Teaching Students with Hearing Impairment

1. Teaching Students with Hearing Impairment Alex Burazin ED 602

2. Classification Under IDEA hearing impairment is defined as hearing loss whether permanent or fluctuating, that adversely affects a child’s educational performance, but which is not included under the definition of deafness.

3. Deafness • Deafness is separate from hearing impairment under IDEA. Deafness is described as a hearing impairment so severe that the child is impaired in processing linguistic information through hearing, with or without amplification that adversely affects a child’s educational performance. • Deaf-blindness is also a separate category under IDEA. Deaf-blindness means concomitant hearing and visual impairments, the combination of which causes such severe communication and other developmental and educational needs that they cannot be accommodated in special education programs solely for children with deafness or children with blindness.

4. Levels of Hearing Impairment The degree of a child’s hearing impairment will affect the types of accommodations a student receives on their IEP. Individual states determine the criteria for distinguishing the degree of one’s hearing impairment. The World Health Organization uses the following scale when determining the severity of hearing impairment.

5. Common Accommodations • Microphone and amplification device • Preferential seating in the classroom • Interpreter • Designated note taker in class • Lecture outline provided to the student • Closed captioning or written transcripts on any videos • Extra time during exams • Breaks

6. Amplification Devices

7. Lecture Outline • A lecture outline can be used to give the student with a hearing impairment a roadmap for the day. • It can provide the student with the topic, the schedule, as well as key vocabulary for the lecture.

8. Further Considerations • Face the student when speaking to them. • Don’t yell (microphone). • If the student has an interpreter give a copy of the lesson to them. • Talk to the student not to the interpreter. • Don’t speak while writing on the white/black board. • Use graphic organizers and pictures. • Get the student’s attention prior to speaking. • Try not to move around the room. • Don’t eat or drink while talking to this student. • Keep hands and hair away from your face when speaking. • Use facial expressions and gestures. • Computer assisted real time captioning. (CART)

9. More Considerations • During group work ensure that only one group member is speaking at a time. • Limit background noise and vibrations. • Go over procedure for emergencies. (Fire Drill) • Be aware of lighting and glare. • Present one visual source at a time. • Repeat and rephrase if the student doesn’t understand you. • Sequence new topics so they’re related to the previous topic. • After an exam give the answers and explanations in writing. • Write things down!

10. Sources 1) idea.ed.gov 2) http://www.who.int/mediacentre/factsheets/fs3 00/en/index.html 3) http://www.uft.org/teacher-teacher/teaching-children-who-are-hearing-impaired 4) http://www.usfca.edu/sds/teaching_hearing/ 5) http://www.sesd.info/histrategies.htm 6) http://www.usd.edu/medical-school/center-for-disabilities/upload/HI-Class-Accommodations.pdf