school-based hearing guideline for the city of davao

School-Based Hearing Guideline for the City of Davao

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---words of the greatly admired JOSE W. DIOKNO.

““Full human development ... is the optimal development of all that is

human in all humans, the bringing to full flower of the native genius of

each and of all.”

"physical impairment can not and should never be made a reason to

undermine a person’s capabilities and/or capacities to perform “normally” and even, excellently in his/her own

field"

QUINTIN B. CUETO III

Commissioner In-Charge for Government Linkages

PSOHNS Southeastern Mindanao Chapter

President. J Gabriel De Borja, MD

Vice Pres. Veronica Magnaye, MD

Secretary Moh. Ariff Baguindali, MD

Treasurer Raul Jerry Isaguirre, MD

PRO Joseph Cachuela, MD

OVERVIEW

• PSO-HNS Advocacy Committee

• to come up with collective unified advocacy program

• Chapters and Subspecialty Groups

• 8 May 2015 Deadline

OVERVIEW

• WHO AD CAMPAIGN

• 1.1B people AT RISK of Hearing Loss

• teenagers and young adults

• due to unsafe use of personal audio devices and exposure to damaging levels of sound at noisy entertainment venues

School-Based Hearing Guidelines

PITFALLS of Newborn Hearing Screening Guidelines

HEARING LOSS

• follow through to the R.A. 9709

• a problem where the specialty is uniquely identified with

• easy and facile campaign

• catastrophic effect

• advancing diagnostics

HEARING ADVOCACIES

• Newborn Hearing Screening

• Provide Hearing Aid Program

• Adopt a School Hearing Guideline

• Execute the Occupational and Industrial Hearing Conservation Program

• Integrate Noisy Recreational Hearing Conservation Guideline

Adopting a School Hearing Guideline

• has been done abroad

• an imminent need

• can be a City Ordinance or another Republic Act

• advantageous to the Specialty

• may require a local Pilot Study

• entails a lot of time, money and effort

• needs the cooperation of all stakeholders and ancillary professionals

Disabilities in the Philippines

10%10%

8%

33%

39% moving

mental

speaking

seeing

hearing

Magnitude of Hearing Problem in the Philippines

• 2.04% prevelance of hearing impairment

• 1.10% hearing disability prevalence rate

• DOLE Compensation Commission:

• partially deaf 7.55%

• total deaf 2.50%

• poor hearing acuity 2.48%

• Ear and Hearing Health Care: Our Responsibility

among the 1.4M of the 33M Filipino children (45% of the total population) were estimated to have hearing impairment



9%11%

6%

74%earwax

dry perforation

chronic om

serrous om

Ear and Hearing Disorder Survey. N=3,431

• Otitis media which is a common cause of hearing loss among children, ranked #8 with a prevalence rate of 12.23%.

DECS-NHC survey conducted among 15,381,796 children for the SY 1997-98


Highlights of SchoolHearing Programs

• no single federal mandate for childhood hearing screening, however, the goal to identify children most likely to have a hearing loss that may interfere with communication and affect academic performance and success is supported by current federal legislation

• Students who have hearing impairments classified as mild or moderate (15 dB to 50 dB) may need classroom seating arrangements

• Those with severe loss (70 to 90 dB) may need special classes where they may learn and use speech reading and/or sign language.

• Students wearing hearing aids may need special classes or special assistance to learn to adjust and use an aid.

Highlights of SchoolHearing Programs

• required under New York State Education Law section 905 (amended in 2004)

• mandatory to all students within six months of admission to the school and in grades kindergarten, 1, 3, 5, 7 and 10 and at any other time deemed necessary

Highlights of School Hearing Programs

New York State Education School Hearing Guideline

Hearing screening may be done at any time deemed necessary by professional registered nurse (school nurse). Such occasions might involve:

1. Students suspected by teachers, parents, physicians, etc., of having hearing loss (which may include students in special education programs).

2. Students at risk for hearing loss, such as:

a. Students with medical conditions, which may affect hearing, including abnormalities of the ears, nose, or throat; malformed or low-set pinnae, cleft lip or palate (including submucous cleft), recurrent otitis media, or recurrent serious otitis media.

b. Students taking medications known to be oto-toxic.

c. Students having a known familial history of hearing loss.

d. Students with genetic abnormalities known to affect hearing.

e. Students attending public school career and technical education programs where they might be subjected to damaging noise levels, such as in engine repair shop, printing, carpentry, etc.

f. Students exposed on a regular basis to excessive noise levels such as power equipment, motorcycles, snowmobiles, guns, band participation, and other noise pollutants.

g. Students who regularly participate in swimming and/or diving teams, or who use aqua-lung or scuba gear.

h. Students who experience unconsciousness or head trauma (this could be during a sporting event or any other cause).


Until the student’s hearing status is clearly defined by medical and/or audiological evaluation, the following measures should occur:

1. The student should be given preferential seating so that he/she is in direct line of the teacher’s/speaker’s voice. Optimum distance is four to six feet from the teacher. If a better ear has been identified the student’s better ear should be toward the teacher.

2. Teachers should use appropriate clarification strategies to assure that the student understands oral information (repeat, rephrase, have student repeat, etc.).

3. Whenever possible, teachers should avoid:

a. Standing in front of a bright window while speaking.

b. Speaking while writing on the chalkboard.

c. Positioning themselves so that their faces are not visible to students.

4. Noisy learning environments should be avoided or minimized.


What is Known?Speech and language delay is associated with reading, writing, attention and association

for the lack of high-quality standards and stringency, NBHS may not be as effective in identifying babies with hearing impairment

2/3 of preschoolers have at least 1 episode of ear problems and 16% have at 6 or more episodes. 1/2 of these will go undetected even with good medical follow-up

What is Known?medically, a child is not considered to have abnormal hearing until his/her hearing is worse than 25 dB. But:

Impacted Cerumen 30-50 dB

OM with Effusion 50-60 dB

Perforated Ear Drum 10-30 dB

What is Known?the difference between reading comprehension and grade equivalencies for normal and those with 25 dB losses

Gr 1 Gr 4

Normal Hearing 2.3 6.3

with 25 dB loss 2.0 4.5

What is Known?the difference between the expected and actual performance on language tests

Degree of Loss Language Delay in Years

15-26 dB 1.2

27-40 dB 2.0

41-55 dB 2.9

56-70 dB 3.5+

What is Known?of the learning disabled population, 20-25% have histories of, or on- going ear problems related to, hearing loss. As many as 38% have been found to have abnormal

Sufficient data is available to suggest that children with early and recurrent ear problems are at risk for developing delays in

auditory, language and academic skills.

ObjectivesTo identify students with possible hearing losses which may affect their intellectual, emotional, social, speech, and/ or language development

To promote an optimal level of hearing for all students

To identify students with potential hearing problems

To provide appropriate educational accommodati ons for students with hearing impairment

Target Audience

The general population

School entrants & their parents

School health personnels

School Principals & Administrators

DepEd

DOH

LGU

ENTs

Audiologists

Key Messages

The BRAIN is the TRUE Organ of Hearing.

Ensure that your child is hearing well what is taught in school.

Invest in education. Be assured with a better hearing.

Proposed Activities & Strategies

Hearing screening must be administered to all preschoolers within six months of admission

Knowing the signs and symptoms of hearing loss is important when identifying students with a suspected hearing problem

Hearing impaired students are classified based on their hearing levels through the frequency range most crucial for the understanding of speech.

Resources Needed Suggestions to address various levels of hearing loss will be provided:

MILD HL - Needs favorable seating

MODERATE HL - May benefit from hearing aid or educational amplification

SEVERE HL - Use of hearing aid, cochlear implant and / or educational amplification in conjunction with language therapy to aid the student with communication skills

PROFOUND HL - Encourage the use of amplification hearing aids, cochlear implant, educational amplifications, sign language interpreter, translator and/or note

Resources NeededSchool admin cooperation

Sponsorship or Funding from audiologic companies

Data collection

LGU

Legislatures support

Materials NeededAccess to students academic score cards

Use of audiogram, tympanometer and audiometric booth

The Listening Bubble is similar to this noontime gameshow. It may seem funny how faces turn desperate and frustrated...

...but for a child who is just about to learn language skills in school,

the face of uncertainty isn't funny at all.

K E Y M E S S A G E S

T H E B R A I N I S T H E T R U E O R G A N O F H E A R I N G .

E V E N A S L I G H T H E A R I N G L O S S C A N B E A C A U S E O F P O O R S C H O O L A C A D E M I C P E R F O R M A N C E


F O R Y O U R C H I L D ' S B E T T E R F U T U R E , I N V E S T I N T H E I R E D U C AT I O N .

B E A S S U R E D W I T H P E R F E C T H E A R I N G .


Code of Ordinances City of Davao

Firecracker / pyrotechnics Ban

Cigarette Smoking Ban

Noise Nuisance Ban

Anti-discrimination Act

Speed Limit

Newborn Hearing Screening

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school-based hearing guideline for the city of davao

Healthcare