VISION AND HEARING IMPAIRMENTS HEARING HEARING IMPAIRMENT DISORDERED

VISION AND HEARING IMPAIRMENTS

HEARING • HEARING IMPAIRMENT = DISORDERED HEARING • SPECIFIC ASPECT OF HEARING IMPAIRMENT = HEARING SENSITIVITY LOSS (RANGES FROM MILD TO INTENSE) • VARIOUS TYPES OF HEARING LOSS • DEAF = MISUNDERSTOOD AND OVERUSED • IDEA DEFINES DEAFNESS AS “A HEARING LOSS THAT ADVERSELY AFFECTS EDUCATIONAL PERFORMANCE AND IS SO SEVERE THAT THE CHILD IS IMPAIRED IN PROCESSING LINGUISTIC INFORMATION THROUGH HEARING, WITH OR WITHOUT AMPLIFICATION” • MISLEADING TO USE THE TERM TO USE TERM VISION • IDEA DEFINES VISUAL IMPAIRMENTS AS “AN IMPAIRMENT IN VISION THAT, EVEN WITH CORRECTION, ADVERSELY AFFECTS AN INDIVIDUAL’S EDUCATIONAL PERFORMANCE” • VARIOUS TYPES OF VISUAL IMPAIRMENTS • VARIOUS RANGES OF VISUAL IMPAIRMENT

CHARACTERISTICS OF HEARING IMPAIRMENTS • SOCIAL DEVELOPMENT: • SINCE SOCIAL-EMOTIONAL DEVELOPMENT RELIES SO HEAVILY ON COMMUNICATION, THE STUDENT WITH A HEARING IMPAIRMENT MAY NOT PARTICIPATE IN COOPERATIVE PLAY OR LEARNING ACTIVES. • INTELLIGENCE: • STUDENTS WITH HEARING IMPAIRMENTS HAVE NORMAL COGNITIVE ABILITY, BUT MIGHT HAVE DIFFICULTIES WITH SPEAKING, READING, AND WRITING THE ENGLISH LANGUAGE (NOT THE LEVEL OF INTELLIGENCE). • SPEECH AND LANGUAGE: • CHILDREN WITH MILD TO MODERATE HEARING LOSS MAY HAVE MINIMAL AFFECT • CHILDREN WITH PROFOUND HEARING IMPAIRMENTS AND DEAFNESS, ARE UNABLE TO ACCESS AUDITORY FEED BACK, IMPAIRING THE NORMAL DEVELOPMENT OF SPEECH AND LANGUAGE. • EDUCATIONAL ACHIEVEMENT:

CHARACTERISTICS OF VISION IMPAIRMENTS • ACADEMIC PERFORMANCE: • MIGHT HAVE ACADEMIC DELAYS DUE TO THEIR RESTRICTED OPPORTUNITY TO OBTAIN INFORMATION VISUALLY. • DUE TO THIS, INCIDENTAL LEARNING DERIVED FROM INTERACTING WITH THE ENVIRONMENT IS SEVERELY LIMITED. • SOCIAL AND EMOTIONAL DEVELOPMENT: • SOCIALLY • THESE CHILDREN DO NOT RESPOND VISUALLY TO PEOPLE IN THE ENVIRONMENT • MAINTAINING EYE CONTACT DURING SPEECH, SMILING AT SOMEONE IN A FRIENDLY MANNER, AND REACHING OUT TO TOUCH SOMEONE NEARBY • EMOTIONALLY • STUDENTS WITH VISUAL IMPAIRMENTS MAY HAVE OPTICAL DEVICES, ENLARGED MATERIALS, MOBILITY DEVICES, AND TECHNOLOGY FOR READING AND WRITING WITH PRINT. • THIS MAY BE FRUSTRATING FOR THE CHILD BECAUSE OF THE COMPLEXITY OF THE DEVICES AND MATERIALS NEEDED TO OBTAIN INFORMATION VISUALLY AND AUDITORY.

CLASSIFICATIONS OF HEARING LOSS • CONDUCTIVE HEARING LOSS: • MIXED HEARING LOSS: THE LOSS OF SOUND SENSITIVITY PRODUCED BY ABNORMALITIES OF THE OUTER EAR AND OR MIDDLE EAR HEARING LOSSES RESULTING FROM BOTH CONDUCTIVE AND SENSORINEURAL HEARING IMPAIRMENT • SENSORINEURAL HEARING LOSS: • CENTRAL HEARING DISORDER: THE LOSS OF SOUND SENSITIVITY PRODUCED BY ABNORMALITIES OF THE INNER EAR OR NERVE PATHWAYS BEYOND THE INNER EAR TO THE BRAIN DIFFICULTY IN THE RECEPTION AND INTERPRETATION OF AUDITORY INFORMATION IN THE ABSENCE OF A HEARING LOSS

CLASSIFICATIONS OF VISUAL IMPAIRMENTS • Cataracts: • Albinism: a medical condition in which the lens of the eye becomes progressively opaque, resulting in blurred vision. A hereditary condition with partial or total absence of pigment in the eye • Glaucoma: a condition of increased pressure within the eyeball, causing gradual loss of sight • Optic Nerve Atrophy: Degeneration of the optic nerve, which may be congenital or hereditary, causing loss of central vision, color vision and reduced visual acuity • Myopia: Nearsightedness; elongation of the eye that causes extreme nearsightedness and decreased visual activity • Eye injury: • Cortical visual impairment: Is a form of visual impairment that is caused by a brain problem rather than an eye problem • Retinopathy of prematurity: An interruption in the vapsular system of the eye due to premature birth, in which veins and arteries begin to from in an unorganized manner and cause bundles that pull together and detach the retina, resulting in loss of peripheral vision or total blindness

TEACHING STUDENTS WITH HEARING IMPAIRMENT • PRESENT LECTURE WITH A VISUAL FORMAT • TEAM A CLASSMATE UP WITH THE STUDENT • USE AUDIO LEARNING WITH CAPTIONS • FACE THE CLASS WHILE SPEAKING, WILL OFTEN HAVE AN INTERPRETER • AVOID PASSING OUT PAPERS WHILE TALKING, LOSING EYE CONTACT CAN LEAD TO LOSS OF INFORMATION • USES OF PAUSES CORRECTLY HELP WITH PROCESS OF INFORMATION

TEACHING STUDENTS WITH VISUAL IMPAIRMENT • SEAT THE STUDENT/STUDENTS IN THE FRONT • TREAT THE STUDENT EQUALLY WITH THEIR PEERS • ADDRESS ALL CLASS BY NAME TO HELP PUT NAMES WITH VOICES • ORDER BRAILLE BOOKS IN ADVANCE • ALLOW EXTRA TIME TO COMPLETE ASSIGNMENTS • DO NOT “DONATE” GRADES, IT CAN DISRUPT THE STUDENTS