STUDENTS WITH DEAFNESS AND HEARING LOSS
A student or child with deafness or hard-of-hearing disabilities has deficits in
language and speech development due to a diminished or lack of auditory response to
sound
- Refers to reduced function or loss of the normal function of the hearing mechanism.
The impairment or disability limits the person's sensitivity to tasks like listening,
understanding speech, and speaking in the same way those persons with normal
hearing do.
- Cannot use hearing to listen, understand speech and communicate orally without
special adaptations mainly in the visual mode.
- Significant loss of hearing sensitivity but he or she can hear sounds, respond to
speech and other auditory stimuli with or without the use of a hearing aid.
Classification of Hearing Loss
A. Affected part of the ear
1. Conductive hearing loss
- occurs in the outer and middle ear thereby blocking the passage of the acoustic
energy. The blockage may be caused by abnormal growths or complications of the
outer or middle ear. Impacted cerumen results from the excessive build up of earwax in
the auditory canal. Diseases of the ear can leave fluid or debris. Malformation,
incomplete development, or abnormal growth and improper movement of the ossicular
chains can cause conductive hearing loss.
2. Sensorineural hearing impairment
- occurs in the inner ear. The sensitive mechanisms and the auditory nerve may be
damaged.
3. Mixed hearing impairment
- results from combination of both conductive and sensorineural hearing losses.
4. Any dysfunction in the central auditory nervous system between the brain stem and
the auditory cortex in the brain results in a central hearing disorder.
B. Unilateral if present in one ear only or bilateral if present in both ears.
C. Congenital when condition is present at birth or adventitious when acquired after
birth or later on.
D. Prelingual if condition occurs before the child learns to talk or post lingual when
acquired after the child has learned speech and usually at age two.
Some of the common characteristics of deafness commonly found in classrooms
include the following:
1.Difficulty following verbal direction
2. Difficulty with oral expression
3.Some difficulties with social/emotional or interpersonal skill
4.Will often have a degree of language delay
5.Often follows and rarely leads
6. Will usually exhibit some form of articulation difficulty
7.Can become easily frustrated if their needs are not met — which may lead to some
behavioral difficulties.
8. Sometimes the use of hearing aids leads to embarrassment and fear of rejection from
peers.
Characteristics of Persons with Hearing Loss
1. cups hand behind the ear, cocks ear/tilts head at an angle to catch sounds.
2. has strained or blank facial expressions when listening or talked to.
3. pays attention to vibration and vibrating objects
4. moves closer to speaker, watches face especially the mouth and the lips of the
speaker when talked to
5. less responsive to noise, voice, music and other sources of sounds
6. used more natural gestures, signs and movements to express itself
7. shows marked imitativeness at work and play
8. often fails to respond to oral questions
9. often asks for repetition of questions and statements
10. often unable to follow oral directions and instructions
11. has difficulty in associating concrete with abstract ideas
12. has poor general learning
Educational Challenges
Students with hearing loss face several key challenges in educational settings:
1. Communication Barriers
- Verbal instructions, group discussions, and classroom interactions can be difficult to
access for students with hearing loss, especially if the teacher does not use sign
language or if there are no assistive listening devices in place.
2. Lack of Awareness and Understanding
- Teachers and peers may not always be aware of the specific needs of students with
hearing loss, leading to misunderstandings, exclusion, or unintentional neglect.
3. Inaccessibility of Curriculum
- Traditional teaching methods that rely heavily on auditory instruction (e.g., lectures,
group discussions) may not be accessible to students with hearing loss. Without
modifications, these students may miss critical information.
4.Varied Academic Performance
- Students with hearing loss can have diverse academic abilities, depending on factors
like the severity of their hearing loss, the age of onset, and the availability of support
services. Some might excel academically, while others may struggle with specific areas
like reading comprehension, vocabulary development, or following complex instructions.
5.Challenges with Auditory Learning
-Processing auditory information can be difficult for students with hearing loss, leading
to difficulties with speech and language development, following oral instructions, and
classroom participation.
Social and Emotional Impact
Social Isolation
Difficulties in communication can lead to social isolation, particularly in settings
where visual communication is not readily available or understood.
Frustration and Low Self-Esteem
Challenges in communication and academic performance can lead to frustration,
feelings of inadequacy, and low self-esteem.
Strong Visual Communication Skills
Students with hearing loss often develop strong visual communication skills, relying
on gestures, facial expressions, and sign language to connect with others.
Resilience and Determination
Many students with hearing loss demonstrate remarkable resilience and
determination, overcoming communication barriers and achieving success in spite of
their challenges.
Educational Approach
1.Use of Assistive Technology
Hearing Aids and Cochlear Implants- These devices amplify sound, helping
students with hearing loss better access speech and environmental sounds.
FM Systems- These systems transmit the teacher’s voice directly to the student’s
hearing aids or cochlear implants, reducing background noise.
Captioning and Speech-to-Text Services- Providing captions for videos,
transcriptions of audio content, or real-time speech-to-text services ensures that
students have access to the full range of educational content.
2. Sign Language and Visual Communication
- The use of sign language (e.g., American Sign Language) or other visual
communication methods can provide a rich, effective way for students to communicate
and understand concepts.
- Schools can benefit from having sign language interpreters for students who rely on
it as their primary mode of communication.
3. Specialized Instructional Methods
- Teachers should receive training on best practices for teaching students with hearing
loss, such as modifying communication strategies (e.g., using written instructions, visual
aids, and clear, slow speech).
- Individualized Education Plans (IEPs) should be tailored to address specific
educational needs, incorporating various accommodations to support learning.
4. Peer Education and Awareness
- Educating peers about deafness and hearing loss can promote inclusivity, empathy,
and understanding, fostering a supportive classroom environment.
- Encouraging inclusive activities where students can interact and collaborate,
regardless of hearing status, helps build social relationships and reduce isolation.
5. Environmental Modifications
- Classrooms should be acoustically optimized for students with hearing loss, with
minimal background noise, clear speech, and the use of visual cues.
- Seating arrangements should be adjusted to ensure that students can easily see the
teacher and any visual aids.
6.Teacher Professional Development
- Teachers should be trained in recognizing different types of hearing impairments,
understanding the needs of deaf students, and learning basic sign language or how to
work with sign language interpreters.
