NAME DEFINITION PREVALENCE CAUSES HISTORICAL CHARACTERISTICS EDUCATIONAL CURRENT ISSUES

BACKGROUND PLACEMENTALTERNATIVES AND FUTURE

AND APPROACHES TRENDS

HI The Federal (IDEA) There are two For a child, hearing and Instructional strategies for Competing schools
definition of primary categories speech are essential hearing impaired students of thought exist on
hearing of hearing loss in tools of learning, are primarily concerned the effects of
impairment is children, congenital playing and developing with various aspects of hearing impairment
impairment in (present at birth) social skills. Children communication. Other on cognitive
hearing, and acquired learn to communicate problems arise because function. Studies
permanent or (occurring after by imitating the sounds hearing impairments an reporting an
fluctuating, that birth). These they hear. If they have invisible disability. It is easy association assert
adversely affects a hearing losses may a hearing impairment for untrained teachers to that declines in
child’s educational be sensorineural, that is undetected and "forget about it" and treat sensory acuity
performance but conductive or untreated, they can the student as not having a limiting the flow of
that is not included mixed. miss much of the disability. information to the
under the speech and language Specific strategies will vary brain cause declines
definition of Possible causes of around them. This with the type and level of in cognitive abilities.
deafness. congenital hearing results in delayed hearing impairment. It is But other studies
impairment include: speech/language recommended that the reporting no
· Infections development, social teacher bring to the association have
during pregnancy problems and student's attention a argued that the
(such as German academic difficulties. person with a similar decline in sensory
measles) Over time, the average disability to that of the acuity, a peripheral
· Medication hearing impaired student. Point out that this decline, does not
used during student shows an ever individual got ahead by a necessarily affect
pregnancy increasing gap in combination of effort and central function. In
· Birth vocabulary growth, by asking for help when some cases, an
complications ( such complex sentence needed. Obtain feedback individual may
as serious infection comprehension and from your hearing impaired become more
present at birth) construction, and in students at every resourceful and tap
· Disorder of the concept formation as opportunity as an indicator into more cognitive
brain or nervous compared to students of the student's level of resources to
system with normal hearing. understanding. compensate for the
· Genetic Hearing impaired The following strategies reduction in sensory
syndromes, such as students often learn to should be considered: input.
Ushers, Down's and "feign" comprehension  If the student lip-
Waardenburg's with the end result reads: Technology has
syndromes being that the student  Have allowed students
· Family history does not have optimal students sit who are hearing
of hearing learning opportunities. closer to impaired to join
impairment the lecturer. mainstreamed
Possible causes of There are four major  Look classrooms more
acquired hearing ways in which hearing directly at frequently.
impairment include: loss may affect the student. Previously, an
· Untreated children: speak interpreter was
middle-ear  It causes delay slowly, necessary for a deaf
infections in the naturally child to function in
· Other development and clearly. the classroom, and
infections, such as of receptive  If the student uses a hearing aid was
meningitis, mumps, and expressive an interpreter: the only technology
measles or communication  Speak for those who were
whooping cough skills (speech directly to hearing impaired.
· Perforation of and language). the student Now, many of the
the eardrum  The language rather than technologies that
· Excessive deficit causes to the are becoming
noise, such as learning interpreter. increasingly
fireworks or loud problems that  Signing may available in the
music result in be classroom are
· Disease, such reduced distracting suitable
as otosclerosis or academic at first, but for adaptation for
Ménière's disease achievement. you and the hearing
· Serious injury  Communication other impaired students.
to the head difficulties students Additionally, many
· Ototoxic often lead to will soon newer technologies
medication social isolation become that have become
Frequently, hearing and poor self- accustomed accessible and are
loss in young concept. to it. provided through
children is  It may have an  Give the the school enhance
temporary, and impact on student and a hearing impaired
caused by earwax vocational the student’s
or middle-ear choices. interpreter educational
infections. Many outlines of program. One such
children with Hearing impairment, in the lecture technology is
temporary hearing varying degrees, affects or written an Assistive
loss can have their two in every 100 material, in Listening System.
hearing restored children under the age advance, so This device has a
through medical of 18. Fortunately, that they microphone for the
treatment or minor there are very few can become teacher to speak
surgery. hearing impairments familiar into and transmits
that cannot be helped with new to the student. With
with modern technical this device, the
technology. The most vocabulary. teacher’s voice is
effective treatment is  Provide clear and cuts down
achieved through early scripts of on background
intervention. Early video and noises. Another
diagnosis, early fitting laser media similar device is an
of hearing aids, and an when FM transmitter,
early start on special possible for which works in
education programs both the conjunction with the
can help maximize a interpreter student’s hearing
child's hearing. This will and the aid.
give the child the best student Speech-to-Text
chances for successful with a systems have also
speech and language hearing been developed,
development. disability which convert
(with or spoken language
without into written
captioning). language, thus
 The enriching the
interpreter hearing impaired
is not to student’s classroom
answer experience with
 lesson written transcripts
related of the lesson.
questions
from the
student
with a
hearing
impairment.
The student
should
direct all
lesson
related
questions to
the
instructor.
 When writing
materials for
hearing impaired
students:
 Break up
long
sentences.
 Reduce
difficult
vocabulary
load.
 Reduce
concept
density.
 For a new
term,
repeat the
word
numerous
times in a
variety of
contexts