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Teaching hearing impaired children in regular classrooms
Hearing impairment children language development
Teaching hearing impaired children in regular classrooms
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Throughout the years there have been increasing concerns about the identification of children with Hearing Impairment and Learning Disabilities, also known as HILD. It is unclear what percentage of children with Hearing Impairment may have an educationally learning problem. Young children with hearing impairment and learning disabilities, family is eligible for early intervention programs, as well as preschool services. Learning disabilities is generic term that refers to a heterogeneous group of disorders manifested by significant difficulties in the acquisition and the use of listening, speaking, reading, writing, reasoning, or mathematical abilities. This disorder is presumed to be due to the central nervous system dysfunction. Due to the individuals disorders are intrinsic.
Along with learning disabilities handicapping conditions or environmental influences may occur but a learning disability is not the direct result of these conditions or influences. The cause of a disability cannot be altered or reversed, understanding the etiology does aid in choosing appropriate assessment,...
Basically, there are two parts to a learning disability: one is processing and the second
With around 70,000 special education students with hearing losses in the US it is no wonder that teaching these students the art of music has become an important opportunity within their education (U.S. Department of Education). According to Darrow and Heller (1985) as well as Solomon (1980) the history of education for students with hearing loss extends over a hundred and fifty years. These students have every right to music education classes and music instructors need to understand their unique learning differences and similarities to those of the average typical (mainstreamed) student to ensure these students have a successful and comprehensive learning experience. Despite this, there are still plenty of roadblocks, one of which may be some music instructor’s lack of effective practices and methods to successfully teach to the student’s more unique needs. Alice Ann-Darrow is a Music Education and Music Therapy Professor at Florida State University. Darrow’s article “Students with Hearing Losses” focuses not only on the importance of music education for these students but it is also a summarized guide of teaching suggestions containing integral information for the unique way these students learn.
The “deaf and dumb” stigma as well as the delayed language and cognitive development of some Deaf children concerns this topic. “Ninety percent of deaf children have hearing parents, and usually there’s a significant communication gap” (Drolsbaugh 48). Therefore, it is not that being born deaf or hard of hearing that makes children unintelligent. It is the lack of access to language in the critical early years, as hearing parents often do not know sign language, that causes later issues in education. This can be seen from the fact that the brain’s plasticity, or its ability to acquire new information and establish neural pathways, is the greatest at birth and wanes throughout development. Therefore, if a child does not have sufficient access to language before five, significant language, and thus cognitive impairment, can result (100). Additionally, children learn about the world around them and develop critical thinking skills through asking questions. However, hearing parents often “wave off” such questions as unimportant due to difficulty explaining them (48). Therefore, early exposure to an accessible language such as ASL is crucial in developing language and cognitive abilities. When hearing families are fully aware and understanding of this, it can greatly facilitate improvements in education for Deaf
A learning disability is defined as any one of various conditions that interfere with an individual's ability to learn, resulting in impaired functioning in language, reasoning, or academic skills. The National Center for Learning Disabilities explains it as a neurological disorder that affects the brain’s ability to receive process, store and respond to information. Basically, among people with learning disabilities there is a noticeable gap between their level of expected achievement and their actual achievement. Doctors and professionals agree there is no way to pin-point any specific causes for learning disabilities. The NCLD says some possible causes may include heredity, problems during pregnancy or birth, head injuries or nutritional deprivation after birth, and exposure to toxic substances.
Singleton, Jenny and Matthew Tittle. “Deaf Parents and Their Hearing Children.” Journal of Deaf Studies and Deaf Education. 5.3 (2000): 221-234. PsycINFO. EBSCO. Web. 9 Dec. 2013.
There are two groups of hearing impairments. They differ according to the degree of hearing loss. Children with a more severe form of hearing loss are deaf, and children who have a less severe hearing loss are considered hard-of-hearing (Meece & Daniels, 2008, p. 88). Student who are hard of hearing many be only to hear specific frequencies or sounds within a certain volume range. They will most likely have speech; however, their speech could be impaired due to their inability to hear their own voices clearly. While those students who are deaf may have little or no speech depending on the severity of their hearing loss, and they are more likely to use American Sign Language than those students who are hard-of-hearing (“Deaf or Hard of Hearing,” 2004).
Hearing loss is a major global public health issue. Hearnet (2017) defines hearing loss as “a disability that occurs when one or more parts of the ear and/or the parts of the brain that make up the hearing pathway do not function normally” (para. 1). There are many different types of hearing loss, which can have multiple causes, giving each individual experiencing the issue a unique hearing loss case. These types include Auditory Processing Disorders, when the brain has problems processing sound information; Conductive Hearing Loss, a problem with the outer or middle ear which prevents sound making its way to the inner ear; and Sensorineural Hearing Loss, when the Cochlea or auditory nerve is damaged and cannot
The Individuals with Disabilities Act, 2004 (IDEA), has 14 different categories of disabilities (IDEA Partnership, 2012). Students with disabilities can be placed into two more distinct groups which are high incidence disabilities or HID and low incidence disabilities or LID. IDEA defines low incidence disabilities as those students with visual, hearing or significant cognitive impairment (Outcome Data, 2006). These students need personal that are highly trained in specialized skill and knowledge to provide early interventions and education. Those with LID account for less than one percent of the school population (Outcome Data, 2006). Students that fall into this category are usually educated outside of the general education classroom for part of the school day.
Santa Barbara, CA: Learning Works, 1996. Print. The. Girod, Christina M. Learning Disabilities. San Diego, CA: Lucent, 2001. Print.
The classroom is a diverse place where learners from all different genres of life meet. Included in these learners are those that display learning disabilities. According to the British Columbia School Superintendent’s Association, ‘learning disabilities refer to a number of conditions that might affect the acquisition, organization, retention, understanding or use of verbal or nonverbal information. These disorders affect learning in individuals who otherwise demonstrate at least average abilities essential for thinking and/or reasoning’. They also posit that ‘learning disabilities result from impairments in one or more processes related to perceiving, thinking, remembering or learning. These include, but are not limited to language processing,
What’s the difference between the deaf and the hearing? There is only one thing that separates the two, the ability to hear. In the Movie see what I’m saying four talented deaf individuals try everything they can to increase the fame and deaf awareness.
Hearing loss is often overlooked because our hearing is an invisible sense that is always expected to be in action. Yet, there are people everywhere that suffer from the effects of hearing loss. It is important to study and understand all aspects of the many different types and reasons for hearing loss. The loss of this particular sense can be socially debilitating. It can affect the communication skills of the person, not only in receiving information, but also in giving the correct response. This paper focuses primarily on hearing loss in the elderly. One thing that affects older individuals' communication is the difficulty they often experience when recognizing time compressed speech. Time compressed speech involves fast and unclear conversational speech. Many older listeners can detect the sound of the speech being spoken, but it is still unclear (Pichora-Fuller, 2000). In order to help with diagnosis and rehabilitation, we need to understand why speech is unclear even when it is audible. The answer to that question would also help in the development of hearing aids and other communication devices. Also, as we come to understand the reasoning behind this question and as we become more knowledgeable about what older adults can and cannot hear, we can better accommodate them in our day to day interactions.
Several assistive listening devices can improve the communication ability of deaf children. According to IDEA, every child with a disability is entitled to have access to assistive technology (California Department of Education, 2004). The California Department of Education (2004) outlines IDEA’s definition of an assistive technology device. It explains that this device consists of “any item, piece of equipment or product system…that is used to increase, maintain, or improve functional capabilities of a child with a disability” (California Department of Education, 2004, p. 1).
specific learning disabilities in the United States of America. The Journal of International Association of Special Education, 10(1), 21-26.
For this assignment, our class was instructed to spend two to three days with impaired hearing. To do this, I obtained some regular green foam ear plugs and wore them while going about my daily routine. The plugs gave me a decent 30dB loss in my “mid” and “upper” frequencies. At first, I did not see how it would be possible to walk around with ear plugs in all day. I started to think what my other instructors would think, but being an audio arts and acoustics major, most hardly batted an eye. Truthfully, I thought I would put my plugs in when I wanted to jot notes down for my journal, but that was not the case. My ears became acclimated to the loss and I could keep them in for most the day. The purpose of this exercise was to reinforce the point our professor had been teaching us all semester; living with hearing impairment is possible, but incredibly challenging.