SPED 210 Chapter 11
SPED 210 Chapter 11 SPED 210
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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.