CHAPTER 3 : LEARNERS

DIFFICULTY IN SEEING,
HEARING AND
COMMUNICATING
EDUC 3 – Foundation of Special and Inclusive Education

TEAM GOAL SETTERS

Leader: Almeda, Kimberly
Members: Canceller, Novelyn
Cordita, Elben L.
Jariol, Dyan L.
Olaivar, Angelene E.
Perez, Lea Joy P.
Sabejon, Mary Jobelle P.
Virtudazo, Angeline A.
 3.1 : TYPES, CHARACTERISTICS, AND
IDENTIFICATION OF LEARNERS WITH
DIFFICULTY SEEING, HEARING, AND
COMMUNICATING

CHAPTER 3: LEARNERS DIFFICULTY IN SEEING, HEARING AND COMMUNICATING

TEAM GOAL SETTERS

 REPORTERS
REPORTERS

Angeline A. Virtudazo Novelyn Canceller

Kimberly Almeda

Lea Joy P. Perez Elben L. Cordita

Dyan L. Jariol Angelene E. Olaivar Mary Jobelle P. Sabejon

GUESS THE TITLE
OF THE FILM
 LEARNING
OBJECTIVES

01 02
To be able to characterize the To identify the learners
different types of learners with with difficulty in seeing,
difficulty in seeing, hearing, hearing, and
and communicating communicating
SECTION 3: LEARNERS DIFFICULTY IN SEEING, HEARING AND COMMUNICATING

02 LEGAL BLINDNESS
occurs when a person has central visual acuity (vision that allows
01 VISUAL ACUITY a person to see straight ahead of them) of 20/200 or less in his or
her better eye with correction.
a measure of the ability of the eye to distinguish
shapes and the details of objects at a given 03 PARTIALLY SIGHTED
unable to see properly so that even with corrective aids normal
distance.
activities are prevented or seriously hindered.

04 TUNNEL VISION
the loss of peripheral vision with retention of central vision,

LEARNERS resulting in a constricted circular tunnel-like field of vision.

WITH 05 TOTAL BLINDNESS

refers to receiving no useful information through the sense
of vision.
DIFFICULTY
IN SEEING 06 FUNCTIONAL BLINDNESS
means having so little vision that one learns through the
tactile and auditory senses.
SECTION 3: LEARNERS DIFFICULTY IN SEEING, HEARING AND COMMUNICATING

CHARACTERISTICS OF STUDENTS
WITH DIFFICULTY SEEING
COGNITION AND LANGUAGE- Learners with difficulty
seeing usually perform more poorly compared to those with
normal vision in terms of cognitive tasks that require
comprehension or relating various kinds of information. MOTOR DEVELOPMENT AND MOBILITY- Blindness may
also result to delays and deficits in motor development.
Vision is also important in telling the distance of objects and
direction of movement.
SOCIAL ADJUSTMENT AND INTERACTION- Children with
visual impairment may engage in less play, which could
affect their social skills development.
SECTION 3: LEARNERS DIFFICULTY IN SEEING, HEARING AND COMMUNICATING

TYPES AND CAUSES OF

VISUAL IMPAIRMENT
CONDITION DEFINITION AND CAUSE REMARKS AND IMPLICATIONS CONDITION DEFINITION AND CAUSE REMARKS AND IMPLICATIONS
Amblyopia Reduction in or loss of vision in the Close work may result in eye Muscular Central area of the retina gradually Tasks such as reading and writing are
weaker eye from lack of use; caused fatigue, loss of place, or poor deteriorates, causing loss of clear difficult; prescribed low vision aid are
by strabismus, unequal refractive concentration; seating should favor
Degeneration
vision in the center of the visual circuit TV, provide good illumination;
errors, or opacity of the lens or the functional eye
field; common in older adults but avoid glare
cornea
fairly rare in children.
Astigmatism Distorted or blurred vision caused by Loss of accommodation when
Myopia Distant objects are blurred or not Encourage child to wear prescribed
irregularities in the cornea or other objects are brought close to the nearsightedness) seen at all but near objects are seen glasses or contact lens; for near tasks,
surfaces of the eye that produce face; avoid long periods of reading dearly, caused by an elongated eye child may be more comfortable working
images on retina not in equal focus or close tasks that cause discomfort; that focuses Images in front of the without glasses and bringing work close
(refractive error child may complain of headaches retina (refractive error). to face
and fluctuating vision
Nystagmus When the two eyes cannot focus Close tasks for extended period can lead
Cortical Impaired vision caused by damage to damage to or malfunction of the simultaneously, the brain acids a to fatigue, some children turn or tilt head
Visual or malfunction of the visual cortex or visual cortex or optic nerve (or double image by suppressing the to obtain the best focus; do not criticize
Impairment optic nerve (or both): causes include both): causes include anosa, head visual input from one eye, the this.
(CVI) anoxia, head injury, and infections of injury, and infections of the central weaker eye (usually the one that
the central nervous system nervous system turns inward or outward) can
actually lose its ability to see;
Strabismus Inability to focus on the same Classroom seating should favor student’s
Hyperopia Difficulty seeing near objects clearly Loss of accommodation when object with both eyes because of an stronger eye; some students may use
(farsightedne but able to focus on distant objects: objects are brought close to the inward or outward deviation of one one eye for distance tasks and the other
ss) caused by a shorter than normal eye face avoid long periods of reading or both eyes; caused by muscle eye for near tasks frequent rest periods
that prevents light rays from or those tasks that cause
converging on the retina (refractive discomfort.
imbalance, secondary to other visual may be needed during close work; may
error). impairments need more time to adjust to unfamiliar
visual tacks
SECTION 3: LEARNERS DIFFICULTY IN SEEING, HEARING AND COMMUNICATING

IDENTIFYING LEARNERS
WITH DIFFICULTY SEEING
EYE APPEARANCE

• Turning of one eye in or out at any time

• Reddening of eyes or lids
• Excessive tearing of eyes
• Having encrusted eyelids
• Or frequently developing sties on lids

Other signs:

• Frequent headaches on foreheads or temple

• Burning or itching of eyes after reading or deskwork
• Feeling nauseous or dizzy
• Blurred vision
SECTION 3: LEARNERS DIFFICULTY IN SEEING, HEARING AND COMMUNICATING

BEHAVIORAL SIGNS INDICATING VISUAL

PROBLEMS
Deficits in eye movement abilities (Ocular Motility)

• Turning of head as one reads across the page

• Frequently losing place during reading
• Needing the use of finger or marker just to keep place when reading
• Having short attention or span in reading or copying
• Frequent omission of words
• Writing on uphill or downhill direction on paper
• Rereading or skipping lines without being aware of it
• Poor page of orientation of drawings

BEHAVIOR SIGNS THAT COULD INDICATE DYSFUNCTION IN EYE TEAMING

(BINOCULARITY)

• Complaining of having double vision

• Repeating of letters within words
• Omission of letters, numbers or phrases
• Misalignments of digits in one number columns
• Frequent squinting or the need to close or cover one eye to see e
better
• Extreme tilting of head during desk work
• Consistent gross postural deviations when doing desk work
SECTION 3: LEARNERS DIFFICULTY IN SEEING, HEARING AND COMMUNICATING

OTHER BEHAVIORAL INDICATORS OF VISUAL IMPAIRMENT

THAT INCLUDES DEFICITS IN EYE-HAND COORDINATION

• Need to feel things to assist in any interpretation required

• Not using the eyes to “steer” hand movements
• Handwriting that is crooked, poorly space And inability to stay in
crooked lines

• Inability to keep alignment of both horizontal

and vertical series of numbers
• Using hands or fingers to keep place on the page
• Using the other hand as a “spacer” in order to
keep spacing and alignment on the page
• Repeatedly getting confused with left-right
directions
SECTION 3: LEARNERS DIFFICULTY IN SEEING, HEARING AND COMMUNICATING

PROBLEMS IN VISUAL FOR PERCEPTION ARE

SIGNIFIED BY:
• Errors in words with similar beginnings
• Failure to recognize same words in subsequent sentences
• Reversal of letters or words in writing or copying
• Confusion with likeness and minor differences as well as the same words in

THE SNELLEN CHART

the same sentences
• Confusing with similar beginnings and endings of words
• Failure to visualize what is read
• Whispering to oneself for reinforcement while reading silently
• And regressing to “drawing with fingers” in order to decide likes and
differences

The Snellen chart is used to test visual acuity. It

consists of rows of letters, with each row
corresponding to the distance that a normally
sighted person could discriminate letters.
SECTION 3: LEARNERS DIFFICULTY IN SEEING, HEARING AND COMMUNICATING

THE VISION SERVICES SEVERITY RATING SCALE (VSSRS)- It was

developed by the Michigan Department of Education in order to
assists the teacher Consultant fir the visually impaired (TCVI) or
Teacher of the Visually Impaired (TVI) in making recommendations
for services to students who are blind or visually impaired.
SECTION 3: LEARNERS DIFFICULTY IN SEEING, HEARING AND COMMUNICATING

LEARNERS WITH DIFFICULTY in HEARING

Important terms related to learners with difficulty (Heward, 2017)

HEARING RESIDUAL HARD OF

DEAFNESS
LOSS HEARING HEARING

DEAF DECIBELS ZERO

CULTURE (dB) HEARING
SECTION 3: LEARNERS DIFFICULTY IN SEEING, HEARING AND COMMUNICATING

DEAFNESS – Defined as severe hearing loss in the learner is RESIDUAL HEARING – Refers to some sounds perceived
impaired in processing linguistic information through hearing, with
by most deaf people.
or without amplification, and which negatively affects a learner’s
educational performance.

HEARING LOSS – Pertains to loss in hearing, whether HARD OF HEARING – Are those who can use their hearing to
permanent or fluctuating, that negatively affects a learner’s understand speech, generally with the help of hearing aid.
educational performance, other than those that qualify as deafness.

DECIBELS (dB) – Refers to the intensity or loudness ZERO HEARING-THRESHOLD LEVEL – The smallest
of sound sound; also called the audiometric zero
SECTION 3: LEARNERS DIFFICULTY IN SEEING, HEARING AND COMMUNICATING

CHARACTERISTICS OF LEARNERS WITH

DIFFICULTY HEARING

LITERACY

SPEAKING

ACADEMIC ACHIEVEMENT

SOCIAL FUNCTIONING
SECTION 3: LEARNERS DIFFICULTY IN SEEING, HEARING AND COMMUNICATING

TYPES AND CAUSES OF HEARING LOSS

The ff. are the different types of hearing loss

CONDUCTIVE HEARING IMPAIRMENT

SENSORY HEARING IMPAIRMENT

NEURAL HEARING IMPAIRMENT

MIXED HEARING IMPAIRMENT

UNILATERAL HEARING LOSS

SECTION 3: LEARNERS DIFFICULTY IN SEEING, HEARING AND COMMUNICATING

DIFFERENT TYPES OF HEARING LOSS

BILATERAL HEARING

CONGENITAL HEARING LOSS

ACQUIRED HEARING LOSS

PRELINGUAL HEARING LOSS

Hearing loss that occurs before a child develops speech and language skills is referred to as prelingual.
Hearing loss that occurs after a child develops speech and language skills is known as postlingual.
POSTLINGUAL HEARING LOSS
SECTION 3: LEARNERS DIFFICULTY IN SEEING, HEARING AND COMMUNICATING

CLASSIFICATION OF HEARING LOSS

DEGREE OF LOSS CLASSIFICATION IDENTIFYING LEARNERS WITH DIFFICULTY

27 to 40 dB Slight SPEECH PROBLEMS
41 to 55 dB Mild INATTENTIVENESS
56 to 70 dB Moderate INCREASING VLOUME
71 to 90 dB Severe
NOT FOLLOWING DIRECTIONS
91 dB or more Profound
LEARNING DIFFICULTIES
SOCIAL WITHDRAWAL
SECTION 3: LEARNERS DIFFICULTY IN SEEING, HEARING AND COMMUNICATING

ASSESSMENT OF HEARING LOSS

• ASSESSMENT OF INFANTS

AGE EXPECTED AUDITORY

BEHAVIOR

Birth to 3 Months

4 to 6 Months

7 Months to 1 Year • PURE TOME AUDIOMETRY

• SPEECH RECEPTION TEST
• ALTERNATIVE AUDIOMETRIC TECHNIQUES –
Operant conditioning audiometry
SECTION 3: LEARNERS DIFFICULTY IN SEEING, HEARING AND COMMUNICATING

LEARNERS WITH DIFFICULTY in communication

C
O
M
M
U
N It is the interactive exchange of information, ideas, feelings, needs,
I
C
and desires between and among people
A
T L
I A
O A formalized code used by a group of people to communicate with one N
N G
another that is primarily arbitrary U
A
G
E

Components of Language
SECTION 3: LEARNERS DIFFICULTY IN SEEING, HEARING AND COMMUNICATING

COMMUNICATION DISORDER

- Refers to impairment in the ability to receive, send, process, and

comprehend concepts or verbal, non-verbal, and graphic symbol systems

SPEECH IMPAIRMENT LANGUAGE DISORDER

- Pertains to deviations so far from to - Refers to impaired comprehension
speak of other people that it calls and/or use of spoken, written,
attention to itself; interferes with and/or other symbol systems.
communication; or provokes
distress in the speaker or listener.
SECTION 3: LEARNERS DIFFICULTY IN SEEING, HEARING AND COMMUNICATING

CHARACTERISTICS OF LEARNERS WITH DIFFICULTY

COMMUNICATING

SPEECH-SOUND ERRORS a child has trouble saying certain sounds and words past the
expected age
ARTICULATION DISORDER have problems making sounds and forming particular speech
sounds properly
PHONOLOGICAL DISORDER occurs when a child struggles to understand the sound system
and the rules surrounding speech
STUTTERING is a speech disorder that involves frequent and significant
problems with normal fluency and flow of speech

CLUTTERING Is characterized by rapid and/or irregular speech

VOICE DISORDERS Is when a person has a problem with pitch, volume, tone, and other
qualities of this or her voice.
LANGUAGE DISORDERS impaired comprehension and/or use of spoken, written and/or
other symbol systems
PSYCHOLOGICAL AND Limitations in communication skills could have effect on other
BEHAVIORAL CHARACTERISTICS developmental domains including social, cognitive, and
academic development
SECTION 3: LEARNERS DIFFICULTY IN SEEING, HEARING AND COMMUNICATING

TYPES OF COMMUNICATION DISORDERS

LANGUAGE DISORDER
❑ It refers to the persistent difficulties in the acquisition and
use of language across various modalities, including spoken,
written, sign language or others, as a result of deficits in
comprehending language

SPEECH SOUND DISORDER

❑ This involves having persistent difficulty with speed sound
production that interferes with the understandability of
speech or prevents verbal communication of messages

CHILDHOOD-ONSET FLUENCY DISORDER

❑ Is a communication disorder characterized by a disturbance
in the flow and timing of speech that is inappropriate for an
individual’s age.
SOCIAL (PRAGMATIC) COMMUNICATION DISORDER
❑ is characterized by a persistent difficulty with verbal and nonverbal
communication that cannot be explained by low cognitive ability.

UNSPECIFIED COMMUNICATION DISORDER

❑ this pertains to having symptoms that are characteristics of
communication disorder that cause significant distress to an
individual.
SECTION 3: LEARNERS DIFFICULTY IN SEEING, HEARING AND COMMUNICATING

CAUSES OF COMMUNICATION DISORDER

APHASIA- The loss of the ability to process and use speech
GENETICS- Phonological disorders and stuttering could be linked to genetic causes
ENVIRONMENTAL FACTORS- For instance, when children are punished for talking, gesturing, or trying to communicate, or
lack of stimulation and motivation to participate in communication or interact with others at home.
CASE HISTORY AND PHYSICAL Provides the specialist with the necessary background about the child’s
EXAMINATION Birth and developmental history, health record, achievement test scores,

IDENTIFICATION ARTICULATION
and adjustment in school
o A child’s articulation skills are assessed, which includes identifying speech

OF THE LEARNERS HEARING

errors.
o Is tested to determine whether an organic hearing problem is the cause
of the suspected communication disorder
WITH DIFFICULTY PHONOLOGICAL AWARENESS AND
PROCESSING
o Phonological awareness and processing skills provide the foundation for
beginning to read in young children

IN OVERALL LANGUAGE DEVELOPMENT AND o Formal tests may be used to measure a child’s overall language
VOCABULARY development and vocabulary as these affects how well a child is able to
COMMUNICATING understand and use language in spontaneous speech and in academic
settings.
ASSESSMENT OF LANGUAGE FUNCTION o Language is used to serve functions such as to request, name, imitate,
ask, and converse among others. B.F Skinner, emphasized how language
is used rather than the structure and form of language
LANGUAGE SAMPLES o Language difficulties may also be identified through a play-based,
authentic assessment where a specialist plays with a child during which
spontaneous speech and verbalizations can be elicited.
OBSERVATION IN NATURAL SETTINGS o Observations in natural settings, such as a child’s home or school, allow
the specialist to sample the child’s language in daily activities and
observe parent and child interaction and communication as part of a
holistic assessment. These are used to supplement assessment
information gathered in clinical settings
SECTION 3: LEARNERS DIFFICULTY IN SEEING, HEARING AND COMMUNICATING

LEARNERS WITH AUTISM SPECTRUM DISORDER

❑ Autism
Autism is a developmental disorder disability that affects one’s verbal
and nonverbal communication and social interaction.

❑ Autism spectrum disorder or ASD refers to

persistent deficits in social communication and
social interaction across various contexts.
SECTION 3: LEARNERS DIFFICULTY IN SEEING, HEARING AND COMMUNICATING

Characteristic of Learners with autism spectrum disorder

Domain Characteristics
Social Communication impairments Social difficulties include:
∙ Staying on topic, turn taking, asking related or appropriate question during
conversation
∙ Taking other people perspective
Speech/language Impairments For those who are nonverbal
∙ Delay in, or lack of, spoken speech/language
For those who are verbal
∙ Immature grammatical structure
∙ abnormal use of pitch, intonation, rhythm or stress
For both verbal and non-verbal
∙ Delayed vocabulary developmental
∙ Difficulty understanding abstract concepts
Restricted repetitive and stereotyped patterns of behavior, interest, ∙ Stereotyped or repetitive motor movements such as hand flapping or finger licking
and activities
Sensory Differences ∙ Visual input sensitivities- being bothered by fluorescent lights
∙ Auditory input sensitivities- covering ears during loud noises
∙ Tactile input sensitivities-disliking getting hands or feet messy
∙ Taste/smell sensitivities-not eating certain foods
∙ Proprioceptive Input sensitivities-difficulties interpretation sensations from muscle,
joints, ligaments and tendons
∙ Vestibular input sensitivities- over or under sensitivities to balance and movement
sensation
Executive function impairments ∙ Difficulty with executive functioning task such as sequencing the order in which to
dress oneself, completing the homework assignment
Common learning characteristic ∙ Difficulty generalizing learned skill from one setting to another
∙ Difficulty with organization of materials and activities
∙ highly achieving in some specific areas and doing poorly in the rest
SECTION 3: LEARNERS DIFFICULTY IN SEEING, HEARING AND COMMUNICATING

Causes of Autism Spectrum Disorder

▪ The following are the risk factors for Autism Spectrum Disorder.
SECTION 3: LEARNERS DIFFICULTY IN SEEING, HEARING AND COMMUNICATING

Speech and Language Developmental Milestone

The following checklist is provided by the national institute in deafness and other Communication disorder
(2014) in order to help whether a child is developing typically or if there are sign of speech and language
disorders.

Yes No Birth to 3 Months

React to loud sounds
Calms down or smile when spoken to
Recognize your voice and calms down if crying
When feeding, starts or stops sucking in response to sound
Coos and makes pleasure sounds
Gas a special way of crying for different needs
Smile when He or She sees you crying
Yes No 4 to 6 Months
Follows sounds with her/his own eyes
Response to changes in the tone of your voice
Notice toys that make sounds
Pays attention to music
Babbles in speech like way and uses many different sounds including begin with p,b and m
Laughs
Babbles when excited or unhappy
Makes gurgling sounds when alone or playing with you
Yes No 7 Months to 1 Year
Answer simple “who?” “What?” “where?” and “Why?” question
Talks about activities at daycare, preschool, or friends’ homes
Uses sentences with four or more words
Speak easily without repeating syllables or words
SECTION 3: LEARNERS DIFFICULTY IN SEEING, HEARING AND COMMUNICATING

Yes No 1 to 2 Years
Know a few parts of the body and can point to them when ask
Follows simple command and understand simple question
Enjoy simples stories, songs, and rhymes
Points to picture, When name in books
Acquires new words on a regular basis
Uses some one or two word question
Puts two words together
Use many different consonant sounds at the beginning of words
Yes No 2 to 3 Years
Has a word for almost everything
Use two or three word phrases to talk about and ask for things
Uses k, g, f ,t, d and n sounds
Speak in a way that is understood by family members and friends
Names objects to ask to them or to direct attention to them

Yes No 3 to 4 Years
Hears you when you call from another room
Heats the television and radio at the same sound level as other family members
Answer simple “who?” “What?” “where?” and “Why?” question
Talks about activities at daycare, preschool, or friends’ homes
Uses sentences with four or more words
Speak easily without repeating syllables or words
Yes No 4 to 5 Years
Pays attention to short story and answer simple question about it
Hears and understand most of what is said at home and in school
Uses sentences that give many details
Tells stories that stay on topic
Communicate easily with other children and adults
Says most sounds correctly except for a few (l, s,r,v,z,ch,sh, and th)
Uses rhyming words
Names some letters and numbers
Uses adults grammar
 REFERENC
ES
HEWARD, 2017 page 70-page 94
Ferguson & Armstrong, 2009 page 80
Speech & Language Disorders, n.d. page 80
Loncke, 2011 page 86
American psychiatric association, 2013 page 87

https://drive.google.com/drive/folders/1ag_4g8siFvVjU-gZ_QwAEuLLq_-21pAB?fbclid=I
wAR0HxYuwsbeEBie8LpOzg0tEyqTf4DNRhRs3h1vpTa-XwNMl2G5ZEshID38
CHAPTER 3 :
LEARNERS DIFFICULTY IN
SEEING, HEARING AND
COMMUNICATING
CHAPTER 3.1 : TYPES, CHARACTERISTICS, AND IDENTIFICATION OF LEARNERS WITH
DIFFICULTY SEEING, HEARING, AND COMMUNICATING

EDUC 3 – Foundation of Special and Inclusive Education

TEAM GOAL SETTERS