Introduction to Contemporary Special Education: Deafness and Hard of Hearing
Learning Objectives (1 of 2)
Objective 12.1:
Explain the differences between the definitions of hearing impairments and deafness.
Describe the types of hearing screenings.
Interpret an audiogram.
Restate the characteristics of students who are deaf or hard of hearing.
Explain the various settings in which these students receive education.
Objective 12.2:
Discuss the ways in which hearing loss can impact communication, interpersonal, and academic skills.
Describe accommodations that can lessen these challenges.
Explain methods that parents and classroom teachers can use to reduce challenges associated with hearing loss.
Compare supports to help students who are d/Deaf or hard of hearing transition to postsecondary options such as school, work, and independent living.
Learning Objectives (2 of 2)
Objective 12.3:
Document the history of instruction for students with hearing impairments.
Share examples of inclusion.
Objective 12.4:
Explain the benefits of early intervention and prevention.
Identify technological advances in the treatment of and response to hearing loss.
Deafness and Hard of Hearing Described
Definitions:
IDEA Definition of Hearing Impairments:
Limited use of hearing; type and amount vary greatly.
Hard of Hearing: Impairment in hearing that adversely affects education.
Deafness: Impairment in hearing so severe that it impairs processing linguistic information through hearing (even with amplification) and adversely affects education.
Language Use:
People-first language is preferred, but identity-first language is used by some and “Deaf” is capitalized.
Identification of Hearing Loss (1 of 3)
Newborn Screening:
Almost all babies in the U.S. undergo hearing screening.
Early identification of deafness or severe hearing loss.
Hearing Evaluation:
Tests different frequencies (pitch) and decibels (loudness).
Conducted by audiologists to determine individual hearing thresholds.
Identification of Hearing Loss (2 of 3)
Types of Hearing Loss:
Conductive Hearing Loss:
Problems in the outer or middle ear prevent sound from traveling to the inner ear.
Often temporary or correctable.
Sensorineural Hearing Loss:
Damage to the inner ear, hair cells, or auditory nerve.
Permanent condition and most common among older adults.
Mixed Hearing Loss:
Combination of conductive and sensorineural hearing loss.
Auditory Neuropathy Spectrum Disorder:
Sound is not understood by the brain despite normal cochlear function.
Identification of Hearing Loss (3 of 3)
Severity Levels:
Mild: Difficulty understanding soft or distant speech.
Profound: Requires assistive devices to understand speech.
Age of Onset:
Congenital: At or before birth.
Adventitious: After birth.
Prelingual Deafness: Before a child learns to speak.
Postlingual Deafness: After a person has learned to speak.
Characteristics of Students With Hearing Loss
Most students experience mild conductive hearing loss due to conditions such as sinus or ear infections, which may be temporary or correctable.
Sensorineural loss can arise from genetics, diseases, or exposure to very loud noise (noise-induced hearing loss).
Residual Hearing: Refers to the amount of functional hearing a person possesses.
Prevalence and Placement (1 of 2)
The incidence of hearing impairment is low, comprising roughly 1% of students with disabilities when combining hard of hearing and deafness categories.
Around 40% of students with hearing impairments may have another disability and could be reported under a different category.
Prevalence and Placement (2 of 2)
Placement decisions vary based on individual student strengths:
Students with mild to moderate hearing loss and effective communication skills typically succeed within general education settings.
Conversely, students utilizing sign language may find general education classes restrictive due to communication barriers; they may prefer specialized schools that use ASL comprehensively.
High graduation rates have been noted among students with disabilities.
Challenges and Their Solutions (1 of 2)
Challenges:
Restricted ability to communicate effectively.
Assistive devices may not fully compensate for hearing loss.
Difficulty in developing oral speech, particularly with prelingual deafness.
Delayed language development, potentially impacting written language skills.
Less intelligible speech, which may hinder effective communication.
Potential exclusion from peer interactions, especially for sign language users around non-signing peers.
Challenges and Their Solutions (2 of 2)
Solutions:
Early Identification and Intervention:
Urging early initiation of sign language or speech therapy.
Considering surgical interventions like cochlear implants early on.
Speech Therapy:
Aimed at improving speech intelligibility.
Accommodations:
Incorporating manual communication systems; American Sign Language (ASL) is one viable method, possessing its own grammar and syntax.
Accommodations for Students Who Are Hard-of-Hearing (1 of 2)
Recommended Accommodations:
Use of visuals to support learning.
Provision of note takers to assist in class.
Preferential seating arrangements closer to the teacher or away from noisy environments.
U-shaped seating arrangements to improve communication visibility among classmates and the teacher.
Use of assistive listening devices, such as:
FM (Frequency-Modulated) Systems: Where the teacher wears a microphone and audio is sent directly to a receiver linked to the student’s hearing aid.
Induction Loop Systems: Designed to amplify sound and reduce background noise in large spaces.
Accommodations for Students Who Are d/Deaf (2 of 2)
Recommended Accommodations:
Visual aids to support material comprehension.
Advance organizers and written notes to aid understanding.
Provision of interpreters for communication support.
Use of printed texts for materials; this includes:
Captioned videos to ensure accessibility.
Real-time captioning to facilitate learning during lectures.
Early Intervention
Early Intervention Services:
Facilitate fitting for hearing aids or cochlear implants at an early age.
Contribute to better reading achievement and improved speech abilities.
Support language acquisition during critical developmental periods.
Help families to understand and support their child’s needs; approximately 90% of d/Deaf children are born to hearing parents, highlighting the importance of inclusive family education.
Family Involvement:
Family members might opt to learn and utilize sign language for effective communication with their child, utilizing methods like simultaneous signing, cued speech, Signed English, or Signing Exact English.
School Years (1 of 2)
Supporting Hard of Hearing Students:
Maintain high standards comparable to other students.
Be consistently cognizant of the student's hearing capabilities and whether they can lip-read.
Ensure repetitive information delivery or clarifying questions/comments from peers are articulated clearly.
Strategies to mitigate background noise and enhance learning materials with visual aids or notes to bolster understanding.
Acquire knowledge about the assistive technology utilized by the student.
School Years (2 of 2)
Communication Options for d/Deaf Students:
Employ manual communication methods, ASL, oral speech, or simultaneous communication techniques.
Utilize interpreters to relay information, ensuring that both the student and teacher can see one another; avoid directing communication solely to the interpreter.
Interpreters should translate all spoken content rather than prioritizing specific segments.
Transition to Postsecondary Options
An increase in postsecondary opportunities is being realized for d/Deaf individuals, encompassing colleges, technical schools, and vocational paths, yet overall enrollment remains lower than their hearing peers.
Continued improvements are observed in completing high school and transitioning to postsecondary education and employment.
Transition Supports:
Implementation of a transition plan as part of the Individualized Education Program (IEP).
Accessing additional resources through entities like the National Deaf Center.
Origins and History
1600s: Programs for deaf students in England focusing on manual communication and writing in segregated schools.
1700s: Multiple educational institutions for the deaf established throughout Europe.
1817: The inaugural school for the deaf in the United States founded, subsequently giving rise to American Sign Language (ASL).
The movement for both segregated schools and manual communication fostering the development of Deaf culture – strong communities advocating for rights and educational access.
1980s: The “Deaf President Now Movement” advocated for the appointment of a Deaf president at Gallaudet University, highlighting the active pursuit of equality within education.
Personal Stories and Community
DOD (Deaf of Deaf) and CODA (Child of a Deaf Adult) highlight significant narratives within the Deaf community.
Enhanced inclusion in society and favorable representation in media catalyzing progress.
Deaf culture supports a tightly-knit community often resulting in feelings of isolation from those who communicate orally.
Various support organizations:
The Laurent Clerc National Deaf Education Center at Gallaudet University.
The National Deaf Center (NDC).
The Alexander Graham Bell Association for the Deaf and Hard of Hearing.
The National Institute on Deafness and Other Communication Disorders.
Future Perspectives: Early Intervention and Technology
Prevention:
Universal screenings for hearing health and exposure to noise is critical for early detection.
The discovery of otoacoustic emissions means that infant testing is feasible.
State mandates now enforce newborn hearing screenings, leading to timely interventions with hearing aids or cochlear implants alongside early developmental language support.
Awareness that noise-induced hearing loss can often be prevented through control of excessive sound exposure and vaccination against diseases (e.g., rubella, meningitis) that can induce deafness.
Technology:
Hearing Aids:
Considered beneficial for children due to their adjustability, safety, and cost-effectiveness.
Various styles:
Behind-the-ear: Easier to adjust.
In-the-ear: More discreet appearance.
Notably, limitations include potential amplification of all background sounds, varying effectiveness with certain frequencies, and the option for users to turn them off or remove as necessary.
Medical Innovations:
Cochlear Implants: Designed for those with sensorineural losses, converting sound into electrical signals for auditory processing assistance.
Auditory brainstem implants represent emerging technology that targets direct stimulation of the brain bypassing traditional auditory pathways.
Software and Apps:
Development of apps by leading companies (e.g., Apple) that integrate hearing aids with smartphones, enabling features such as real-time text and support for captioning, which enhances accessibility for d/Deaf individuals.