MODULE 10

Students with Hearing Impairment

Learning Activities
Activity 1. Do the following activity with a partner. Try to experience how it is
to have a hearing impairment. Watch your favorite TV show with one of you not
turning on the volume. On a piece of paper, write the conversations of the show.
Write specific words, phrases and sentences uttered by the characters. Check
what you have written with your partner who watched the show with the volume
on.

 How many words, phrases or sentences did you write correctly?

 I only write 10 correct words out of 15.

 What were your mistakes? Why did you make those mistakes?
 My only mistakes are the words that I really couldn’t understand.

 What inconveniences did you experience? How did you feel when you
could not understand what the actors/actresses were saying?
 The inconvenience that I have been experience is guessing the
words that I can’t hear and understand even though it is my
favorite TV show. With the experience when I could not understand
the word I feel sorry because in that way I can feel the hard of
losing hearing that I cannot understand the words.

Repeat the activity, this time exchanging roles as a watcher with the volume off
and the other with it on.

Activity 2. Visit a special education class for students with hearing impairment.
Talk to one of them by asking questions about their studies, things and activities
they like and similar topics. Share your experience with your classmates. What
characteristics did you observe about the student? Cite the topics in the chapter
that explain why deaf children behave the way they do.
 On November 18, 2021, Thursday afternoon at exactly 2:00 PM, we
interview one elementary student with hearing impairment, Jimsteve
Tambal, guided with his godfather. According to him, he inherited his
 disorder from his parents. The loss of hearing affect his studies or
performance in school but because of the guidance of the teacher he still
manage to perform it well using different kinds of technological devices.
The activities and things he engage in was storekeeper in their own store.
Although he was a hearing impaired person he still manage to help his
godfather in managing their.

Activity 3. What are the advantages of having intact sensory modalities

especially vision and audition? What do you do to preserve your vision and
audition? What advice can you offer young adults like you to preserve their
sensory modalities?

Evaluation
1. What is hearing impairment? How does deafness differ from the condition of
hard of hearing?
 This refers to the reduced function or loss of the normal function of the
hearing mechanism. The Impairment or the disability limits the person’s
sensitivity to tasks like listening, understanding speech, and speaking the
same way those persons with normal hearing do. 

2. What are the parts of the hearing mechanism? How do they function so that
normal hearing may take place?
 First, the air vibrations are converted to vibrations of the tympanic
membrane and ossicles of the middle ear. These in turn become
vibrations in the fluid within the cochlea. Finally, the fluid vibrations set up
traveling waves along the basilar membrane that stimulate the hair cells
of the organ of Corti.

3. Enumerate the causes or etiology of hearing impairment and discuss each

briefly.
 Hearing loss is caused by both aging and long-term exposure to loud
noises. Excessive earwax, for example, can temporarily impair how well
your ears conduct sounds. Most types of hearing loss are irreversible. You
can, however, work with your doctor or a hearing specialist to improve
your hearing.
4. What are the classifications of deafness?
 The deaf classified from the point of view of incapacity as a result of deafness:
(a) The true deaf-mute; developmental. —(b) The muted or semi-muted,
totally deaf because of disease occurring shortly after birth. —(c) The
speaking deaf, totally deaf from disease occurring after two years of age.

5. What major areas of development are affected by hearing impairments?

 Hearing is well understood to be important for speech and language
development, communication, and learning. Children who have trouble
listening owing to a hearing loss or auditory processing issues are
nonetheless at risk for developmental delays.

6. Enumerate the informal methods of evaluating hearing loss. Describe each

method briefly. - Informal Hearing Tests
a. Whisper test 
Sit the child comfortably. Ask him or her to stick the tip of the forefinger in one
ear. The tester sits behind the child where the uncovered ear is. After a deep
breath, whisper some familiar words that contain high pitch and low pitch tones
right behind the unblocked ear. The child must be able to repeat the words
correctly. 
b. Conversational live voice test 
Keeping the same position but facing the child, ask him or her to repeat words
that contain high and low pitch consonant. Start with a whisper and increase the
intensity up to 20 dB moving away from the child little by little. If the child hears
at a distance of 3 to 6 meters, hearing is normal. If the child can repeat the
words but speech is unclear, he or she might be hard of hearing. 
c. Ball pen click test 
Use a retractable ball pen and place it one inch away from the ear. While the
other ear is blocked by a finger, press the button of the ball pen down and
release it. Do it only once. The child indicates that he or she hears the click by
either raising one hand or acknowledge it with a yes or a nod. 
2. Cognitive Assessment 
The assessment tools that measure intellectual capacity of children with hearing
impairment do not rely primarily on verbal abilities. 
3. Assessment of Communication Abilities 
Assessment of speech and language abilities includes an analysis of the
development of the form, content and use of language. Articulation, pitch,
frequency and quality of voiced are examined. 
4. Social and Behavioral Assessment 
Hearing impairment brings about significant effects on social-emotional and
personality development as a result of the restrictions in interactive experiences and
communication activities with their age group. Linguistic difficulties often times show
in low self-concept and social-emotional maladjustment. 

7. What are the formal methods of evaluating hearing loss? Describe each method
briefly.
 Physiological tests include auditory brainstem response testing (ABR or BSER),
oto acoustic emission audiometry (OAE), and tympanometry. These tests are
functional in the truest sense of the word: they describe the neurological or
mechanical functioning of the auditory system.

8. What is early identification of a hearing loss important?

 The objectives of early identification and intervention programs for a child
with hearing impairment is to prevent and minimize language and
communication delays identified and to enhance the child’s language
development and communication skills for learning.

9. Name at least five (5) characteristics of a student with bearing impairment.

 Muffling of speech and other sounds is one of the signs and symptoms of
hearing loss. Words are difficult to understand, especially when there is
background noise or when there is a crowd. Consonants are difficult to
hear.

10. Name some of the technological devices that deaf persons use to
communicate to other people.
 Assistive listening devices (ALD's) are usually used by hard of hearing people
who uses hearing aids and by some deaf people who uses cochlear implants.
 Clocks & Wake Up Alarm Systems .Hearing people wake up to the sound of a
buzzer or the sound of a radio every morning.
 Cochlear implant (CI’s) is a device that is implanted in the cochlea to
bypass the natural ear mechanism and connect to the auditory nerve