Hearing Loss

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Hearing Loss

• Chapter 15

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Definitions

• Deafness
• Hearing impairment that is so severe that the
  child is impaired in processing linguistic
  information through hearing, with or without
  amplification, that adversely affects a child's
  educational performance.

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• Hearing Impairment
• An impairment in hearing, whether permanent or
  fluctuating, that adversely affects a child's
  educational performance but which is not included
  under the definition of deafness.
• Determined by measurement of vibration s in the
  air called sound waves (by intensity and
  frequency) that one can perceive.
• Evaluated by Loudness and Pitch on Audiogram
• Terms to identity degree of hearing loss
  (impact on communication) slight, mild, moderate,
  moderate-sever, severe and profound

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• Intensity of sound measured in decibels (dB)
  names after Alexander Graham Bell
• Sign Language Chart on page 430

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Characteristics of Language Communication

• Learning language is the single greatest
  challenge for children who are deaf or hear of
  hearing. Langue is acquired through the Eyes by
  these children.
• Three ways of communicating for the deaf or hard
  of hearing
• 1.)   oral/aural communication through spoken
  English, speech reading, residual hearing, and
  sound amplification
• 2.)   American Sign Language (ASL) a
  visual/gestural language or fingers spelling used
  for spelling words and proper names that have no
  known sign
• 3.)   simultaneous communication uses sign
  language finger spelling and speech, (manually
  coded English and pidgin sign language)

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• Psycholosocial dimensions 4 factors
• 1.      parent-child interactions
• 2.      peers and teachers
• 3.      social cues that we overhear
• 4.      language competence

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• Education
• two issues to identify low academic achievements
• 1.      effects of inclusion vs. segregation
• 2.      concerns the achievement levels of
  children from diverse racial, ethnic, and
  linguistic backgrounds.

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• Causal Factors
• Prelingual Causes - hearing loss at birth or
  before language develops (95 of all cases)
• Premature birth (9.9) or complications born
  prematurely with low birth rate and some
  hemorrhage in the brain or experience reduced
  oxygenHeredity (27.8) 150 to 175 different
  genetic childhood deafness syndromesMaternal
  rubella (2.9) fetus is vulnerable to certain
  viruses. (also known as German Measles)Trauma
  at birth (4.8)Congenital Cytomegalovirus (3.5)
  common virus that can remain in an inactive state
  in the body, possibly for a lifetimeOther
  complications of pregnancy (4.6)RH
  incompatibility (0.7)Other (13.5)

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• Postlingual Causes -hearing loss after language
  develops
• Meningitis (14.4) bacterial or viral infection
  of the central nervous system that may extend to
  other organs including the brain or the ear.
  Many children that have deafness caused by
  meningitis have profound hearing loss.Infection
  (4.3)Othis Media (8.8) infection in the middle
  ear cause delays in speech due to infection and
  fluid in the middle earHigh Fever (4.3)Measles
  (0.3)Mumps (0.1)Trauma after birth
  (1.3)Other (7.2)

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• Prevalence
• Approx. 22 Million persons in the US have a
  hearing loss
• Estimated that 1.3 of children under the age of
  18 are deaf or HI
• Prevalence is certainly greater because many
  children with HI are counted under another
  disability category
• Approx. 22 of students who are deaf or HI have
  one additionally disability and 8 hare 2 or more
  other disabilities.

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• Presence
• Infants can be assed in 2 ways
• Auditory brain stem response test sensors
  places on the babys head and in the ear
• Otoacoustic immittance test microphone placed
  in babys ear canal and measures sounds that the
  hair cells of the cochlea make when they vibrate
  in response to external sounds

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• Infant hearing screening usually occurs at least
  twice during the first 6 months.
• Behavioral audiological evaluation is done by an
  audiologist, to evaluate hearing, select and fit
  hearing aids, and evaluation assistive listening
  devices.
• Frequencies from 125 to 8000 HZ determines the
  childs hearing threshold. A threshold is the
  level of sound so soft that it can be detected
  50 of the time.

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• Tips for Communicating with People Who areDeaf
  or Hard of Hearing
•  - Get the person's attention before you speak.
   - Do not put obstacles in front of your face.
   - Do not have objects in your mouth such as
  gum, cigarettes, or food.  - Speak clearly and
  at a moderate pace.  - Use facial expressions
  and gestures. - Give clues when changing the
  subject. - Rephrase when you are not
  understood. - Do not shout. - Avoid noisy
  background situations. - Be patient, positive,
  and relaxed. - Talk to a hard or hearing person,
  not about him or her. - When in doubt, ask the
  hard of hearing person for suggestions to improve
      communications.

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• Instructional Considerations
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• Speak in complete sentences using normal tone and
  speed
• Assign a hearing buddy
• Provide note taking assistance
• Alternate oral activities with other tasks   

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• Working with an Interpreter
• Always look at student when addressing him/her
• Talk directly to the student
• Expect the interpreter to relate all discussion,
  formal and social chatter
• Vary class activities to give interpreter's hands
  a break

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• Interesting Facts
• 1 child in every 1,000 is born with profound
  deafness
• An additional 2 children in every 1,000 will
  become deaf in early childhood
• 1 newborn in every 50 in NICU suffers a severe
  hearing loss
• 10 to 15 of all children fail screenings
  because they do not hear within normal limits
• Nearly all children from birth to age 11 will
  develop some period of hearing loss related to
  ear infections
• 90 of children born to deaf couples have normal
  hearing

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