Auditory Handicaps

AUDITORY HANDICAPS

There are three types of auditory impairments; each is a separate special education category:

Deafness Hearing impairment Deaf-blindness

DEAFNESS Temporary or permanent impairment or loss of hearing.

HEARING IMPAIRMENT •

A hearing impairment or hearing loss is a full or partial decrease in the ability to detect or understand sounds.

DEAF-BLINDNESS means a combination of hearing and visual impairments 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.

One of the most common sign languages is based upon hand gestures providing a language structure, called AMERICAN SIGN LANGUAGE, AMESLAN, or ASL. This system approximates but does not intend to duplicate the syntax (arrangements of words in sentences) or grammar or Standard English.

TEACHING STUDENTS WITH HEARING IMPAIRMENTS Problems With

Surface Adjustments

Tip off Behavior

Possible Adjustments

Getting the Sound in the sound in too soft sounds distorted message not will separated from background

-Says "What?" a lot, even when had heard much of what was said - Talks or likes T.V. loud - Daydreams or acts uninterested and bored - Often interrupts

- This section is undivided because no one has segmented the job for the student at this stage. - Claims you said a different thing - Careless errors on exacting tasks - Work quality varies widely on same type of assignment Misarticulates some sounds

1. Seat close to speaker, away from obvious noise sources. 2. Supplement with more intact senses 3. Refer to school nurse or M.D. to

sounds

with questions

rule out peripheral

Remembering poor short term auditory memory poor rote memory or habituation sequencing problems

Omits some steps in serial directions better math concepts than math facts likes background information, mnemonics digit reversals, spoonerisms

1. Reduce or space directions. 2. "Capture" fleeting speech on tapes or handouts. 3. Teach logical systems, visualization, "story behind the facts," memory tricks. 4. Substitute manipulatives for repetitive drill like flash cards or recitation.

Ascribing meaning doesn't consider alternate meanings can't access words can't access scripts words "don't paint a picture"

This section is undivided because no one has segmented the

Literal, feelings easily hurt Can't infer Asks many questions but job for the student proceeds with at this stage. work if answered "Silent"- evokes: "Why didn't you tell me?"

1. Teach abstract vocabulary, word roots, synonyms/ antonyms. 2. Role play social scripts and other language pragmatics 3. Start others on task, answer extra questions individually 4. Show rather than explain

Linking with other brain centers poor sound symbol association problems reauditorializing when reading difficulty expressing ideas in writing

1. Use Phonemic can't sound out unfamiliar words Synthesis tapes spelling errors are 2. Borrow exercises from phonetic reading field of Speed Reading comprehension 3. Use techniques problems based from on misread words, edukinesthetics, not lack of developmental inference dictated therapy, or neuro-linguistic stories OK programming.