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Hearing Loss 101

Hearing Loss 101. Billie Wortham Wyoming Department of Education. Learn about how hearing works. Experience what hearing loss sounds like. Identify technology and accommodations. Discuss impacts of hearing loss Share strategies Answer Questions.

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Hearing Loss 101

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  1. Hearing Loss 101 Billie Wortham Wyoming Department of Education

  2. Learn about how hearing works. • Experience what hearing loss sounds like. • Identify technology and accommodations. • Discuss impacts of hearing loss • Share strategies • Answer Questions

  3. Please, ask questions as we go……..

  4. The value of hearing... • Spoken language • Reading • Learning are ALL based on early development of the AUDITORYcenters in the brain

  5. Baby’s First Words • The inner ear is formed and functional by the 5th month of gestation • During the first year of life a baby hears words over and over – a redundant signal • It takes a great deal of hearing and active listening before verbal language forms

  6. First word occurs at approximately 12 months of age • Spoken communication has begun after 16 months of hearing • Speech develops naturally because we hear

  7. Hearing and Learning How can we expect a child to learn when the information that reaches his/her brain is deficient as is the case for a child with hearing loss?

  8. How does normal hearing work? We actually hear with our brains! Think: Keyboard/Computer

  9. Ears are like the keyboard entering information that is heard.

  10. Brain is like the hard drive processing what is heard.

  11. Parts of the Ear and How The Ear Works

  12. https://www.youtube.com/watch?v=0NJ_EAQjR3c

  13. Hair Cells of the Cochlea

  14. Damaged Hair Cells

  15. Audiogram

  16. Example of Hearing Loss http://www.youtube.com/watch?v=TD5E88fFnxE

  17. Technology Options • Hearing Aids • Cochlear Implants • Personal FM systems • Classroom Amplification Systems

  18. Assistive Listening Devices HELP but do not make hearing NORMAL

  19. Personal Hearing Aids

  20. Classroom ADS Cochlear Implant

  21. BAHA Hearing Aid

  22. HAT FM Transmitter Personal FM Options FM Receivers for hearing aids, cochlear implants, and FM only

  23. Portable/Room Speaker System

  24. Other Technology and Accommodations • Sign Language Interpreter • FM Systems and Conference Microphones • Speech to text Captioning • Cued Speech Transiliterator • Remote Sign Language Interpreting • Professional or Volunteer Notetakers • Phones for texting/speech to text • Service animal • Fire Alarm with lights installed in dorm room • Lighted Door Bell for dorm room door

  25. What about Lipreading? • 70 % of speech cannot be seen on the lips • Lipreading must take place the perfect environment to be effective • Lipreading is VERY tiring on a person • Must have good command of English to be able to lipread (closing)

  26. Impacts of Hearing Loss

  27. Potential Long Term Impacts of Hearing Loss • Higher risk of Mental Health Problems • Difficulty in higher academic settings • High rate of unemployment and/or • underemployment • Higher rate of poverty

  28. https://www.youtube.com/watch?v=9vqY7cJpwRs&list=PL_jg9VvIO0LTlYCFBiJm7ejcOD8EvDYYQhttps://www.youtube.com/watch?v=9vqY7cJpwRs&list=PL_jg9VvIO0LTlYCFBiJm7ejcOD8EvDYYQ

  29. 125 250 500 1000 2000 4000 8000 0 10 z v 20 p h g 30 ch sh l a j mdb o r 40 n ng HEARING LEVEL (dB HL) e i 50 u 60 70 80 90 100 110 120 AUDIOGRAM OF FAMILIAR SOUNDS FREQUENCY IN CYCLES PER SECOND (HZ) Spelling Words through Simulated Hearing Loss above 1000 Hz 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. Click on Speaker to Present Spelling word.

  30. p h g ch sh l a j mdb o r n ng e i AUDIOGRAM OF FAMILIAR SOUNDS FREQUENCY IN CYCLES PER SECOND (HZ) 125 250 500 1000 2000 4000 8000 Shoe 1. 0 Tree 2. 10 z v f th Math 20 3. s 30 Desk 4. 40 Snack 5. 50 u HEARING LEVEL (dB HL) Miss 6. 60 70 Test 7. 80 Thumb 8. 90 9. Fish 100 110 Spill 10. 120 Click on Speaker to Present Spelling word.

  31. Hearing does not always = Understanding

  32. Strategies (handout)

  33. Communication Strategies • Favorable Seating: Place the individual in an area with limited background noise, where he/she can see the speaker/interpreter, and away from direct light. 2. Speak naturally: Do not raise your voice, avoid exaggerations, and do not speak too rapidly or too slowly. Above all, avoid unnatural lip movement.

  34. Gain attention prior to speaking/signing Be cognizant of the language and vocabulary levels When miscommunication happens: - Repeat = emphasizing key words - Rephrase = using simpler language - Demonstrate and use visual cues

  35. 6. If you do not understand communicated message: - Do not pretend to understand when you don’t - Ask them to repeat - Repeat what you DO understand and ask them to continue - Encourage them to clarify or gesture 7. Ask “open ended” questions to check for comprehension. Summarize the comments and questionsof other people in the environment.

  36. 9. Provide additional wait time to allow for interpreted communication, the individual’s understanding, and think time.

  37. Wyoming Instructional Network https://wyominginstructionalnetwork.com/outreach-services/outreach-services-for-deafhard-of-hearing/

  38. Questions

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