Chapter 12

Introduction to Contemporary Special Education: Deafness and Hard of Hearing

Learning Objectives (1 of 2)

  • 12.1 Explain the differences between the definitions of hearing impairments and deafness.
  • Description of Types of Hearing Screenings: Discuss various methods used for hearing assessments.
  • Interpret an Audiogram: Explain how to read an audiogram which shows the degree of hearing loss.
  • Characteristics of Students: Identify key characteristics of students who are deaf or hard of hearing.
  • Educational Settings: Outline the different environments where deaf or hard of hearing students are educated.

Learning Objectives (2 of 2)

  • 12.2 Discuss how hearing loss impacts:

    • Communication skills
    • Interpersonal skills
    • Academic skills

  • Accommodations: Describe accommodations that can mitigate challenges faced by deaf or hard of hearing individuals.

  • Methods to Assist: Explain strategies that parents and teachers can use to lessen the impact of hearing loss.

  • Transition Support: Compare available supports for transitioning students who are d/Deaf or hard of hearing to postsecondary options (school, work, independent living).

  • 12.3 Document the historical context of instruction for students with hearing impairments and provide examples of inclusionary practices.

  • 12.4 Explain the benefits of early intervention and prevention, and identify technological advances related to hearing loss treatment.

Definitions and Differences

Deafness and Hard of Hearing Defined

  • IDEA Definition of Hearing Impairments:

    • Hearing Impairment: Limited use of hearing, with variation in type and amount affecting education.
    • Hard of Hearing: Implies impairment that adversely affects educational performance.
    • Deafness: A severe impairment in hearing that prevents processing linguistic information through hearing (even with amplification) adversely affecting education.

  • Language Considerations:

    • People First Language: Emphasizes the individual; e.g., "a person with hearing impairment."
    • Identity-First Language: Some prefer identifying as "Deaf" (capital D) to acknowledge their culture and identity.

Identification of Hearing Loss

Newborn Screening
  • Overview: Almost all newborns in the U.S. undergo hearing screenings; severe hearing loss often detected early.
Hearing Evaluation Procedures
  • Testing Parameters:
    • Frequencies (pitch) and decibels (loudness) are tested by audiologists to determine individual hearing thresholds.
Types of Hearing Loss
  1. Conductive Hearing Loss:
    • Problems in outer/middle ear affect sound travel to the inner ear.
    • Often temporary or correctable.
  2. Sensorineural Hearing Loss:
    • Involves damage to the inner ear, hair cells, or auditory nerve.
    • Generally permanent and most common in older adults.
  3. Mixed Hearing Loss:
    • Combination of both conductive and sensorineural hearing loss.
  4. Auditory Neuropathy Spectrum Disorder:
    • The sound is perceived but not understood by the brain.
Severity of Hearing Loss
  • Mild: Difficulty understanding soft or distant speech.
  • Moderate: Struggles with typical conversational speech.
  • Moderately Severe: Only hears loud speech.
  • Severe: Difficulty hearing loud speech.
  • Profound: Requires assistive devices to understand speech.
Age of Onset
  • Congenital: Present at or before birth.
  • Adventitious: Occurs after birth.
  • Prelingual Deafness: Develops before the child learns to speak.
  • Postlingual Deafness: Occurs after speech learning.

Characteristics of Hearing Impairments

  • Commonality: Many students experience mild conductive hearing loss (often due to infections) that may be temporary or treatable.
  • Sensorineural Causes: Factors include genetics, diseases, and excessive noise exposure (noise-induced hearing loss).
  • Residual Hearing: Refers to the level of functional hearing an individual retains.

Prevalence and Placement

Overview of Prevalence
  • Incidence Rate: Low; approximately 1% of students with disabilities are classified as hard of hearing or deaf.
  • Co-occurring Disabilities: Around 40% of students with hearing impairments may have additional disabilities, influencing reporting categories.
Educational Placement Considerations
  • General Education Classes:
    • Students with mild to moderate hearing loss and effective communication skills often thrive in mainstream classrooms.
  • Sign Language Users:
    • Students relying on sign language may face challenges in regular education settings due to communication barriers; they may prefer specialized classrooms where ASL is used.

Challenges Faced by Students

  • Communication Barriers: Restricted ability to communicate effectively.
  • Assistive Device Limitations: Assistive technologies may not fully mitigate hearing loss effects.
  • Oral Speech Development: Difficulties in developing oral speech for those with prelingual deafness.
  • Language Development Delays: Can negatively impact later written language skills.
  • Social Isolation: Students, particularly sign language users, may feel excluded in environments where peers communicate orally.

Solutions to Challenges

Early Intervention Strategies
  • Importance of Early Identification: Must start sign language/speech therapy interventions early; surgical options like cochlear implants should be considered promptly.
  • Speech Therapy Benefits: Aimed at achieving intelligible speech outcomes.
Accommodations
  • Catering to Different Needs:
    • For Hard of Hearing: Use of visuals, note-takers, preferential seating, FM systems, and seating arrangements that facilitate visibility.
    • For d/Deaf Students: Visual aids, interpreters, and materials in printed text such as captioned videos and real-time captioning.

Accommodations for Hearing Impairments

General Accommodation Approaches
  • Visual Aids and Supports: Implement diverse visual tools including note takers and advanced organizers.
  • Assistive Listening Devices:
    • FM Systems: Used in classrooms where a microphone is worn by teachers, transmitting audio directly to the hearing aid of the child.
    • Induction Loop Systems: Designed to amplify sound and reduce background noise, often used in larger spaces.

Early Intervention Benefits

Services Overview
  • Early Fitting Options: Can fit children with hearing aids or cochlear implants early, paving the way for better speech and reading abilities.
  • Family Role: Since 90% of d/Deaf children have hearing parents, it’s beneficial for families to learn sign language or adopt communication methods such as simultaneous signing.

School Years Support Strategies

  • Aiming for Equality: Hold hard of hearing students to the same academic standards as peers while addressing their unique hearing abilities.
  • Instructor Awareness: Continuous awareness of the student's hearing capabilities is crucial; use repetition and visual supports for clarity.
Communication Options for Deaf Students
  • Utilization of Interpreters: Ensuring interpreters translate accurately while keeping the communication line between teacher and student intact.

Transitioning to Postsecondary Options

Overview of Needs
  • Postsecondary Enrollment Patterns: Lower than peers with normal hearing; however, improvements are being made.
  • Transition Plans: It’s critical to integrate transition plans within IEP for postsecondary readiness, utilizing resources like the National Deaf Center.

Historical Context of Education for the Deaf

Origins and Milestones
  • 1500s: First specialized education begins for individuals with significant hearing loss.
  • 1600s: Initiation of programs using manual communication in England.
  • 1700s: Establishment of various schools for the deaf across Europe.
  • 1817: Opening of the first school for the deaf in the U.S.; later development of ASL.
Key Movements and Cultural Development
  • Debates on Segregation: Tensions between segregated education versus integration; emergence of Deaf culture centered around ASL and community advocacy.
  • 1980s Advocacy: The “Deaf President Now Movement” at Gallaudet University seeks a Deaf president, enhancing advocacy for Deaf rights.

Personal Narratives and Community*

Terminology and Community Aspects
  • DOD: Acronym for Deaf of Deaf; emphasizes strong ties within the Deaf community.
  • CODA: Refers to children of Deaf adults.
  • Community Impact: Development of a strong community with increased representation and positive media portrayals.

Support Organizations

  • Key Resources: The Laurent Clerc National Deaf Education Center, 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 provide valuable support and advocacy.