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ED-204-TOPIC-6-3

The document discusses learners with hearing difficulties, defining hearing impairment and its impact on education as per the Individuals with Disabilities Education Act (IDEA). It outlines identification methods, learning characteristics, and general educational adaptations to support these students, emphasizing the importance of communication and tailored teaching strategies. Key adaptations include using residual hearing, simplifying language, and incorporating multi-sensory activities.

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jan eunicia adalid
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2 views

ED-204-TOPIC-6-3

The document discusses learners with hearing difficulties, defining hearing impairment and its impact on education as per the Individuals with Disabilities Education Act (IDEA). It outlines identification methods, learning characteristics, and general educational adaptations to support these students, emphasizing the importance of communication and tailored teaching strategies. Key adaptations include using residual hearing, simplifying language, and incorporating multi-sensory activities.

Uploaded by

jan eunicia adalid
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
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1

LEARNERS
WITH
DIFFICULTY
HEARING
2

A. Definition
• This refers to students with an issue regarding
hearing that interferes with academics.
• The definition from Individuals with Disabilities
Education Act (IDEA) defines it as "an impairment
in hearing, whether permanent fluctuating, that
adversely affects a child's educational
performance but not included under the
definition of 'deafness’.”
3

A. Definition

• Deafness is considered when hearing loss is


above 90 decibels.
• A hearing loss below 90 decibels is called
hearing impairment.
• The main challenge of hearing-impaired students
is communication, since most of them have
varying ways of communicating.
4

A. Definition
• The factors affecting the development of
communications skills included intelligence,
personality, the degree and nature of deafness
and residual hearing, family environment, and the
age of onset.
• The latter plays the most crucial role in the
development of language as those who have
hearing loss present at birth are more
functionally disabled than those who lose
hearing after language and speech development.
5

B. Identification
To identify learners with difficulty hearing, observe a student
and see if he/she does he following items below.
• Speaking loudly
• Positioning ear toward the direction of the one speaking
• Asking for information to be repeated again and again
• Delayed development of speech
• Watching the face of the speaker intently
• Favoring one ear
• Not responding when called
• Has difficulty following directions
• Does not mind loud noises
• Leaning close to the source of sounds
6

C. Learning Characteristics

• Since much of learning is acquired through hearing,


students with hearing problems have deficiencies in
language and in their experiences.
• Since they may miss out on daily conversations, they may
miss crucial information that non-hearing-impaired
students learn incidentally.
• Students may overcome these problems by investing time,
energy, and combined effort by both parents and educators.
7

C. Learning Characteristics

• Most learners with difficulty hearing use various


methods of communication.
• The most common is the use of hearing aids,
combined with lip-reading.
• These students are referred to as “ oral” since
they can communicate thru speech as opposed to
sign language.
• They might have delayed communication skills
sine the development of vocabulary is slower.
8

C. Learning Characteristics

• They understand concepts when the sentence


structure is simpler.
• Interacting with students can be a challenge so
they prefer to work on their own.
• Some hearing-impaired students note-takers in
class since it is difficult to lip-read and take notes
simultaneously.
9

D. General Educational Adaptation

• There is an assumption that the only adjustment


for hearing impaired students is to make all
instructional materials and techniques in written
format.
• These are other ways to adapt to hearing-
impaired students.
10

D. General Educational Adaptation

✘ Teachers should ✘ Teachers should help


help students with students develop the
difficulty hearing to ability for speech
use the residual reading or watching
others' lips, mouth,
hearing they may
and expressions.
have.
11

D. General Educational Adaptation

✘ Teachers should be ✘ Exaggerating the


mindful to face the pronunciation of
class at all times words should not be
when presenting done for it just makes
it difficult for the
information while
student with difficulty
ensuring that the
hearing.
students with
difficulty hearing sit
near them.
12

D. General Educational Adaptation

✘ Directions, as well ✘ Written or pictorial


as important parts directions instead of
of the lesson, verbal directions may
should always be be given.
written on the
board.
13

D. General Educational Adaptation

✘ Steps to an activity ✘ A variety of multi-


may be physically sensory activities
acted out instead of should be given to
verbally given. allow the students to
focus on their learning
strengths.
14

D. General Educational Adaptation

✘ Teachers should be
more patient when
waiting to hear a
response from a
hearing-impaired
student which may
take longer than
usual.

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