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SPED 210 Chapter 11

by: Keely Egelhoff

SPED 210 Chapter 11 SPED 210

Keely Egelhoff
GPA 3.6

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These notes cover chapter 11.
The Exceptional Learner
Class Notes
SPED210, Multicultural, Education
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This 2 page Class Notes was uploaded by Keely Egelhoff on Wednesday September 21, 2016. The Class Notes belongs to SPED 210 at Western Illinois University taught by Logan in Spring 2016. Since its upload, it has received 7 views. For similar materials see The Exceptional Learner in Special Education at Western Illinois University.


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Date Created: 09/21/16
Keely Egelhoff SPED 210 Logan 4/4/16 Chapter 11 Defining deaf or hard of hearing  Professionals with physiological perspective use decibel loss of 90 dB or greater as the  cutoff for deafness   Professionals with educational perspective classify individuals as deaf if they can’t  process linguistic information   Congenital versus adventitious deafness refers to being vorn deaf versus acquiring  deafness after birth  ­ Prelingual deafness versus post lingual deafness refers to deafness occurring before  versus after speech and language development  Prevalence of hearing impairment   About .10% of students from 6­21 are identified as hearing impaired  More than half of students  Physiological and anatomical characteristics or the ear   Outer ear consists of the auricle and external auditory canal   Middle ear consists of the eardrum and three tiny bones  Inner ear consists of the vestibular mechanism and the cochlea  Identification   Screening test for infants often measure optoacoustic emissions  Pure­tone audiometry assesses decibel and hertz  Speech audiometry assesses the ability to detect and understand speech  Students take many tests Causes hearing impairments   Conductive hearing impairments involve the middle or outer ear ­ Sensorineural hearing impairments involve the inner ear  ­ Mixed hearing impairments involve both  Outer ear includes infections of the external canal or tumors  Middle ear includes malfunctioning of the ossicles   Inner ear usually has a result of greater hearing impairment than do those of the middle or outer ear Behavioral characteristics   Comprehension is the most affected   Sign language is the primary language   Does not affect intelligence  Many students struggle with reading  Students who are deaf might face limited opportunities for social interaction  Educational considerations for learners with hearing impairments   Oral approach  ­ Auditory­verbal approach­ focuses on using audition to improve speech  ­ Auditory­oral approach­ adding of visual sues   Manual approach stresses sign language  Blended oral and manual techniques  Technology advances are occurring in hearing aids, tv, video and movie captioning  Earing intervention    Families of children who are deaf but the parents can hear may need early intervention   Native signers help with early intervention  Transitioning   Several post­secondary programs are available   Sign language interpreters in classrooms  Manual trades are disappearing leaving the deaf community struggling for work  There are many tools that those who are deaf use that those who can hear do not. People who  are deaf usually have to have a sign language interpreter in order to understand most people.  They also use special hearing aids to make intensify the sounds made around them. Going to  watch a movie or t.v. can be very difficult but there are many places that can put captions on  the screen so they can still read it. Within a classroom those who are deaf will need an  interpreter that can help them learn what the teacher is saying. However, the students may  struggle with reading because they cannot hear the sounds of the letters. These students can  be very bright aside from not being able to hear.  


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