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Kuliah 3 Interpretasi Bilik Darjah
Kuliah 3 Interpretasi Bilik Darjah
¡ Sensorineural
¢ Damage to the sensory hair cells of the inner ear or
the auditory nerve that leads to the brain
Effects the way one hears clearly and how one
understands speech correctly
The loss is permanent and CANNOT be corrected
¡ Mixed
¢ A combination of conductive and sensorineural losses
Part of the damage is in the outer ear or middle ear
and the other part is in the inner ear.
¡ Central
¢ The outer, middle, and inner ear are intact.
¢ The impairment is to the VIII nerve or brain.
Degree of Hearing Loss Hearing Loss Range(db HL)
Normal -10 to 15
Slight 16 to 25
Mild 26 to 40
Moderate 41 to 55
Moderately Severe 56 to 70
Severe 71 to 90
Profound 91+
Soft
Loud
Does this student have a hearing loss?
¡ Take a look at the DEGREE of hearing loss chart and compare…
Approximately 28 million Americans have a hearing impairment.
Hearing loss affects approximately 17 in 1,000 children under age 18. Incidence
increases with age: Approximately 314 in 1,000 people over age 65 have hearing
loss and 40 to 50 percent of people 75 and older have a hearing loss.
About 2 to 3 out of every 1,000 children in the United States are born deaf or
hard-of-hearing. 9 out of every 10 children who are born deaf are born to parents
who can hear.
Everyday in the United States, approximately 1 in 1,000 newborns (or 33 babies
every day) is born profoundly deaf with another 2-3 out of 1,000 babies born with
partial hearing loss, making hearing loss the number one birth defect in America
o Only 1 out of 5 people who could benefit from a hearing aid actually wears one.
Three out of 4 children experience ear infection (otitis media) by the time they
are 3 years old.
There are approximately 22 million hearing-impaired persons in the U.S.
Deaf people have safer driving records than hearing people nationally.
The huddle formation used by football teams originated at Gallaudet University, a
liberal arts college for deaf people in Washington, DC, to prevent other schools
from reading their sign language.
Misconceptions:
¡ All students use residual hearing the same way.
¡ Examples:
¢ A student with a PROFOUND hearing loss may use speech only
and is a good lip reader and another student with a PROFOUND
loss may use sign language with no speech and does not lip
read.
¢ When I talk, the student looks like she’s heard me and
understands what I’ve said.
If you hear a person speaking Japanese, you HEARD it, but
did you UNDERSTAND it?
Let’s
take a look at different listening
devices and assistive technology…
How they work:
¡ All have a…
¢ Microphone: receives sound/signal
¢ Amplifying circuit: shapes the sound to make it
louder
¢ Receiver: changes the signal back into sound that can
be heard
¢ Earmold: the colored ear piece in the ear canal
¡ Are powered by batteries
¡ Internal controls are set by an audiologist
¡ External controls are set by the user (volume)
Most common among children
Can attach to assistive listening devices (FM)
Three parts:
¡ Receiver- the part that is implanted
¡ Transmitter- head piece (circular piece)
¡ Speech Processor- worn on the body, shapes
sound
Sound waves enter the microphone located
in the headpiece
Sound is sent through the transmitter and
along the wire to the speech processor
Speech processor changes the sound into a
special signal that is sent to the implanted
receiver
The receiver sends the signal to the brain
where it is interpreted into sound
¤LET’S WATCH!!
How a cochlear implant works...
Cochlear Implant Simulations
What is an FM?
¡Frequency-Modulated system that allows a D/HH
student hear over a distance and sends the
speaker’s voice directly to the hearing aid or
cochlear implant
*Without an FM, the speaker’s voice can be
difficult to understand when paired with
everyday background noise (heaters, buzzing
lights, pencil sharpeners, etc.)
An assistive listening device that’s
microphone is worn 6 inches from the mouth
Improves the sound-to-noise ratio by
reducing distance of sound source
Each personal FM system can be very
different depending on the hearing aid type
and its unique features
Campus S Easylink
Accessibilityof the teacher’s voice to all
students in the classroom
A microphone is worn around the neck
Sound is sent from the microphone to
amplifier that is connected to loudspeakers
Carpeted box in all of the classrooms
Has several benefits to both D/HH students
AND hearing students
Manychildren benefit from sound field
systems:
¡ Children with hearing loss
¡ Children with central auditory processing
disorder
¡ Students with ADD and ADHD
¡ Students with developmental delays
¡ Preschoolers, kindergarteners, and first graders
who are in crucial learning stages of language
development
¡ ESL students
¡ Students with dyslexia
•Several Different Modes:
•Auditory/Oral
•Auditory-Verbal
•American Sign Language (ASL)
•Cued Speech
•Signed English or (SEE)
•Total Communication qThere is no ONE PERFECT
•Rochester Method mode for every child.
•Contact Signing qEach child’s hearing loss is
•Manually Coded English (MCE) unique and his/her
communication mode should
match that loss.
Responsibilities:
Facilitate communication
Not responsible:
Classroom management
¡ Academic performance
¢ Vocabulary development delays
¡ ACOUSTICS
¢ Cover hard, smooth surfaces with sound-absorbing materials like carpeting,
felt, table cloths.
¢ When noise is present, the student will have difficulty understanding or
attending to discussion.
¢ Inappropriate acoustics can compromise understanding speech, behavior,
language experiences, concentration and academic achievement.
Modified curriculum
Accessibility to communication via an educational
interpreter
Clear desk prior to new assignment
Establish eye contact prior to giving directions
Management of noise level in classroom
Increased wait time to allow for language processing
Use of appropriate amplification (hearing aids, C.I.’s, etc.)
Modify assignments to meet language needs
Preferential seating
Frequent review of skills and concepts
•Exposure to loud noises over an extended period of time damages the hair cells in the
ear.
•These hair cells cannot grow back causing noise-induced hearing loss.
•Examples of harmful loud noises:
•Motorcycles
•Firecrackers
•Explosions
•Concerts
•MP3 players at loud volume
•Chainsaws
•Jet Engines
•The length of time exposed to these noises will determine whether a person will acquire
noise-induced hearing loss.
Bess F. The minimally hearing-impaired child. Ear and Hearing, 1985; 6:43-47
Centers for Disease Control and Prevention. National Center for Birth Defects and
Developmental Disabilities, Early Hearing Detection and Intervention Program.
http://www.cdc.gov/ncbddd/ehdi/default.htm.
http://kidshealth.org/parent/general/eyes/cochlear.html website
Laughton, Joan. "Educating Children Who are Deaf or Hard of Hearing: Cochlear Implants." ERIC Clearinghouse
on Disabilities and Gifted Education Reston, VA. 15 Sep. 2008 <www.ericdigests.org/1998-2/implants.htm>.
“Mainstreaming the Student Who is Deaf or Hard-of-Hearing.” Guidebook. Melanie Doyle, M.Ed., Linda Dye,
M.A., CCC-A Director of CCHAT Center, SanDiego. January 2002.
National Association of the Deaf website. Community & Culture.
<www.nad.org>
"Noise-Induced Hearing Loss." www.nidcd.nih.gov. 1 May 2007
<nidcd.nih.gov/health/hearing/noise.asp>.
http://www.nidcd.nih.gov/health/hearing/coch.asp website
Images:
http://www.bcchildrens.ca/NR/rdonlyres/1E47B20B-D686-44BF-A811-B4AE48E4DCB7/16095/BTE.jpg
http://www.theitinerantconnection.com/images/hearing%20aid%20in%20ear.jpg
http://mortonplant.com/images/In%20canal.jpg
http://www.youtube.com/watch?v=SmNpP2fr57A
http://www.phonak.com/de/professional/productsp/instrumentsp/digitalp/products_instruments_digital_mi
cropower.htm?activetab=31736
http://www.netac.rit.edu/gphx/tipsheets/cued.gif