Facility JG is soliciting funds to start a chalk making facility to provide employment to hearing impaired children who drop out after Class 10.. With Asha Seattle’s support‚ Mr. Devarajan‚ has started an ITI (Vocational Training Institute). The ITI imparts vocational / technical training to students (hearing impaired as well as hearing non-impaired). It is of tremendous significance to note that JG’s 2 hearing impaired children have fared better in the ITI exams that the other 2 students who do not
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school age children • Adolescents • Older adults • Vision‚ hearing‚ or speech impaired individuals MODULE OUTLINE SECTION 1 Language Barriers Cross-Cultural Communication Cultural Competence 46 SECTION 2 Age Barriers Communicating with Children Communicating with Adolescents Communicating with Older Adults 50 SECTION 3 Vision and Hearing Barriers Communication with the Visually Impaired Communication with the Hearing Impaired 53 SECTION 4 Speech Barriers Communication
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Understand and enable communication Different forms of dementia may affect the way an individual communicates. People with alzheimers and most other types of dementia‚often suffer from short-term memory loss.This means that they may be unable to remember events that have just happened or they may repeat a question after just a few minutes.They may forget names or even forget who people are all together.This can cause communication issues as they may be unaware who they are talking to‚forget earlier
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need to be adapted or altered to allow access to‚ and interaction with the learning environment. Candidates may struggle to access an assessment centre so the environment should be adapted to meet the needs of the learner If a learner has a visual impairment‚ assessment material can be made available in large print to ensure that the candidate is able to
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early as birth by way of a test‚ which can also determine if the child is going to be born with Down’s Syndrome. Down’s Syndrome is caused genetically by an extra chromosome and leads to: * Low intellect leading to slow learning * Possible hearing and/ or visual problem * Extra coughs and colds due to a defective immunw system * Possible thyroid disease causing over – weight and general debility * 40% - 50% have heart problems REMEDIATION TECNIQUES FOR TEACHERS * Always
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researching and in teaching a scheme of inclusive lessons‚ I have learned that teaching needs to be differentiated for the variety of children in each class. In my own experience‚ having taught a class consisting of thirty pupils‚ two of whom are hearing impaired children and seventeen pupils for whom English is an addition language‚ “reasonable adjustments” (Rieser‚ 2002‚ p. 259) made to make the curriculum accessible for one pupil can be greatly beneficial for others in the class also. Anything
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extremity frustrated People with sensory loss can miss out on important information that people with out sensory loss take in day to day with out even realising. For example if we had an visual impairment we may not be able to read written material which is important to us such as a bank statement. A person with hearing loss could miss hear important Information such as someone shouting them to warn them of a danger. The environment around a person with sensory loss can have a large impact on a person.
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It may be necessary to adapt the way you communicate when the person you are communicating with use’s English as a second language‚ has a Hearing impairment/deaf‚ Medical problem‚ disability‚ Special educational needs‚ Poor vision or blind. When we are communicating with children and young people with [SEN] it is important to use the following • Speak clearly and appropriately when communicating. • Slow your speech if necessary. • Use visual aids such as pictures‚ photograph or flashcards. •
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“A person who is considered deaf-blind is someone who is deaf or hard-of-hearing in combination with a visual impairment or blindness. The range of capabilities and support needs of individuals with deaf-blindness varies substantially from person to person because of differences in the extent of partial vision or hearing‚ if any‚ or the presence of additional conditions such as intellectual or physical disabilities. In all cases‚ however‚ deaf-blindness results in difficulties detecting‚ gathering
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and communication abilities. My level of communication within my job role is of extreme importance with regards to the client who should be at the heart of all communication around any establishment or company. Dealing with people with hearing impairments‚ disabilities‚ cerebral palsy to name a few‚ it is essential my communication is clear and not lengthy. Effective communication is what enables all the different departments to work well within the organization including liaising with external
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