Learning and the Hearing Impaired
Learning and the Hearing Impaired
Students who are hearing impaired should be provided with special needs in a way that addresses the student 's individual differences and needs. Advances in research on effective instructional practices can provide guidance for general education teachers and special education teachers who have little or no training in methods for students with hearing loss. Students who are typically classified as deaf or hard of hearing are described as individuals with hearing loss. Hearing loss can range from mild to profound. The current regulations implementing IDEA define deafness as a hearing impairment that is so severe that the student is impaired in processing linguistic information through hearing (with or without amplification ) and the student 's educational performance is adversely affected (Turnball, Turnball, Wehmeyer, 2010). Compared to students with disabilities, students with hearing loss are among the smallest group. There are different characteristics of hearing loss that affect the learning in children that are hearing impaired. The most severely affected areas of development in the person with a hearing loss are the comprehension and production of the English language. Most children with hearing loss have extreme difficulty in academic achievement. One form or hearing loss is a slight loss of hearing. In quiet environments, a child has no difficulty recognizing speech, but in noisy environments, faint speech is hard to recognize. Some children may have a mild form of hearing loss. The characteristics of children that have mild form classroom discussions are challenging to follow. In a quiet setting in which the topic is known and the vocabulary is limited, the student has no difficulty in communicating. Faint or distant speech is difficult to hear even if the room is quiet. The next level of hearing loss is moderate. The student can hear conversational speech only at a close distance. In classroom
Students who are hearing impaired should be provided with special needs in a way that addresses the student 's individual differences and needs. Advances in research on effective instructional practices can provide guidance for general education teachers and special education teachers who have little or no training in methods for students with hearing loss. Students who are typically classified as deaf or hard of hearing are described as individuals with hearing loss. Hearing loss can range from mild to profound. The current regulations implementing IDEA define deafness as a hearing impairment that is so severe that the student is impaired in processing linguistic information through hearing (with or without amplification ) and the student 's educational performance is adversely affected (Turnball, Turnball, Wehmeyer, 2010). Compared to students with disabilities, students with hearing loss are among the smallest group. There are different characteristics of hearing loss that affect the learning in children that are hearing impaired. The most severely affected areas of development in the person with a hearing loss are the comprehension and production of the English language. Most children with hearing loss have extreme difficulty in academic achievement. One form or hearing loss is a slight loss of hearing. In quiet environments, a child has no difficulty recognizing speech, but in noisy environments, faint speech is hard to recognize. Some children may have a mild form of hearing loss. The characteristics of children that have mild form classroom discussions are challenging to follow. In a quiet setting in which the topic is known and the vocabulary is limited, the student has no difficulty in communicating. Faint or distant speech is difficult to hear even if the room is quiet. The next level of hearing loss is moderate. The student can hear conversational speech only at a close distance. In classroom
References: Turnbull, A., Turnbull, R., & Wehmeyer, M. (2010). Exceptional lives: Special education in today 's schools. (6th ed.) Upper Saddle River: Pearson Hoffman, M., & Wang, Y.. (2010). THE USE OF GRAPHIC REPRESENTATIONS OF SIGN LANGUAGE IN LEVELED TEXTS TO SUPPORT DEAF READERS. American Annals of the Deaf, 155(2), 131-6. Retrieved September 29, 2011, from Research Library. (Document ID: 2142248991). Cawthon, S.. (2009). PROFESSIONAL DEVELOPMENT FOR TEACHERS OF STUDENTS WHO ARE DEAF OR HARD OF HEARING: FACING THE ASSESSMENT CHALLENGE. American Annals of the Deaf, 154(1), 50-61. Retrieved September 29, 2011, from Research Library. (Document ID: 1801657191). Nichols, J., Dowdy, A., & Nichols, C.. (2010). Co-Teaching: An Educational Promise For Children With Disabilities Or A Quick Fix To Meet The Mandates Of No Child Left Behind? Education, 130(4), 647-651. Retrieved September 9, 2011, from Research Library. (Document ID: 2045097951).