mso-spacerun:yes'>

•With each doubling of distance between the speaker and listener, the primary signal decreases by 6 dB.<= /span>

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Some Things to Remember about FM’s

•<= /span>An FM’s purpose is to reduce background noise and keep a constant distance <= span style=3D'position:absolute;top:31.75%;left:12.17%;width:93.44%;height:7.5%= '>between the speaker and the sound coming to the student.

•<= /span>The teacher transmitter should not be on or should be muted when the conversation is not relevant to the student. =

•<= /span>Classmates should learn how to use the microphone too, and can use the microphone during group work.

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Troubleshooting FM’s

•<= /span>Check to see that it was charged.

•<= /span>Is the system on?

•<= /span>Is the student’s system on FM/HA?

•<= /span>Check that both you and the student are on the same channel.

•<= /span>Is the microphone close enough to your mouth? =

•<= /span>Is the microphone cord tangled? =

•On personal FM systems, are the cords connected correctly to the studen= t’s receiver?

•In most cases there is a problem with the micropho= ne or the battery, so check both.

•Let the DHH Educator know if there is a problem, a= nd she will resolve it as soon= as possible.

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Reverberation

•<= /span>This is also known as the “echo” effect.

•<= /span>The greater the reverberation time, the poorer spe= ech discrimination will be.

•<= /span>Hearing aid microphones pick up and actually ampli= fy the effects of reverberation

•<= /span>To combat reverberation a room needs to have as few shiny, flat surfaces as possible.

–<= /span>Carpeting is needed. If no carpeting, cover the bottom= s of chairs to cut down on noise. Tennis balls work well.

–<= /span>Drop ceiling tiles which have not been painted = ;

–<= /span>Curtains

–<= /span>Posters on the walls

–<= /span>Felt boards

–<= /span>Bean bag chairs, soft furniture

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Working with an Interpreter

•Excellent interpreting conveys approximately 60% o= f the information presented.

•<= /span>Provide the interpreter with the class notes ahead= of time if possible so she= /he will know key vocabulary.

•<= /span>You cannot expect a student to take notes and watc= h = interpreting at the same time, so provide your stu= dents with notes of the class lecture.

•<= /span>Groups are hard to interpret. Only one person can speak at a time if you want the student to learn all the information presented.

•<= /span>A lot of discussion is difficult.

•<= /span>The student needs to be able to watch you and the = interpreter at the same time. <= /div>
•<= /span>The interpreter is not the teacher, so he/she shou= ld not be expected to discipl= ine the student or teach the student new concepts.

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Cochlear Implants

•<= /span>A cochlear implant involves a surgery where an electronic device is put un= der the skin behind the ear and in the inner ear.

•<= /span>A small microphone is worn behind the ear and pick= s up sounds which are then sen= t to a small computerized speech processor worn by the CI recipient.

•<= /span>The speech processor then sends coded signals back= to an external coil worn behind t= he ear, and then it sends them through the skin to the implanted internal coil. =

•<= /span>The internal coil then sends the signals to electr= odes implanted in the in= ner ear, and then the signals go to the auditory nerve, which then sends the sound to the brain.

•Cochlear implants are becoming increasingly popular with a large majority of children who are born profoun= dly deaf being implanted at very young ages.&nb= sp; A reason for this may be that 90% of deaf children are born = to hearing parents.

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Cochlear Implant Safety

•<= /span>Cochlear implants should not get wet.

•<= /span>They should not be dropped if possible.

•<= /span>To prevent electrostatic discharges

–<= /span>Put an anti-static mat under the computer

–<= /span>Use anti-static spray on carpets

–<= /span>Have child take the microphone off when playing on plastic playground equipment or in rubber ball play areas

–<= /span>Don’t let cords rub against metal objects= 3;

–<= /span>Touch something else before touching the = child’s equipment when there is a lot of sta= tic electricity in the air.

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Something to Think About

•<= /span>When working with deaf and hard of hearing student= s it is important to remem= ber that their language level may not be as high as their peers.

•<= /span>Why?

–Deaf and Hard of hearing children do not have the advantage of “overhearing” their parents conversations.

–90-95% of what very young children learn is through incidental learning. Therefore, if a deaf or hard of h= earing child can’t overhe= ar, he/she is missing out on a lot of valuable learning.
•<= /span>Early intervention is a necessity when working wit= h deaf and hard of hearing children.

•<= /span>Because 90% of deaf children are born to hearing parents, early help with language, choosing a communication system, and choices pertaining to hearing aid and cochlear implant technology is esse= ntial.

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Communication and Language Issues
Tak= en from a presentation by Dr. Malinda Eccarius

•<= /span>Know that language and speech are not synonymous.&= #13;

•<= /span>Speechreading is not an exact science. =

•<= /span>Excellent interpreting still only conveys approxim= ately 60% of the information= being presented.

•<= /span>A deaf student’s language may be limited com= pared to hearing children of his/her same age.

•Conversational and academic language are very different.

•<= /span>A child who can speak is not necessarily smarter t= han a child who cannot.

•<= /span>Hard of hearing children’s difficulties are = harder to find and therefore hard= er to remediate than those of Deaf children.

•

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Academic Issues
Taken from a presentation by Dr. Malinda Eccarius

•All academic progress is based on language skills.=

•Deaf students can learn academic splinter skills <= /span>without improving their overall academics.

•<= /span>Most deaf children have nonverbal concepts which <= /span>parallel those of hearing students.

•<= /span>When teachers use visual techniques to teach academic concepts they can reach deaf students at a nonverbal level and map language onto that visualization.

•<= /span>Academic inclusion is rarely the least restrictive= environment for a deaf child.

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Some Challenges for Students with = Hearing Loss
The information for all Challenges Pages is summarized from a presentation given by = Joanne O’Connell of Clarke School for the Deaf

•<= /span>Many of the challenges that deaf and hard of heari= ng children deal with b= oil down to a lack of access.

–<= /span>The children weren’t able to hear or overhea= r at times when background knowle= dge or new vocabulary was presented.

–<= /span>Therefore, they may have problems in the area of language.

•<= /span>Language challenges

–<= /span>Vocabulary

–<= /span>Grammar (including specific grammatical forms) = ;

–<= /span>Students may have trouble understanding verbal hum= or, idioms, and figur= ative language.

–<= /span>Abstract ideas in all subject areas may create a problem.

–<= /span>Students may take much of what is said literally.&= #13;

–<= /span>Specific language/vocabulary related to science, m= ath, and social studies may be difficult.

–<= /span>Students may leave off word endings.=

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Reading Challenges

•<= /span>Phonological awareness (They may have difficulty <= /span>with rhyming, segmenting, and blending due to the = fact that they can’t hear.)

•<= /span>May have trouble with multiple word meanings. =

•<= /span>May have difficulty with inferring what an author = was intending.

•<= /span>These difficulties in reading and language may also create problems in writing.

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However, it is important to remember…

•Not all deaf or hard of hearing children may exhibit these challenges.

•It depends on the student.

•With deaf and hard of hearing children, each child is different. What is easy for one is difficult for another and vise versa.

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Strategies for Teachers to Enhance = Their Teaching of stud= ents with Hearing Losses
This information is from a presentation given
by Joanne O’Connell of Clarke School for the Deaf

•<= /span>Limit any extra noise and conversation =

•<= /span>Repeat questions given by other students before responding

•<= /span>Use visual cues/aids

•<= /span>Use a secret signal to check for understanding. &#= 13;

•<= /span>Use a CUE for topic changes (raise your finger or = say “okay, now we’re going to talk about…”)

•<= /span>Talk first, then demonstrate
•<= /span>Preview what will be taught and then review and reinforce what was taught.

•<= /span>Monitor your language (Know what the student can understand.)

•<= /span>Present new information in small steps. Use sequential approach.

•<= /span>Provide hands-on experience.
•<= /span>Rephrase if the student appears to not be following.

•<= /span>Know the student’s strengths and weaknesses.=

•<= /span>Consult with the child’s whole team regularly.

•<= /span>Provide necessary testing adaptations (This will u= sually be part of the IEP, so make sure you are aware of the needed accommodations and modifications needed for th= e student you are working with.) <= /div>
•

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Helpful Hints for Working With Hard of Hearing People
Hin= ts information is taken from handouts written by <= span style=3D'font-size:45%;color:red;mso-color-index:3'>Maureen Mann of Boysto= wn Hospital in Omaha, NE

•<= /span>Wearing a hearing aid is not the same as wearing glasses.

•<= /span>Just because a person has good speech does not mean they hear well.
•Hard of hearing people cannot always understand everything through lipreading. <= /span>

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Hints continued

•<= /span>Look directly at the hard of hearing person when <= /span>speaking to them.

•<= /span>Get his/her attention before speaking. =

•<= /span>Keep your hands or any other objects away from your face when talking.

•Use appropriate facial expressions while speaking.=

•<= /span>Facial hair makes it more difficult to lipread.= 3;

•Illness and fatigue may affect the person’s ability to hear and lip read.

•<= /span>Do not talk to the person from another room and expect them to hear you.

•<= /span>Speak in a natural tone of voice.

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More hints

•<= /span>Background noises are distracting.

•<= /span>Sounds such as whistles, fire drills and sirens are painful to the hearing aid user.

•<= /span>Be willing to rephrase statements.

•<= /span>Many times a hard of hearing person may smile and nod acting like he/she understood when he/she didn’t

–<= /span>Check for comprehension by asking a question in a non-embarrassing way to be sure he/she understood what was said.

–<= /span>Repeat in a different way rather than draw = attention to it.

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Overall Key Points Related to Academics
Taken from Tammy Bulleigh’s brain <= /span>

•<= /span>When lecturing, make sure the student can see your facial expressions and mouth

•<= /span>Speak to the students NOT the board

•<= /span>Realize group discussions may be hard for HH child= ren to follow

•<= /span>When other students speak in the classroom, repeat= or rephrase what they say

•<= /span>When doing group activities, if possible allow the= hard of hearing child’= ;s group to meet in a quieter place like a hallway

•<= /span>Use the FM equipment when presenting all academic = material, especially when testing (This is usually written in the IEP, so if you don’t use the equipment at this time you’re out of compliance of the IEP.)

•<= /span>

•

•

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More from Miss B

•<= /span>Check to make sure the HH student is understanding= in a subtle way without drawing attention to him/her by periodic questions of the class or <= span style=3D'position:absolute;top:31.0%;left:12.17%;width:78.65%;height:4.25%= '>even speaking to the student after the lecture is finished.

•<= /span>Use visuals whenever appropriate to clarify points= in the lecture.

•<= /span>Realize students who wear hearing aids may be sens= itive to loud noises and also t= oo much background noise because many HA’s amplify all sounds.

•Give HH students skeletal notes, or allow them to = copy notes from a friend at a = later time when possible.

•<= /span>Make sure the HH student is sitting in an area of = the classroom where he/sh= e be able to see and hear the speaker ( This is usually the first or second row in the classroom.) Also, remember that = light coming in from windo= ws and noise in the hallways can be distracting when choosing a spot for the HH students to sit.
•<= /span>When showing videos, if at all possible use closed captioned ones. TV’s <= /span>made in the late 1990’s and after all have CC capabilities if they are larger than 13”.

•<= /span>Allow the student to move if showing a film so he/= she is close to the speak= ers of the projector.

•<= /span>

•<= /span>

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Some Helpful Visual Aids

•= Flipcharts

•<= /span>Blackboard/whiteboard

•= Maps/Globes

•= Charts

•= Pictures

•= Role-playing

•= Demonstrations

•<= /span>Overhead Transparencies

•= Real Objects

•= Videotapes/TV with captions

•=

<= span style=3D'font-size:71%'>•Venn Diagrams

<= span style=3D'font-size:71%'>•Cycle Drawings

<= span style=3D'font-size:71%'>•Flow Charts

<= span style=3D'font-size:71%'>•Call-outs & Blow-ups

<= span style=3D'font-size:71%'>•Schedules

<= span style=3D'font-size:71%'>•Story boards

<= span style=3D'font-size:71%'>•Lists & Parallel Lists

<= span style=3D'font-size:71%'>•Cutaway & Cross Sections
<= span style=3D'font-size:71%'>•Time Lines

•

<= span style=3D'visibility:hidden'>•

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Some Helpful Websites

•<= /span>www.babyhearing.org

•<= /span>= http://snow.utoronto.ca/best/accommodate/deaf.html

•<= /span>www.nectac.rit.edu/publication/tipsheet/teaching.html=

•<= /span>= www.as.wvu.edu/~scidis/hearing.html

•<= /span>http://Deafness.about.com/cs/multipledisab/a/learn= ingdisab.htm

•<= /span>http://clerccenter.gallaudet.edu/supportservices/series/4009.html

•= www.sesa.org/sesa/newsltr/Spring00/HHmainst.html

•<= /span>= www.listen-up.org/edu/teach.htm

•www.handsandvoice.org/articles/tech/acoustics.htm&= #13;

•

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In Conclusion….

•Remember that each person with a hearing loss is different. Even if they have the same exact audiogram, they may not be able to hear the same things. •Treat each child as an individual and make = adaptations based on his/her individual needs.
<= span style=3D'font-size:88%;visibility:hidden'>•

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References

•<= /span>Boney, S. (2003, Spring). Audio= logy class notes: University of Nebraska, Lincoln.

•<= /span>Eccarius, M. (2002, Spring). A toolkit for visualization. <= /i>Deaf education methods classes. University of Nebra= ska, Lincoln.

•<= /span>Hallahan, D.P., & J.M. Kauffman. (2003). Exceptional learners: In= troduction to special education (9th= Edition). Boston: Allyn and Bacon.

•<= /span>Mann, M. (2004, Fall). Workshop handout. Lincoln, NE.= 3;

•<= /span>Nebraska Rule 51

•<= /span>O’Connell, J. (2004, June). Ideas for consultants: What mainst= ream educators need to know. AG Bell 2004 Convention, Anaheim, CA.

•<= /span>Sexton, J. (2004, June). = FM as a critical component of primary amplification. AG Bell 2004 convention, Anaheim, CA.

•<= /span>Smith, D. (2001, Fall). Psychology & Sociology of Dea= fness Class Notes: <= span style=3D'position:absolute;top:68.5%;left:12.17%;width:78.65%;height:4.25%= '>University of Nebraska, Lincoln.

•<= /span>

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MakeNotesVis() ) return runAnimations =3D _InitAnimations(); =09 if( IsWin("PPTSld") ) parent.SldUpdated(GetSldId()) g_origSz=3DparseInt(SlideObj.style.fontSize) g_origH=3Dsld.style.posHeight g_origW=3Dsld.style.posWidth g_scaleHyperlinks=3D(document.all.tags("AREA").length>0) if( g_scaleHyperlinks ) InitHLinkArray() if( g_scaleInFrame||(IsWin("PPTSld") && parent.IsFullScrMode() ) ) document.body.scroll=3D"no" _RSW() if( IsWin("PPTSld") && parent.IsFullScrMode() ) FullScrInit(); =09 MakeSldVis(); ChkAutoAdv() if( runAnimations ) { if( document.all("NSPlay") ) document.all("NSPlay").autoStart =3D false; if( sld.filters && sld.filters.revealtrans ) setTimeout( "document.body.start()", sld.filters.revealtrans.duration * = 1000 ); else document.body.start(); } } function MakeSldVis()=20 { var fTrans=3Dg_showAnimation && SldHasTrans() if( fTrans )=09 { if( g_bgSound ) { idx=3Dg_bgSound.indexOf(","); pptSound.src=3Dg_bgSound.substr( 0, idx ); pptSound.loop=3D -(parseInt(g_bgSound.substr(idx+1))); } SlideObj.filters.revealtrans.Apply()=09 } SlideObj.style.visibility=3D"visible" if( fTrans ) SlideObj.filters.revealtrans.Play() } function MakeNotesVis()=20 { if( !IsNts() ) return false=20 SlideObj.style.display=3D"none" nObj =3D document.all.item("NotesObj") parent.SetHasNts(0) if( nObj ) {=20 nObj.style.display=3D"" parent.SetHasNts(1) } return 1 } function ChkAutoAdv() { if(SldHasTrans()) SlideObj.onfilterchange=3DAutoAdv else AutoAdv() } function AutoAdv() { if(!IsWin("PPTSld") || !gUseSldTimings )return var sld=3DGetCurSld() if( (sld.mAdvDelay>0) && !parent.IsFramesMode() ) setTimeout("parent.GoToNextSld()",sld.mAdvDelay) } function GetObj(id) { if(g_supportsPPTHTML) return document.all(id); else return document.getElementById(id); } function SldHasTrans() { return SlideObj.style.filter !=3D ""; } function GetSldId() { return sId=3Dlocation.href.substring(location.href.la= stIndexOf('/')+1) } function HideMenu() { if( frames["PPTSld"] && PPTSld.document.all.item("ctx= tmenu") && PPTSld.ctxtmenu.style.display!=3D"none" ) { PPTSld.ctxtmenu.styl= e.display=3D'none'; return true } return false } function IsWin( name ) { return window.name =3D=3D name } function IsNts() { return IsWin("PPTNts") } function IsSldOrNts() { return( IsWin("PPTSld")||IsWin("PPTNts") ) } function SupportsPPTAnimation() { return( navigator.platform =3D=3D "Win32"= && navigator.appVersion.indexOf("Windows")>0 ) } function SupportsPPTHTML() { var appVer=3Dnavigator.appVersion, msie=3DappVer.indexOf("MSIE "), ver=3D0 if( msie >=3D 0 ) ver=3DparseFloat( appVer.substring( msie+5, appVer.indexOf(";",msie) ) ) else ver=3DparseInt(appVer) return( ver >=3D 4 && msie >=3D 0 ) } function _RSW() { if( !g_supportsPPTHTML || IsNts() || ( !g_scaleInFrame && (!IsWin("PPTSld") || !parent.IsFullScrMode()) ) ) return var padding=3D0; if( IsWin("PPTSld") && parent.IsFramesMode() ) padding=3D6 cltWidth=3Ddocument.body.clientWidth-padding cltHeight=3Ddocument.body.clientHeight-padding factor=3D(1.0*cltWidth)/g_origW if( cltHeight < g_origH*factor ) factor=3D(1.0*cltHeight)/g_origH newSize =3D g_origSz * factor if( newSize < 1 ) newSize=3D1 s=3DSlideObj.style s.fontSize=3DnewSize+"px" s.posWidth=3Dg_origW*factor s.posHeight=3Dg_origH*factor s.posLeft=3D(cltWidth-s.posWidth+padding)/2 s.posTop=3D(cltHeight-s.posHeight+padding)/2 if( g_scaleHyperlinks ) ScaleHyperlinks( factor ) } function _InitAnimations() { animRuntimeInstalled =3D ''+document.body.localTime !=3D 'undefined'; isFullScreen =3D (window.name =3D=3D "PPTSld") && !parent.IsFramesMode(); g_animUseRuntime =3D g_showAnimation && animRuntimeInstalled && !(isFullSc= reen && parent.IsSldVisited()); if( g_animUseRuntime ) { collSeq =3D document.all.tags("seq"); if( collSeq !=3D null ) { for(ii=3D0;ii numSlds ) gSldJumpIdx =3D numSlds; if ( gSldJumpIdx >=3D 0 ) { if ( gSldJumpIdx =3D=3D 0 ) gSldJumpIdx =3D 1; var jumpTo =3D parseInt(gSldJumpIdx); gSldJump =3D 0; gSldJumpIdx =3D ""; win.GoToSld( parent.GetSldList().mList[jumpTo-1].mSldHref ) } } } function _KDH() { if( event.keyCode =3D=3D 8 ) { event.returnValue =3D 0; parent.GoToPrevSld(); } } function DocumentOnClick() { if( IsNts() || parent.HideMenu() ) return; if( ( g_allowAdvOnClick && !parent.IsFramesMode() ) || (event && (event.keyCode=3D=3D32) ) ) parent.GoToNextSld(); } var g_supportsPPTHTML =3D SupportsPPTHTML(), g_scaleInFrame =3D 1, gId=3D""= , g_bgSound=3D"", g_scaleHyperlinks =3D false, g_allowAdvOnClick =3D 1, g_showInBrowser = =3D 0, gLoopCont =3D 0, gUseSldTimings =3D 1; var g_showAnimation =3D g_supportsPPTHTML && SupportsPPTAnimation() && ( (w= indow.name=3D=3D"PPTSld" && !parent.IsFramesMode()) || g_showInBrowser );va= r g_animManager =3D null; var g_animUseRuntime =3D false; var g_animItemsToHide, g_animInteractiveItems, g_animSlideTime; var g_animMainSequence =3D null; var ENDSHOW_MESG=3D"End of slide show, click to exit.", SCREEN_MODE=3D"Fram= es", gIsEndShow=3D0, NUM_VIS_SLDS=3D43, SCRIPT_HREF=3D"script.js", FULLSCR_= HREF=3D"fullscreen.htm"; var gCurSld =3D gPrevSld =3D 1, g_offset =3D 0, gNtsOpen =3D gHasNts =3D gO= tlTxtExp =3D 0, gHasNarration =3D 0, gOtlOpen =3D true window.gPPTHTML=3DSupportsPPTHTML() var gMainDoc=3Dnew Array(new hrefList("slide0001.htm",1,-1,1),new hrefList(= "slide0002.htm",1,-1,1),new hrefList("slide0025.htm",1,-1,1),new hrefList("= slide0003.htm",1,-1,1),new hrefList("slide0018.htm",1,-1,1),new hrefList("s= lide0019.htm",1,-1,1),new hrefList("slide0005.htm",1,-1,1),new hrefList("sl= ide0006.htm",1,-1,1),new hrefList("slide0004.htm",1,-1,1),new hrefList("sli= de0007.htm",1,-1,1),new hrefList("slide0010.htm",1,-1,1),new hrefList("slid= e0022.htm",1,-1,1),new hrefList("slide0008.htm",1,-1,1),new hrefList("slide= 0009.htm",1,-1,1),new hrefList("slide0021.htm",1,-1,1),new hrefList("slide0= 011.htm",1,-1,1),new hrefList("slide0026.htm",1,-1,1),new hrefList("slide00= 27.htm",1,-1,1),new hrefList("slide0012.htm",1,-1,1),new hrefList("slide002= 4.htm",1,-1,1),new hrefList("slide0013.htm",1,-1,1),new hrefList("slide0033= .htm",1,-1,1),new hrefList("slide0051.htm",1,-1,1),new hrefList("slide0029.= htm",1,-1,1),new hrefList("slide0049.htm",1,-1,1),new hrefList("slide0028.h= tm",1,-1,1),new hrefList("slide0030.htm",1,-1,1),new hrefList("slide0014.ht= m",1,-1,1),new hrefList("slide0035.htm",1,-1,1),new hrefList("slide0036.htm= ",1,-1,1),new hrefList("slide0037.htm",1,-1,1),new hrefList("slide0038.htm"= ,1,-1,1),new hrefList("slide0041.htm",1,-1,1),new hrefList("slide0042.htm",= 1,-1,1),new hrefList("slide0015.htm",1,-1,1),new hrefList("slide0031.htm",1= ,-1,1),new hrefList("slide0032.htm",1,-1,1),new hrefList("slide0045.htm",1,= -1,1),new hrefList("slide0050.htm",1,-1,1),new hrefList("slide0048.htm",1,-= 1,1),new hrefList("slide0020.htm",1,-1,1),new hrefList("slide0017.htm",1,-1= ,1),new hrefList("slide0023.htm",1,-1,1)); /********************************************* Frameset functions These functions control slide navigation and state of the frameset. **********************************************/ function FullScrInit() { g_allowAdvOnClick =3D GetCurSld().mAdvOnClk document.body.style.backgroundColor=3D"black" document.oncontextmenu=3Dparent._CM; document.onkeydown =3D _KDH; document.ondragstart=3DCancel document.onselectstart=3DCancel self.focus() } function Redirect( frmId ) {=09 var str=3Ddocument.location.hash,idx=3Dstr.indexOf('#'), sId=3DGetSldId() if(idx>=3D0) str=3Dstr.substr(1); if( window.name !=3D frmId && ( sId !=3D str) ) { obj =3D GetObj("Main-File") window.location.href=3Dobj.href+"#"+sId return 1 } return 0 } var MHTMLPrefix =3D CalculateMHTMLPrefix();=20 function CalculateMHTMLPrefix() { if ( document.location.protocol =3D=3D 'mhtml:') {=20 href=3Dnew String(document.location.href)=20 Start=3Dhref.indexOf('!')+1=20 End=3Dhref.lastIndexOf('/')+1=20 if (End < Start)=20 return href.substring(0, Start)=20 else=20 return href.substring(0, End)=20 } return ''; } function GetTags(base,tag) { if(g_supportsPPTHTML) return base.all.tags(tag); else return base.getElementsByTagName(tag); } function UpdNtsPane(){ if(frames["PPTNts"]) PPTNts.location.replace( MHTMLP= refix+GetHrefObj( gCurSld ).mNtsHref ) } function UpdNavPane( sldIndex ){ if(gNavLoaded) PPTNav.UpdNav() } function UpdOtNavPane(){ if(gOtlNavLoaded) PPTOtlNav.UpdOtlNav() } function UpdOtlPane(){ if(gOtlLoaded) PPTOtl.UpdOtl() } function SetHasNts( fVal ) { if( gHasNts !=3D fVal ) { gHasNts=3DfVal UpdNavPane() } } function ToggleOtlText() { gOtlTxtExp=3D!gOtlTxtExp UpdOtlPane() } function ClearMedia() { // Clear any sounds playing before launching another browser window. Other= wise, // in fullscreen mode, you'll continue to hear the sound in the frames mod= e. if (PPTSld.pptSound) PPTSld.pptSound.loop =3D 0; } function FullScreen() {=20 if ( PPTSld.g_animUseRuntime ) PPTSld.document.body.pause(); ClearMedia(); var href =3D ( document.location.protocol =3D=3D 'mhtml:') ? FULLSCR_HREF = : FULLSCR_HREF+"#"+GetHrefObj(gCurSld).mSldHref; if(PPTNav.event.ctrlKey) { var w =3D (window.screen.availWidth * 1.0) / 2.0 var h =3D w * (PPTSld.g_origH * 1.0) / PPTSld.g_origW win =3D window.open( MHTMLPrefix+href,null,"toolbar=3D0,resizable=3D1,top= =3D0,left=3D0," + "width=3D"+ w + ",height=3D" + h ); if( win.document.body && PPTSld.g_animUseRuntime ) win.document.body.PPTSldFrameset=3Dwindow; } else { win =3D window.open( MHTMLPrefix+href,null,"fullscreen=3Dyes" ); if( win.document.body && PPTSld.g_animUseRuntime ) win.document.body.PPTSldFrameset=3Dwindow; } } function ToggleVNarration() { rObj=3DPPTSld.document.all("NSPlay") if( rObj && !PPTSld.g_animUseRuntime ) { if( (rObj.playState =3D=3D 1)||(rObj.playState =3D=3D 0) ) rObj.Play() else if( rObj.playState =3D=3D 2 ) rObj.Pause() else return; } else if( PPTSld.g_animUseRuntime ) { narObj =3D PPTSld.document.all("narrationID") if( narObj ) narObj.togglePause() } } function GetCurSldNum() { =20 obj=3DGetHrefObj(gCurSld) if( obj.mOrigVis =3D=3D 1 ) return obj.mSldIdx else =20 return gCurSld } function GetNumSlds() { =20 if( GetHrefObj(gCurSld).mOrigVis =3D=3D 1 ) return GetSldList().mNumVisSlds; else return GetSldList().mList.length } function GetSldNum( href ) { for(ii=3D0; ii 1 ) PopSldList(); else if( !IsFramesMode() ) { if( gLoopCont ) GoToFirst() else EndShow() } } function GoToPrevSld() { ii=3DgCurSld-1 if( ii > 0 ) { obj=3DGetHrefObj(ii) while ( obj && ( obj.mVis =3D=3D 0 ) && ( ii>0 ) ) obj=3DGetHrefObj(--ii) if( ii =3D=3D 0 ) ii=3D1 GoToSldNum(ii) } } function GoToFirst(){ GoToSld( GetHrefObj(1).mSldHref ) } function GoToLast() { ii=3DGetSldList().mList.length if( ii !=3D gCurSld ) GoToSld( GetHrefObj(ii).mSldHref ) } function GoToSldNum( num ) { if( PPTSld.event ) PPTSld.event.cancelBubble=3Dtrue obj =3D GetHrefObj( num ) obj.mVis=3D1 gPrevSld=3DgCurSld gCurSld =3D num; PPTSld.location.replace(MHTMLPrefix+obj.mSldHref) if( IsFramesMode() ) { UpdNavPane(); UpdOtlPane(); UpdNtsPane() } } function GoToSld( href ) { if( PPTSld.event ) PPTSld.event.cancelBubble=3Dtrue GetHrefObj( GetSldNum(href) ).mVis=3D1 PPTSld.location.replace(MHTMLPrefix+href) } function SldUpdated( id ) { if( id =3D=3D GetHrefObj(gCurSld).mSldHref ) return gPrevSld=3DgCurSld gCurSld=3DGetSldNum(id) if( IsFramesMode() ) { UpdNavPane(); UpdOtlPane(); UpdNtsPane() } } function PrevSldViewed(){ GoToSld( GetHrefObj(gPrevSld).mSldHref ) } function HasPrevSld() { return ( gIsEndShow || ( gCurSld !=3D 1 && GetHrefO= bj( gCurSld-1 ).mVis =3D=3D 1 )||( GetCurSldNum() > 1 ) ) } function HasNextSld() { return (GetCurSldNum() !=3D GetNumSlds()) } function CloseWindow() { if( HideMenu() ) return; =09 var event =3D PPTSld.event; if( !IsFramesMode() && event && (event.keyCode=3D=3D27 || event.keyCode=3D= =3D32 || event.type=3D=3D"click" ) ) window.close( self ); CatchNumKeys( self, event ); } function Unload() { gIsEndShow=3D0; } function SetupEndShow() { gIsEndShow=3D1; PPTSld.document.body.scroll=3D"no"; PPTSld.document.onkeypress=3DCloseWindow; PPTSld.document.onclick=3DCloseWindow; PPTSld.document.oncontextmenu=3D_CM; } function EndShow() { if( IsFramesMode() ) return if( PPTSld.event ) PPTSld.event.cancelBubble=3Dtrue doc=3DPPTSld.document var dir =3D doc.body.dir if( dir !=3D "rtl" ) dir =3D "ltr"; doc.open() doc.writeln('

' + ENDSHOW_MESG + '
') doc.close() } function SetSldVisited(){ GetSldList().mList[gCurSld-1].mVisited=3Dtrue } function IsSldVisited(){ return GetSldList().mList[gCurSld-1].mVisited } function hrefList( sldHref, visible, advDelay, advClk ) { this.mSldHref=3D this.mNtsHref =3D sldHref this.mOrigVis=3D this.mVis =3D visible this.mVisited=3D false this.mAdvDelay=3D advDelay this.mAdvOnClk=3D advClk } function SldList(arr,curSld,fEnd) { this.mCurSld =3D curSld; this.mList =3D new Array(); var idx =3D 1; for(ii=3D0;ii 0) { PushSldList(sldList,fEnd); gCurSld =3D 1; } else if( PPTSld.event ) PPTSld.event.cancelBubble=3Dtrue } function PushSldList(arr,fEnd) { var ii =3D gSldStack.length; gSldStack[ii] =3D new SldList(arr,gCurSld,fEnd); GoToSld( gSldStack[ii].mList[0].mSldHref ); } function PopSldList() { if (gSldStack[gSldStack.length-1].fEndShow) EndShow() else { gCurSld =3D gSldStack[gSldStack.length-1].mCurSld; gSldStack[gSldStack.length-1] =3D null; gSldStack.length--; var sldList =3D gSldStack[gSldStack.length-1]; GoToSld( sldList.mList[gCurSld - 1].mSldHref ); } } var custShowList=3Dnew Array(); /********************************************* Navigation button implementation There are 2 types of buttons: ImgBtn, TxtBtn implemented as function objects. They share a similiar interface so the event handlers can call SetActive, for example, on a button=20 object without needing to know exactly=20 what type of button it is. **********************************************/ //---------------------------------- function ImgBtn( oId,bId,w,action ) //---------------------------------- { var t=3Dthis t.Perform =3D _IBP t.SetActive =3D _IBSetA t.SetInactive=3D _IBSetI t.SetPressed =3D _IBSetP t.SetDisabled=3D _IBSetD t.Enabled =3D _IBSetE t.ChangeIcon =3D null t.UserAction =3D action t.ChgState =3D _IBUI t.mObjId =3D oId t.mBorderId=3D bId t.mWidth =3D w t.mIsOn =3D t.mCurState =3D 0 } function _IBSetA() { if( this.mIsOn ) { obj=3Dthis.ChgState( gHiliteClr,gShadowClr,2 ) obj.style.posTop=3D0 } } function _IBSetI() { if( this.mIsOn ) { obj=3Dthis.ChgState( gFaceClr,gFaceClr,1 ) obj.style.posTop=3D0=20 } } function _IBSetP() { if( this.mIsOn ) { obj=3Dthis.ChgState( gShadowClr,gHiliteClr,2 ) obj.style.posLeft+=3D1; obj.style.posTop+=3D1 } } function _IBSetD() { =20 obj=3Dthis.ChgState( gFaceClr,gFaceClr,0 ) obj.style.posTop=3D0=20 } function _IBSetE( state ) { var t=3Dthis GetObj( t.mBorderId ).style.visibility=3D"visible" if( state !=3D t.mIsOn ) { t.mIsOn=3Dstate if( state ) t.SetInactive() else t.SetDisabled() } } function _IBP() { var t=3Dthis if( t.mIsOn ) { if( t.UserAction !=3D null ) t.UserAction() if( t.ChangeIcon ) { obj=3DGetObj(t.mObjId) if( t.ChangeIcon() ) obj.style.posLeft=3Dobj.style.posLeft+(t.mCurState-4)*t.mWidth else obj.style.posLeft=3Dobj.style.posLeft+(t.mCurState-0)*t.mWidth } t.SetActive() } =20 } function _IBUI( clr1,clr2,nextState ) { var t=3Dthis SetBorder( GetObj( t.mBorderId ),clr1,clr2 ) obj=3DGetObj( t.mObjId ) obj.style.posLeft=3Dobj.style.posLeft+(t.mCurState-nextState)*t.mWidth-obj= .style.posTop t.mCurState=3DnextState return obj } //----------------------------------------- function TxtBtn( oId,oeId,action,chkState ) //----------------------------------------- { var t=3Dthis t.Perform =3D _TBP t.SetActive =3D _TBSetA t.SetInactive=3D _TBSetI t.SetPressed =3D _TBSetP t.SetDisabled=3D _TBSetD t.SetEnabled =3D _TBSetE t.GetState =3D chkState t.UserAction =3D action t.ChgState =3D _TBUI t.mObjId =3D oId t.m_elementsId=3D oeId t.mIsOn =3D 1 } function _TBSetA() { var t=3Dthis if( t.mIsOn && !t.GetState() ) t.ChgState( gHiliteClr,gShadowClr,0,0 ) } function _TBSetI() { var t=3Dthis if( t.mIsOn && !t.GetState() ) t.ChgState( gFaceClr,gFaceClr,0,0 ) } function _TBSetP() { if( this.mIsOn ) this.ChgState( gShadowClr,gHiliteClr,1,1 ) } function _TBSetD() { =20 this.ChgState( gFaceClr,gFaceClr,0,0 ) this.mIsOn =3D 0 } function _TBSetE() { var t=3Dthis if( !t.GetState() ) t.ChgState( gFaceClr,gFaceClr,0,0 ) else t.ChgState( gShadowClr,gHiliteClr,1,1 ) t.mIsOn =3D 1 } function _TBP() { var t=3Dthis if( t.mIsOn ) {=20 if( t.UserAction !=3D null ) t.UserAction() if( !t.GetState ) return if( t.GetState() ) t.SetPressed() else t.SetActive() } =20 } function _TBUI( clr1,clr2,lOffset,tOffset ) { SetBorder( GetObj( this.mObjId ),clr1,clr2 ) Offset( GetObj( this.m_elementsId ),lOffset,tOffset ) } function Offset( obj, top, left ){ obj.style.top=3Dtop; obj.style.left=3Dle= ft } function SetBorder( obj, upperLeft, lowerRight ) { s=3Dobj.style; s.borderStyle =3D "solid" s.borderWidth =3D 1=20 s.borderLeftColor =3D s.borderTopColor =3D upperLeft s.borderBottomColor=3D s.borderRightColor =3D lowerRight } function GetBtnObj(){ return gBtnArr[window.event.srcElement.id] } function BtnOnOver(){ b=3DGetBtnObj(); if( b !=3D null ) b.SetActive() } function BtnOnDown(){ b=3DGetBtnObj(); if( b !=3D null ) b.SetPressed() } function BtnOnOut(){ b=3DGetBtnObj(); if( b !=3D null ) b.SetInactive() } function BtnOnUp() { b=3DGetBtnObj() if( b !=3D null ) b.Perform() else Upd() } function GetNtsState(){ return parent.gNtsOpen } function GetOtlState(){ return parent.gOtlOpen } function GetOtlTxtState(){ return parent.gOtlTxtExp } function NtsBtnSetFlag( fVal ) { s=3Ddocument.all.item( this.m_flagId ).style s.display=3D"none" if( fVal ) s.display=3D"" else s.display=3D"none" } function _BSetA_Border(){ b =3D gBtnArr[this.mObjId]; if( b !=3D null ) b.S= etActive() } function _BSetI_Border(){ b =3D gBtnArr[this.mObjId]; if( b !=3D null ) b.S= etInactive() } function _BSetP_Border(){ b =3D gBtnArr[this.mObjId]; if( b !=3D null ) b.S= etPressed() } function _BSetA_BorderImg() {=20 b =3D gBtnArr[this.mBorderId]=20 if( b !=3D null && this.mIsOn && !b.GetState() ) { obj=3Dthis.ChgState( gHiliteClr,gShadowClr,2 ) obj.style.posTop=3D0 } } function _BSetI_BorderImg() {=20 b =3D gBtnArr[this.mBorderId] if( b !=3D null && this.mIsOn && !b.GetState() ) { obj=3Dthis.ChgState( gFaceClr,gFaceClr,1 ) obj.style.posTop=3D0 } } var gHiliteClr=3D"THREEDHIGHLIGHT",gShadowClr=3D"THREEDSHADOW",gFaceClr=3D"= THREEDFACE" var gBtnArr =3D new Array() gBtnArr["nb_otl"] =3D new TxtBtn( "nb_otl","nb_otlElem",parent.ToggleOtlPan= e,GetOtlState ) gBtnArr["nb_otlElem"] =3D new TxtBtn( "nb_otl","nb_otlElem",parent.ToggleOt= lPane,GetOtlState ) gBtnArr["nb_nts"] =3D new ImgBtn( "nb_nts","nb_ntsBorder",10,parent.ToggleN= tsPane ) gBtnArr["nb_nts"].SetActive =3D _BSetA_BorderImg; gBtnArr["nb_nts"].SetInactive =3D _BSetI_BorderImg; gBtnArr["nb_ntsBorder"] =3D new TxtBtn( "nb_ntsBorder","nb_ntsElem",parent.= ToggleNtsPane,GetNtsState ) gBtnArr["nb_ntsElem"] =3D new TxtBtn( "nb_ntsBorder","nb_ntsElem",parent.To= ggleNtsPane,GetNtsState ) gBtnArr["nb_prevBorder"] =3D gBtnArr["nb_prev"]=3D new ImgBtn( "nb_prev","n= b_prevBorder",30,parent.GoToPrevSld ) gBtnArr["nb_nextBorder"] =3D gBtnArr["nb_next"]=3D new ImgBtn( "nb_next","n= b_nextBorder",30,parent.GoToNextSld ) gBtnArr["nb_sldshw"]=3D new ImgBtn( "nb_sldshw","nb_sldshwBorder",18,parent= .FullScreen ) gBtnArr["nb_sldshwBorder"] =3D new TxtBtn( "nb_sldshw","nb_sldshwBorder",pa= rent.FullScreen,null ) gBtnArr["nb_sldshwBorder"].SetActive =3D _BSetA_Border; gBtnArr["nb_sldshwBorder"].SetInactive =3D _BSetI_Border; gBtnArr["nb_sldshwText"] =3D new TxtBtn( "nb_sldshw","nb_sldshwText",parent= .FullScreen,null ) gBtnArr["nb_sldshwText"].SetActive =3D _BSetA_Border; gBtnArr["nb_sldshwText"].SetInactive =3D _BSetI_Border; gBtnArr["nb_voice"] =3D gBtnArr["nb_voiceBorder"] =3D new ImgBtn( "nb_voice= ","nb_voiceBorder",18,parent.ToggleVNarration ) gBtnArr["nb_otlTxtBorder"] =3D gBtnArr["nb_otlTxt"]=3D new ImgBtn( "nb_otlT= xt","nb_otlTxtBorder",23,parent.ToggleOtlText ) gBtnArr["nb_ntsBorder"].m_flagId=3D "nb_nts" gBtnArr["nb_ntsBorder"].SetFlag =3D NtsBtnSetFlag gBtnArr["nb_otlTxt"].ChangeIcon=3D GetOtlTxtState /********************************************* Context menu implementation _CM() is the function that's hooked up to the oncontextmenu event. Once we're asked to show the menu, we first build it by creating DIVs on-the-fly. Then we position it=20 within the screen area so it doesn't get clipped. Creating the DIVs using createElement() means we don't have to write out any extra HTML into the slide HTML files. **********************************************/ var sNext=3D"Next",sPrev=3D"Previous",sEnd=3D"End Show",sFont=3D"Arial",sAr= row=3D"Arrow",sFreeform=3D"Freeform",sRect=3D"Rectangle",sOval=3D"Oval" function ShowMenu() { BuildMenu(); var doc=3DPPTSld.document.body,x=3DPPTSld.event.clientX+doc.scrollLeft,y= =3DPPTSld.event.clientY+doc.scrollTop m =3D PPTSld.document.all.item("ctxtmenu") m.style.pixelLeft=3Dx if( (x+m.scrollWidth > doc.clientWidth)&&(x-m.scrollWidth > 0) ) m.style.pixelLeft=3Dx-m.scrollWidth m.style.pixelTop=3Dy if( (y+m.scrollHeight > doc.clientHeight)&&(y-m.scrollHeight > 0) ) m.style.pixelTop=3Dy-m.scrollHeight m.style.display=3D"" } function _CM() { if( !parent.IsFullScrMode() ) return; if(!PPTSld.event.ctrlKey) { ShowMenu() return false } else HideMenu() } function BuildMenu() { if( PPTSld.document.all.item("ctxtmenu") ) return var mObj=3DCreateItem( PPTSld.document.body ) mObj.id=3D"ctxtmenu" mObj.style.visibility=3D"hidden" var s=3DmObj.style s.position=3D"absolute" s.cursor=3D"default" s.width=3D"120px" SetCMBorder(mObj,"menu","black") var iObj=3DCreateItem( mObj ) SetCMBorder( iObj, "threedhighlight","threedshadow" ) iObj.style.padding=3D2 CreateMenuItem( iObj,sNext,M_GoNextSld,M_True ) CreateMenuItem( iObj,sPrev,M_GoPrevSld,M_HasPrevSld ) =09 CreateSeparator( iObj ) CreateMenuItem( iObj,sEnd,M_End,M_True ) mObj.style.visibility=3D"visible" } function Cancel() { window.event.cancelBubble=3Dtrue; window.event.returnVa= lue=3Dfalse } function Highlight() { ChangeClr("activecaption","threedhighlight") } function Deselect() { ChangeClr("threedface","menutext") } function Perform() { e=3DPPTSld.event.srcElement if( e.type=3D=3D"menuitem" && e.IsActive() ) e.Action() else PPTSld.event.cancelBubble=3Dtrue } function ChangeClr( bg,clr ) { e=3DPPTSld.event.srcElement if( e.type=3D=3D"menuitem" && e.IsActive() ) { e.style.backgroundColor=3Dbg e.style.color=3Dclr } } function M_HasPrevSld() { return( parent.HasPrevSld() ) } function M_GoNextSld() { if( gIsEndShow ) M_End(); else GoToNextSld() } function M_GoPrevSld() { if( gIsEndShow ) { gIsEndShow=3D0; history.back();= PPTSld.event.cancelBubble=3Dtrue; } else GoToPrevSld() } function M_True() { return true } function M_End() { window.close( self ) } function CreateMenuItem( node,text,action,eval ) { var e=3DCreateItem( node ) e.type=3D"menuitem" e.Action=3Daction e.IsActive=3Deval e.innerHTML=3Dtext if( !e.IsActive() ) e.style.color=3D"threedshadow" e.onclick=3DPerform e.onmouseover=3DHighlight e.onmouseout=3DDeselect s=3De.style; 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charset="us-ascii" Deaf & Hard of Hearing Students in Public Schools ------=_NextPart_01C55BB1.2C888290 Content-Location: file:///C:/25545EB9/onemoretry_files/outline.htm Content-Transfer-Encoding: quoted-printable Content-Type: text/html; charset="us-ascii"

No= tes

Slide Show

Outline

1

An Overview of I= ssues Related to Deafness and Hearing Loss

Some helpful information for working with Deaf & Hard of Hearing Students

2

According to Nebraska’s Regulations & Standards of Special Education the
Definition of a Hearing Impairment is…

A hearing impairment that is so severe the individual is impaired in processing linguistic information through hearing, with or without amplification, and the impairment adversely affects an individual’s development or educational performance.

3

Prevalence of He= aring Loss

The U.S. Department of Education statistics say about 0.14 percent of the population between 6-17 years is identified as deaf or hard of hearing.

Generally about 1 in 1000 children is deaf.

Many more children have mild to moderate hearing losses (7:1 estimat= e, 7 hard of hearing for every one deaf child)

69.4% of these children have no additional handicap. 20.9% have one additional handicap and 9.6% have 2 or more additional handicaps

4

Politically Corr= ect Terminology

Although most of the hearing population and the government refer to people with hearing losses as “hearing impaired”, it is = not politically correct to do this.

An impairment implies that the person is broken. People with hearing losses = do not think of themselves as broken.

Think of it this way. = Do you call a person with a broken leg a leg impaired person? No, they are referred to as= a person with a broken leg.

The correct terms to use are: hard of hearing, deaf, or a person with a hearing loss.

5

Deaf & Hard = of Hearing Defined

Deaf—Usually refers to a person with a profound hearing loss or a loss greater than 90dB. Can also refer to someone who is part of the “Deaf culture” and chooses to communicate using American Sign Language rather than spoken communication.

Hard of Hearing-Usually refers to a person with a mild to severe hea= ring loss.

Which term do I use?

Ask the person with a hearing loss.

Many times it depends on the person’s attitude. He/she may technically only have a slight hearing= loss, but thinks of him/herself as deaf.= In comparison, he/she may have a profound loss and refer to him/herself as hard of hearing.

Often it will depend on what type of communication system the person uses, and what culture he/she identifies with.

Most of the students here should be referred to as students with hearing losses OR hard of hearing students.

6

Communication Sy= stems

Oral/Aural communication-Use speech only. No sign language or gesture= s are used. Use speechreading (However, if the deaf or hard of hearing person is not familiar with= the speaker, they generally will only catch about 30-40% of what is being said.)

Total communication- Use of signs and fingerspelling. Use whatever system works i= n the given situation, but not at the same time. If sign language works, use= it. If speaking can be understo= od, use speaking. (Realize though that many times speaking and signing at the same time is termed total communication.)

Manualism-The use of sign language for communication. ASL, Manually Coded English= , or ASL/English

American Sign Language- This is an actual language with a definite grammar system.

SEE II-Signing Exact English. A manual code of English. It is not a language. Here each word has an exact sign. Used in programs dominated by “hearing people”. Looked down upon by the de= af culture .

7

Parts of the ear
How we hear

Outer ear

Auricle (part we see) and External Auditory Canal.

Tympanic Membrane (eardrum) boundary between the outer and middle e= ar

Middle Ear

Ossicular Chain—Mallas, incus and stapes. Vibrations from the eardru= m go through this channel to the oval window.

Inner Ear

Vestibular Mechanism—Upper portion of the ear. It is responsible for bala= nce.

Cochlea—Most important for hearing. Movement of fluid in the c= ochlea ultimately results in excitation of the cochlear nerve (VIII cranial nerve). This nerve se= nds impulses to the brain and sound is heard.

8

Terms used for o= nset of hearing loss

Because hearing loss causes a delay in language it is important to k= now the onset of the deafness or hearing loss.

Congenital deafness—A hearing loss that is present from birth = and which may or may not be hereditary.

Adventitiously deaf—Deafness that occurs through an illness or accident in an individual who was born with normal hearing.

Prelingual deafness—Deafness that occurs before the developmen= t of spoken language. Usual= ly at birth, but can be up to age two depending on the child.

Postlingual deafness—Deafness that occurs after the developmen= t of speech and language.

9

Hearing Loss Typ= es

Hearing Loss—A problem with hearing that is characterized by decreased sensitivity to sound in comparison to normal hearing.

Conductive Hearing Loss—A loss of sensitivity to sound, result= ing from an abnormality or blockage of the outer ear or the middle ear.<= span style=3D'mso-spacerun:yes'> The most common cause is a = middle ear infection. Other c= auses might be wax buildup in the ear canal, a hole in the eardrum, or dam= age to the tiny bones of the middle ear.

Sensorineural Hearing Loss—A hearing loss caused by damage to = the inner ear (cochlea) and/or the hearing nerve.

Mixed Hearing Loss—A hearing loss with both conductive and sen= sory components. An audiogr= am will show a bone-conduction hearing loss plus a gap between earphone= and bone conduction responses.

10

Types of Testin= g for Hearing Loss

Pure tone audiometry —A test whereby tones of various intensit= ies and frequencies are presented to determine a person’s hearing loss.

Speech audiometry —A technique that tests a person’s detection and understanding of speech, rather than using pure tones = to detect hearing loss.

Play audiometry —Use of game-like format to test hearing of yo= ung and hard-to-test children; the examiner teaches the child to respond= to sounds.

Tympanometry —A method of measuring the middle ear’s response to pressure and sound.

Evoked-Response Audiometry —A technique involving electroencephalograph measurement of changes in brain-wave activity = in response to sounds (usually used on babies).

11

12

Terminology for Audiograms

Hertz—Measures the frequency of the sounds. In other words, how high or= low a sound is.

Decibels (dB)—Units of relative loudness of sounds; People with normal hearing can just detect sound at 0 decibels.

Speech Banana– See audiogram.= The area on an audiogram where most speech sounds can be hear= d.

13

Terms for Degre= e of Hearing Loss

Normal- -10 to 15 dB
Slight-   16 to25 = dB

Mild -    26 = to 40 dB

Moderate- 41 to 55 dB

Moderate-Severe- 71 to 90 dB

Profound- 91 dB plus

14

Degrees of Hear= ing Loss & Their Impact on Education

Normal—No impact on communication

Slight—In quiet environments, the individual has no difficulty recognizing speech. However, in noisy environments, faint speech is = hard to understand.

Mild—In quiet conversational environments when the topic is kn= own and vocabulary is limited, the individual has no difficulty communicating. Faint or distant speech is difficult to hear even if the environment is quiet. Classroom discu= ssions are challenging to follow.

Moderate—The person can hear conversations only at a close distance. Group activi= ties, such as classroom discussions, present a communicative challenge.

15

Degrees & I= mpact Continued

Moderate-Severe—The person can hear only loud, clear conversat= ions and has much difficulty in group situations. Often his/her speech is noticeably different though intelligible.

Severe—The person cannot hear a conversation unless it is loud= and even then, cannot recognize many of the words. Environmental sounds can be detected, though not always identified. The person’s speech m= ay not be intelligible.

Profound—The person may hear loud sounds but cannot hear conversational speech at all. Vision is the primary modality for communication. The person’s own spee= ch, if he/she uses it at all, is not easy to understand.

16

Hearing Aids

BTE Hearing Aid- Behind the ear hearing aids. Usually worn by school age children. Easier to do repairs on and not as easily broken.

ITE Hearing Aid-In the ear hearing aid. Usually worn by adults.

INC Hearing Aid-In the ear canal hearing aids. Aids that are completely in= side the ear canal. Usually= worn by adults.

Bone Conduction Hearing Aids-Not as common. The hearing aid is actua= lly implanted into the mastoid bone.

17

Parts of the Be= hind the Ear Hearing Aid

Earmold

Tonehook

Microphone

Volume control

On/Off/Telecoil switch

Direct Audio Input

Battery Door

18

Troubleshooting= BTE Hearing Aids

Distorted sound quality

Check the battery strength, battery contacts, & volume control setting

Weak signal

Check the battery strength, volume control setting, microphone open= ing, ear mold and tubing, input selector switch

Feedback

Check volume control setting, ear mold and tubing, and trace the feedback source. Usua= lly means a good seal has not been made with the ear.

Intermittent signal

Check the input selector switch, and the battery contacts

No output (dead aid)

Check the battery strength, input selector switch, battery + and – position, and the ear mold and tubing

19

FM Systems<= /font>

FM stands for Frequency Modulation

FM systems keep the signal to noise ratio constant.

The FM system works by sending radio frequency signals from the spea= ker via a microphone and transmitter.&n= bsp; Signals are picked up by receivers that are tuned to a specif= ic transmitting frequency.

The teacher wears a microphone and transmitter. The student has the receiver which may be a speaker in the ceiling or on his/her desk, o= r a micro-link boot on his/her hearing aid which transmits the signal directly into the student’s ear mold, or earphones.

The teacher or speaker should keep the microphone less than 8 inches from his/her mouth. This means that the sound t= he student will be getting is always 8 inches from him or her, rather t= han across the room.

20

Types of FM Sys= tems

Personal FM-The student wears earphones, or a hearing aid with an FM boot(or microlink system). The signal is then put directly in the student’s ears v= ia the hearing aid and ear mold. This gives the student a 10-15dB advantage.

Toteables/Portables/or Desktops—The student has a small speaker which sets on his/her desk or the teacher’s desk from which the teacher’s voice is amplified.

Classroom amplification systems—Speakers are fit into the ceil= ing or around the room and the teacher’s voice is amplified through them.

Infared FM systemsR= 12;These systems work much the same way but do not use radio frequencies. Instead invisible infared l= ight waves transmit the signal.

21

The reason we u= se FM systems

To improve the signal to noise ratio

This is the relationship between the primary or desired auditory si= gnal to all other unwanted background noises.

International studies conclude that S/N level for children with hear= ing losses must be at least +15 for optimal speech development.

The average noise level in a classroom is 55 dB.

The average signal to noise ratio in the classroom is –15 to +4dB

The desired signal needs to be about twice as loud as the background noise.

With each doubling of distance between the speaker and listener, the primary signal decreases by 6 dB.

22

Some Things to = Remember about FM’s

An FM’s purpose is to reduce background noise and keep a const= ant distance between the speaker and the sound coming to the student.
The teacher transmitter should not be on or should be muted when the conversation is not relevant to the student.

Classmates should learn how to use the microphone too, and can use t= he microphone during group work.

23

Troubleshooting FM’s

Check to see that it was charged.

Is the system on?

Is the student’s system on FM/HA?

Check that both you and the student are on the same channel.

Is the microphone close enough to your mouth?

Is the microphone cord tangled?

On personal FM systems, are the cords connected correctly to the student’s receiver?

In most cases there is a problem with the microphone or the battery,= so check both.

Let the DHH Educator know if there is a problem, and she will resolv= e it as soon as possible.

24

Reverberation

This is also known as the “echo” effect.

The greater the reverberation time, the poorer speech discrimination will be.

Hearing aid microphones pick up and actually amplify the effects of reverberation

To combat reverberation a room needs to have as few shiny, flat surf= aces as possible.

Carpeting is needed. = If no carpeting, cover the bottoms of chairs to cut down on noise. Tennis balls work well.

Drop ceiling tiles which have not been painted

Curtains

Posters on the walls

Felt boards

Bean bag chairs, soft furniture

25

Working with an Interpreter

Excellent interpreting conveys approximately 60% of the information presented.

Provide the interpreter with the class notes ahead of time if possib= le so she/he will know key vocabulary.

You cannot expect a student to take notes and watch interpreting at = the same time, so provide your students with notes of the class lecture.=

Groups are hard to interpret. Only one person can speak at a time if you want the student to learn all the information presented.

A lot of discussion is difficult.

The student needs to be able to watch you and the interpreter at the same time.

The interpreter is not the teacher, so he/she should not be expected= to discipline the student or teach the student new concepts.

26

Cochlear Implan= ts

A cochlear implant involves a surgery where an electronic device is = put under the skin behind the ear and in the inner ear.

A small microphone is worn behind the ear and picks up sounds which = are then sent to a small computerized speech processor worn by the CI recipient.

The speech processor then sends coded signals back to an external co= il worn behind the ear, and then it sends them through the skin to the implanted internal coil.

The internal coil then sends the signals to electrodes implanted in = the inner ear, and then the signals go to the auditory nerve, which then sends the sound to the brain.

Cochlear implants are becoming increasingly popular with a large majority of children who are born profoundly deaf being implanted at very young ages. A rea= son for this may be that 90% of deaf children are born to hearing parent= s.

27

Cochlear Implan= t Safety

Cochlear implants should not get wet.

They should not be dropped if possible.

To prevent electrostatic discharges

Put an anti-static mat under the computer

Use anti-static spray on carpets

Have child take the microphone off when playing on plastic playgrou= nd equipment or in rubber ball play areas

Don’t let cords rub against metal objects

Touch something else before touching the child’s equipment wh= en there is a lot of static electricity in the air.

28

Something to Th= ink About

When working with deaf and hard of hearing students it is important = to remember that their language level may not be as high as their peers= .

Why?

Deaf and Hard of hearing children do not have the advantage of “overhearing” their parents conversations.

90-95% of what very young children learn is through incidental learning. Therefore, = if a deaf or hard of hearing child can’t overhear, he/she is missi= ng out on a lot of valuable learning.

Early intervention is a necessity when working with deaf and hard of hearing children.

Because 90% of deaf children are born to hearing parents, early help with language, choosing a communication system, and choices pertaini= ng to hearing aid and cochlear implant technology is essential.

29

Communication a= nd Language Issues
Taken from a presentation by Dr. Malinda Eccarius

Know that language and speech are not synonymous.

Speechreading is not an exact science.

Excellent interpreting still only conveys approximately 60% of the information being presented.

A deaf student’s language may be limited compared to hearing children of his/her same age.

Conversational and academic language are very different.

A child who can speak is not necessarily smarter than a child who cannot.

Hard of hearing children’s difficulties are harder to find and therefore harder to remediate than those of Deaf children.

30

Academic Issues=
Taken from a presentation by Dr. Malinda Eccarius

All academic progress is based on language skills.

Deaf students can learn academic splinter skills without improving t= heir overall academics.

Most deaf children have nonverbal concepts which parallel those of hearing students.

When teachers use visual techniques to teach academic concepts they = can reach deaf students at a nonverbal level and map language onto that visualization.

Academic inclusion is rarely the least restrictive environment for a deaf child.

31

Some Challenges= for Students with Hearing Loss
The information for all Challenges Pages is summarized from a presentat= ion given by Joanne O’Connell of Clarke School for the Deaf<= /div>

Many of the challenges that deaf and hard of hearing children deal w= ith boil down to a lack of access.

The children weren’t able to hear or overhear at times when background knowledge or new vocabulary was presented.

Therefore, they may have problems in the area of language.

Language challenges

Vocabulary

Grammar (including specific grammatical forms)

Students may have trouble understanding verbal humor, idioms, and figurative language.

Abstract ideas in all subject areas may create a problem.

Students may take much of what is said literally.

Specific language/vocabulary related to science, math, and social studies may be difficult.

Students may leave off word endings.

32

Reading Challen= ges

Phonological awareness (They may have difficulty with rhyming, segmenting, and blending due to the fact that they can’t hear.= )

May have trouble with multiple word meanings.

May have difficulty with inferring what an author was intending.

These difficulties in reading and language may also create problems = in writing.

33

However, it is important to remember…

Not all deaf or hard of hearing children may exhibit these challenge= s.

It depends on the student.

With deaf and hard of hearing children, each child is different. Wha= t is easy for one is difficult for another and vise versa.

34

Strategies for = Teachers to Enhance Their Teaching of students with Hearing Losses
This information is from a presentation given
by Joanne O’Connell of Clarke School for the Deaf

Limit any extra noise and conversation

Repeat questions given by other students before responding

Use visual cues/aids

Use a secret signal to check for understanding.

Use a CUE for topic changes (raise your finger or say “okay, n= ow we’re going to talk about…”)

Talk first, then demonstrate

Preview what will be taught and then review and reinforce what was taught.

Monitor your language (Know what the student can understand.)

Present new information in small steps. Use sequential approach.
Provide hands-on experience.

Rephrase if the student appears to not be following.

Know the student’s strengths and weaknesses.

Consult with the child’s whole team regularly.

Provide necessary testing adaptations (This will usually be part of = the IEP, so make sure you are aware of the needed accommodations and modifications needed for the student you are working with.)

35

Helpful Hints f= or Working With Hard of Hearing People
Hints information is taken from handouts written by Maureen Mann of Boystown Hospital in Omaha, NE

Wearing a hearing aid is not the same as wearing glasses.

Just because a person has good speech does not mean they hear well.<= /li>
Hard of hearing people cannot always understand everything through lipreading.

36

Hints continued=

Look directly at the hard of hearing person when speaking to them.
Get his/her attention before speaking.

Keep your hands or any other objects away from your face when talkin= g.

Use appropriate facial expressions while speaking.

Facial hair makes it more difficult to lipread.

Illness and fatigue may affect the person’s ability to hear and lip read.

Do not talk to the person from another room and expect them to hear = you.

Speak in a natural tone of voice.

37

More hints<= /font>

Background noises are distracting.

Sounds such as whistles, fire drills and sirens are painful to the hearing aid user.

Be willing to rephrase statements.

Many times a hard of hearing person may smile and nod acting like he= /she understood when he/she didn’t

Check for comprehension by asking a question in a non-embarrassing = way to be sure he/she understood what was said.

Repeat in a different way rather than draw attention to it.

38

Overall Key Poi= nts Related to Academics
Taken from Tammy Bulleigh’s brain

When lecturing, make sure the student can see your facial expressions and mouth

Speak to the students NOT the board

Realize group discussions may be hard for HH children to follow

When other students speak in the classroom, repeat or rephrase what = they say

When doing group activities, if possible allow the hard of hearing child’s group to meet in a quieter place like a hallway

Use the FM equipment when presenting all academic material, especial= ly when testing (This is usually written in the IEP, so if you don̵= 7;t use the equipment at this time you’re out of compliance of the IEP.)

39

More from Miss = B

Check to make sure the HH student is understanding in a subtle way without drawing attention to him/her by periodic questions of the cl= ass or even speaking to the student after the lecture is finished.

Use visuals whenever appropriate to clarify points in the lecture.
Realize students who wear hearing aids may be sensitive to loud nois= es and also too much background noise because many HA’s amplify a= ll sounds.

Give HH students skeletal notes, or allow them to copy notes from a friend at a later time when possible.

Make sure the HH student is sitting in an area of the classroom where he/she be able to see and hear the speaker ( This is usually the fir= st or second row in the classroom.) Also, remember that light coming in from windows and noise in the hallways can be distracting when choos= ing a spot for the HH students to sit.

When showing videos, if at all possible use closed captioned ones. TV’s made in the late 1990’s and after all have CC capabilities if they are larger t= han 13”.

Allow the student to move if showing a film so he/she is close to the speakers of the projector.

40

Some Helpful Vi= sual Aids

Flipcharts

Blackboard/whiteboard

Maps/Globes

Charts

Pictures

Role-playing

Demonstrations

Overhead Transparencies

Real Objects

Videotapes/TV with captions

Venn Diagrams

Cycle Drawings

Flow Charts

Call-outs & Blow-ups

Schedules

Story boards

Lists & Parallel Lists

Cutaway & Cross Sections

Time Lines

41

Some Helpful We= bsites

www.babyhearing.org

http://snow.utoronto.ca/best/accommodate/deaf.html

www.nectac.rit.edu/publication/tipsheet/teaching.html

www.as.wvu.edu/~scidis/hearing.html

http://Deafness.about.com/cs/multipledisab/a/learningdisab.htm

http://clerccenter.gallaudet.edu/supportservices/series/4009.html
www.sesa.org/sesa/newsltr/Spring00/HHmainst.html

www.listen-up.org/edu/teach.htm

www.handsandvoice.org/articles/tech/acoustics.htm

42

In Conclusion&#= 8230;.

Remember that each person with a hearing loss is different. Even if they have the same = exact audiogram, they may not be able to hear the same things.

Treat each child as an individual and make adaptations based on his/= her individual needs.

43

References<= /font>

Boney, S. (2003, Spring). Audiology cla= ss notes: University of Nebraska, Lincoln.

Eccarius, M. (2002, Spring). A toolkit for visualization.= Deaf education methods classes. University of Nebraska, Lin= coln.

Hallahan, D.P., & J.M. Kauffman. (2003). Exceptional learners: Introduction to special education (9^th Edition). Boston: Allyn and Bacon.

Mann, M. (2004, Fall). Workshop handout. Lincoln, NE.

Nebraska Rule 51

O’Connell, J. (2004, June).&n= bsp; Ideas for consultants: What mainstream educators need to know. AG Bell 2004 Convention, Ana= heim, CA.

Sexton, J. (2004, June). FM as a critica= l component of primary amplification. AG Bell= 2004 convention, Anaheim, CA.

Smith, D. (2001, Fall). Psychology & Sociology of Deafness Class Notes: University of Nebraska, Lin= coln.

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