AUDITORY HANDICAPS

There are three types of auditory impairments; each is a separate

special education category:

Deafness
Hearing impairment
Deaf-blindness
DEAFNESS
Temporary or permanent impairment or loss of
hearing.

HEARING IMPAIRMENT

• A hearing impairment or hearing loss is a full or partial

decrease in the ability to detect or understand sounds.

DEAF-BLINDNESS

means a combination of hearing and visual impairments which

causes such severe communication and other developmental
and educational needs that they cannot be accommodated in
special education programs solely for children with deafness or
children with blindness.
One of the most common sign
languages is based upon hand
gestures providing a language
structure, called AMERICAN
SIGN LANGUAGE,
AMESLAN, or ASL. This
system approximates but does
not intend to duplicate the
syntax (arrangements of words
in sentences) or grammar or
Standard English.
 TEACHING STUDENTS WITH HEARING IMPAIRMENTS
Problems With Surface Tip off Behavior Possible
Adjustments Adjustments
Getting the Sound -Says "What?" a - This section is 1. Seat close to
in the sound in lot, even when undivided because speaker, away
too soft had heard much no one has segmented from
sounds distorted of what was said the job for the student obvious noise
message not will - Talks or likes at this stage. sources.
separated from T.V. loud - Claims you said a 2. Supplement
background - Daydreams or different thing with
sounds acts uninterested - Careless errors on more intact
and bored exacting tasks senses
- Often interrupts - Work quality varies 3. Refer to
with questions widely on same type school
of assignment nurse or M.D. to
Misarticulates some
sounds rule out
peripheral
Remembering Omits some steps 1. Reduce or space
poor short term in serial directions directions.
auditory memory better math 2. "Capture" fleeting
poor rote memory concepts than speech on tapes or
or habituation math facts likes handouts.
3. Teach logical
sequencing background
systems,
problems information, visualization, "story
mnemonics behind the facts,"
digit reversals, memory tricks.
spoonerisms 4. Substitute
manipulatives for
repetitive drill like
flash cards or
recitation.
Ascribing This section is Literal, feelings 1. Teach abstract
meaning doesn't undivided easily hurt vocabulary, word
consider alternate because no one Can't infer roots, synonyms/
meanings can't has segmented the Asks many antonyms.
access words questions but 2. Role play
social scripts and
can't access job for the student proceeds with
other language
scripts words at this stage. work if answered pragmatics
"don't paint a "Silent"- evokes: 3. Start others on
picture" "Why didn't you task, answer extra
tell me?"
questions
individually
4. Show rather
than explain
Linking with can't sound out 1. Use Phonemic
other brain unfamiliar words Synthesis tapes
centers poor spelling errors are 2. Borrow
sound symbol exercises from
association phonetic reading field of Speed
Reading
problems comprehension
3. Use techniques
reauditorializing problems based from
when reading on misread words, edukinesthetics,
difficulty not lack of developmental
expressing inference dictated therapy, or
ideas in writing stories OK neuro-linguistic
programming.