Readings: Required book: Batinovich, Sara Laufer. Sound Sense: Living and learning with hearing loss Gallaudet University Press, Washington D.C.

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1 Office: SLHS 523 Tel: Office hours: TBA SLHS 255: Hearing, Health and Society James Dean, AuD, MED Dept. Speech, Language & Hearing Sciences School of Mind, Brain & Behavior Monday & Wednesday 3:00-4:15 Harvill Building, Room 318 Course Overview: The purpose of this course is to introduce students to critical thinking in relation to communication disorders and quality of life issues associated with a disability and aging. Issues concerning hearing loss and its adverse effects on quality of life will be used as the model for increasing student awareness and sensitivity to such clinical and social concerns as general health, communication difficulties, social isolation, negative self-image and limited success in school or on the job. Special topics will include: disability law, epidemiology, etiology of hearing loss, technology and the effect that genes and the environmental have on shaping the mind, brain and behavior of persons with hearing loss. Readings: Required book: Batinovich, Sara Laufer. Sound Sense: Living and learning with hearing loss Gallaudet University Press, Washington D.C. Required reading related to course content will come from selected chapters in the required book. The book Second Sense was selected for this class because it presents a personal life course perspective of a women as she encounters daily challenges of communication, health, self-esteem and personal relationships as she gradually loses her hearing and eventually becoming clinically deaf. Additional required and recommended readings from journal articles and Federal and State web links will be made available to students on D2L by the instructor. General Student Learning Outcomes: Upon completion of this course, students will be able to: 1. Interpret an audiologic test record with respect to implications for speech audibility and audiologic (re)habilitation 2. Define the terms auditory impairment, activities limitations and participation restrictions according to the World Health Organization 3. Explain the effects of the Americans with Disabilities Act in relation to hearing loss in adults 4. Describe the medical home model as it applies to persons with hearing loss and neurodevelopmental disabilities. 5. Summarize the principles of family centered intervention 6. Discuss the goals and purpose of interdisciplinary assessment and intervention. 7. Describe the roles of allied health care providers in service delivery. 1

2 8. Describe an overview of the distribution of people with hearing impairment in the United States. 9. Describe the special considerations that may affect audiologic (re)habilitation with infants, children, young adults and elderly individuals. 10. List and define the causes of non-syndromic and syndromic hearing loss that are most prevalent among infants, young children and adults. 11. List and describe the milestones of normal infant hearing/auditory skills development. 12. Discuss the effects of auditory deprivation on auditory development and the relationship between brain plasticity and audiologic habilitation principles. 13. Explain the effects of early hearing detection and intervention (EHDI) on speech, and language outcomes and the impact of hearing loss on educational achievement` 14. List and define the types of hearing impairment that are most prevalent among infants, young children and adults 15. Identify the types of hearing aids and their major components. 16. State the types and purpose of an assistive listening technology. 17. Discuss the technologies used in implantable devices and candidate selection issues. Course requirements and grading: There will be two examinations and 2 written exercises related to assigned material. The examinations will focus on student synthesis of knowledge and understanding concepts presented through lecture and assigned readings. The written exercises will allow students to demonstrate their writing ability and apply their accumulated knowledge to show their appreciation of why people with disabilities behave the way they do. The exams will constitute 90% of the grade and the written assignments will constitute 10% of the grade. The final grade will be calculated by dividing total accumulated points by total possible points. At least 40% of the assignments will be collected and graded before last day for dropping the class in the eighth (8 th ) week of the semester. Honors Requirement: There are additional requirements for Honors contract students including: 1) Observation of an audiologic or speech-language evaluation with a written report of the observation. 2) Attending one 3 hour Arizona Leadership and Education in Neurodevelopmental and other Disabilities (AZ LEND) seminar. 3) Written report on AZ LEND seminar content and personal learning experience. ATTENDANCE: Students are expected to attend class regularly. Attendance will be taken periodically. Anyone who with documented unexcused absences of 3 or more may have their grade lowered or be dropped from the class. There will be NO MAKE-UP Examinations. If you know in advance that you are unable to take an announced examination, you must notify the Instructor and make special arrangements. The Instructor will make every effort to accommodate any student who has a legitimate reason for missing the examinations or due dates for assignments. Tentative dates for examinations will be listed on the course schedule. Dates are subject to change but in most circumstances, the change will be to a later date than listed. If you have any difficulties meeting the requirements of this course as scheduled, please contact Dr. Dean. Students and instructors will abide by the academic code of conduct that can be found at 2

3 It is your responsibility to familiarize yourself with these policies. Accessibility and Accommodations: It is the University s goal that learning experiences be as accessible as possible. If you anticipate or experience physical or academic barriers based on disability, please let me know immediately so that we can discuss options. You are also welcome to contact Disability Resources ( ) to establish reasonable accommodations. Please be aware that the accessible table and chairs in this room should remain available for students who find that standard classroom seating is not usable. Grading and points: The final class grade will be based upon an average of scores for the examinations and the written exercises. Examinations: Mid -term in class exam 50 points each. Final 100 points Written Assignments (5): Total: 50 points: 5 take home 1 page written response to questions posed by instructor. Students will be given the chance to revise one paper, based on constructive feedback on a draft, and to resubmit that revised paper for a grade. FINAL GRADING BASED ON TOTAL CLASS POINTS (165 points) % = A; 80 89% = B; 70 79% = C; 60 69% = D; <60% = E Course schedule: The course schedule is subject to change. Module Date Topic Topic content (None text reading for each module are posted on D2L) 1. 8/20 Course overview. Meet and greet 8/22 Perspectives on disability. Sect I: Perspective on hearing, health and disabilities Why is Hearing Important in Children Sensory deprivation Surgeon General s Call to Action National Institute of Health, World Health Organization, US Department Public Health Writing Assignment 1 posted news page (Due 08/31/2012) 2. 8/27 Issues in health Challenges in hearing health and public health. Genes and environment: A life course perspectives Learning the lingo 8/29 Hearing Loss FAQs Text Book Introduction. A Silent Avalanche, p Prevalence & incidence Hearing loss Reading charts and tables: Reminder Writing Assignment 1 due by noon 8/30/2012 (D2L drop box) 3. 9/03 No Class Labor Day 9/05 Promoting Hearing Health Text Book Ch. 5 : To Your Health Hearing loss, transitions and health trajectories 3

4 4. 9/10 Auditory-Vestibular system. 9/12 Auditory Vestibular system 5. 9/17 Risk factors childhood hearing loss. Role and responsibilities of health care professionals (audiologist). Looking to the future: Section II Auditory Vestibular System Overview of hearing and balance systems Conditions affecting newborns. The NICU Guest Presentation. NICU A personal experience Leah Fabiano- Smith Ph.D. Dept. SLHS, School of Mind Brain and Behavior 9/19 Genetics & Hearing loss Overview of inheritance & prenatal auditory system development Causes of congenital hearing loss. Syndromic conditions 6. 9/24 Risk Factors adolescence-adult 9/26 Adverse effects of hearing loss child 7. 10/01 Adverse effects of hearing loss adult and elderly Causes of hearing loss childhood, adolescents, adults, TBI Otitis Media Growing up healthy Hear it, learn it, say it. Educational risk S Carmen, R. Ch. 1 Emotions of Losing Hearing Self-image Social isolation Guest Speaker: Nicole. Marrone, PhD, Dept. SLHS, School of Mind Brain and Behavior 10/03 Exam 1 Sect. III : Hearing Health: Identification, Evaluation Hearing Loss 8 10/08 Brain Basics Neurodevelopment plasticity 10/10 Getting Your Head Examined 9 10/15 Early hearing detection and intervention (EHDI) 10/17 Age appropriate audiologic test battery Aging Brain, Multisensory deprivation Guest Lecturer, Thomas Christensen Ph.D., Dept. SLHS, School of Mind, Brain and Behavior Improving long term outcome NIH 1,3,6 plan Joint Committee on Infant Hearing Goals EHDI, JCIH Dimensions of Care Model and Pediatric Audiology, Physiologic test procedures and anatomical correlates 10 10/22 Age appropriate test battery Behavioral audiometry and considerations for aging 10/24 Neurodevelopmental disabilities Non-typical auditory behaviors Autism, Auditory Processing Disorders, Mental Retardation 11 10/29 Synergistic effects of Hearing loss with other disabilities Gallaudet research on school age children with hearing loss 10/31 Interdisciplinary Holistic approach to intervention 4

5 approach 12 11/05 Improving quality of life with technology 11/07 Human Integration Technology: Improving quality of life with implantable technology Family centered plane of care. Section IV: Improving Quality of Life Technology and Social Responsibility Text Book Chpt. 3. Getting a Hearing Aid or a Cochlear Implant, Demystified. Hearing Aids Hearing and Assistive Technology Implantable Auditory Prosthetics 13 11/12 NO Class Veterans Day 11/14 Inclusion and accommodation Disability Law and Legislation. IDEA ADA 14 11/19 Counseling individuals and families about hearing loss Fadyeh Barakat, MA (Counseling), Au.D. Audiologists, Arizona School for the Deaf and Blind 11/21 Developing public policy Advocating for change: How a bill becomes a law: Public policy at the local, state and national 15 11/26 Community support and programs Text Book Chpt. 9. Relationships: The Ecstasy Without the Agony Living well with hearing loss. Sect IV: Science and Hearing: Looking to the Future 11/28 Searching for a cure Regenerative medicine. Genetic engineering 16 12/03 Communication Assistance Tech Improving quality of life 12/05 Open Discussion 12/12 Final Exam 1-3 pm NIDCD Technology Assistance for Communication Guest speakers: Dawn Hunziker, Barbara Borich. U of A Disability Resource Center 5