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In Service Training

Teaching the Hearing Impaired

By

Janet Florian

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Terms to KnowHard of Hearing - “hearing impairment, whether permanent or fluctuating, which adversely affects a child’s educational performance…” I(National Association of State Directors of Special Education [NASOSE], 1994)Statistics•About seven million children have some form of hearing loss•Few people are totally deaf

Deaf - “means a hearing impairment which adversely affects educational performance and which is so severe that the child is impaired in processing linguistic information through hearing, with or without amplification.” (NASOSE, 1994)

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Anatomy of the EarThree parts to the ear (outer, middle and inner)

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Outer Ear

Look at diagram for a visual representation• pinna or auricle - The part of the ear that is

visible. It captures sound to be transmitted into the ear

• The ear canal or external auditory meatus is the canal that connects the pinna to the ear drum or tympanic membrane. It transfers sound to the tympanic membrane.

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Middle EarLook at diagram for a visual representation• Eardrum or tympanic membrane vibrates when

sound hits it. The vibration causes the sound to be carried through the middle ear.

• Ossicular Chain are three small bones (malleus, incus and stapes) that help to carry the sound from the tympanic membrane (ear drum) to the inner ear.

• The ossicular chain vibrates as sound is passed through the middle ear.

• When the ossicular chain vibrates it transfers the sound to the inner ear by setting the fluid in the inner ear in motion.

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Inner EarLook at diagram for a visual representation• The cochlea contains fluid. When the fluid

moves it stimulates hair cells, which in turn send signals, perceived as sound, into the brain.

• The cochlea also contains the organ of corti or the sensory organ of hearing.

• Organ of corti contains the sensory cells essential to hearing. These cells move as the fluid is traveling through the cochlea.

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Types of Hearing Losses

Conductive• Hearing loss resulting in

poor sound transmission from the outer ear to the middle ear.

• Example: Otitis media (ear infection), obstruction in external auditory canal

Mixed• Combination of conductive

and sensorineural

Sensorineural

• Hearing loss due to a problem in the inner ear that could affect the cochlea or the cranial nerve going to the brain

• Example: absent cochlea, high fever causing permanent damage

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Degree of Hearing Loss

See handout on Sound Pressure Level (p. 10)

dB stands for decibal and it implies the intensityof sound present

• Normal Hearing 0-15 dB• Mild Loss 26-40 dB • Moderate Loss 41-55 dB• Moderate to Severe Loss 56-70 dB• Severe Loss 71- 90 dB • Profound Loss - 91 dB and above

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Communication MethodsManual Approach• The hearing impaired

person primarily uses sign language to learn and communicate with people (ASL)

• Usually has an interpreter to assist in communicating with non ASL speakers

Oral Approach• The hearing impaired person

uses their residual hearing to learn and communicate with people

• Focuses on using verbal language to communicate

Total Communication• The hearing impaired person

communicates through a combination of sign language and verbal communication

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Technology

• Hearing Aids

• Cochlear Implants

• Assistive Listening Devices (FM Systems)

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TechnologyHearing Aids and Cochlear

ImplantsHearing Aid

• Many different sizes and types

• Three components (microphone, amplifier and receiver)

• Amplifies sounds from the environment, but does not make speech clearer

Cochlear Implant

• Electrode(s) placed in the inner ear

• Designed to directly stimulate nerves in the cochlea in an attempt to send stronger signals to the auditory nerve center in the brain

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Technology FM Systems

Usage• FM System consists of microphone placed close

to the sound source, the sound is transmitted to the receiver in the hearing aid via FM radio waves

• In the classroom the teacher wears the microphone that picks up his/her voice and sends it to the student’s hearing aid receiver, which then amplifies the sound

Advantage of FM System • FM picks up sound source but not background

noise• FM System is portable• Small unit

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Cochlear ElectrodeFM System

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Communication Strategies for the HI Student

• Face the student when speaking to him/her

• Get the attention of the student before speaking

• Do not turn away while speaking to the student

• Do not stand in front of a light source while speaking to the student - the glare will prevent the student from reading your lips

• Repeat yourself if the student did not understand you

• Speak clearly• Use facial expressions and

gestures to help convey your message

• If the student has an interpreter, do not speak directly to the interpreter but to the student

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Teaching Strategies for the HI Student

• Use visual aids during instruction• Provide captioned media• Reduce difficult vocabulary load• Write out assignment requirements for the student• Help the student locate a note taker• Break up long, complex sentences• Provide the student with a list of new vocabulary

and concepts to be taught• Check for understanding

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Environmental Adaptations for the HI Student

• Place the student in a quiet part of the classroom - example: place them away from noisy machines like the air conditioner

• Place the students desks in a circle so the HI student can see all the students

• Try to reduce background noise• Have only one student talk at once• Develop a plan of action with the student in case

of an emergency

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ReferencesNational Association of State Directors of Special Education.

(1994) Deaf and Hard of Hearing Students; Educational Service Guidelines. VA.

Levenson, M. J. (2001) Cochlear Implants http://www.earsurgery.org/cochlear.html

Devices for Persons with Hearing Impairments. (2001). http://cat.buffalo.edu/newletters/hearing.htm

Understanding Hearing Loss/facts about Hearing Disorders. (2001). http://wwwhearingaidhelp.com

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ReferencesInformation About Hearing Impairments. (2001).

http://spot.pcc.eduStrategies for Teaching Students with Hearing Impairments.

(2001). http://www.as.wvu.eduTell me About “Assistive Listening Devices”. (2001).

http://www.earaces.comZemlin, W. R. (1988). Speech and Hearing Science; Anatomy

& Physiology Third Edition. New Jersey: Prentice Hall.