EDUCATING HEARING-IMPAIRED STUDENTS IN REGULAR CLASSES

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1 NOTES ON : EDUCATING HEARING-IMPAIRED STUDENTS IN REGULAR CLASSES prepared by the staff of The Hearing Assessment Centre, Johnston Street, Peppermint Grove, Tel

2 Questions Teachers Ask How deaf is he? What can he hear? Where should he sit? Does he lipread? What can he lipread? Do I have to speak louder? What do I do if he can't understand my speech? What do I do if his hearing aid whistles or does not Where can I get help? What should I tell the other children? Why is he here? What are the benefits? Which subjects will he have difficulty with? work? Why Placement in The Ordinary School? Why is he here? What are the benefits? The aim of integration into the regular school is for the hearing-impaired child to progress both educationally and socially with his hearing peers. Educationally the aim is that the child will be enabled to learn at a more normal rate because of his exposure to the work of the regular classroom. Socially we hope to have a confident child who lives and grows up with his family and neighbourhood friends in his local environment. Because the child is surrounded by normal speech, language and behaviour for longer periods of the day he may have a greater chance of developing these than he would in a 'special school'. What - does - his - hearing loss mean? How deaf is he? What can he hear? Most children who use hearing aids will have a nerve deafness that cannot be repaired by medicine or surgery, and which no hearing aid can make 'normal'. The hearing aid or aids a child has can help the child a great deal not only to hear the teacher and other children but also his own voice. This latter point is important as the child can learn to improve his own speech. Hearing aids, however, are not easy to learn to use as they amplify noises as well as speech. However, the children can be helped to obtain maximum benefit from their hearing aids. Hearing losses vary in severity and type and effect hearing in two ways. 1. The loudness of all sounds is reduced. This is like listening to the T.V. with the volume turned down low. 2. The pitch of sounds is affected so that the child may not hear all frequencies of sound equally. If he has better hearing in the low frequencies he will not be able to hear many consonants and the sounds of vowels will be blurred. These two effects mean that he

3 Lipreading cannot hear speech normally and may not be able to without special instruction. speak normally 3. Hearing loss will also have tended to restrict his language development so that he has come to school with smaller vocabulary and a limited knowledge of language structures. Poor speech and limited language should not be seen as an indication of low mentality. Does he lipread? What can he lipread? Hearing-impaired children make use of residual hearing and lip reading. Lip reading is only an aid and cannot give all of the information to follow speech. Some sounds of speech have no visible clues and look exactly alike on the lips. The following groups of sounds look alike. 1. p b m (and mp and mb at the end of words) t d n (and nd and nt at the end of words) 3. k g ng (and nk ck at the end of words) 4. wh w 5. f v ph (ph and gh at the end of words) 6. th th (voiced as in 'the', voiceless as in 'think') 7. s z soft c 8. sh zh as in 'television', t=h as in 'match', dzh as in 'join' 9. r w-r Lipreading requires intense concentration and the hearing-impaired child must do this most of the day. This tends to tire the child far more quickly than normal and he may have great difficulty paying attention at times. You can help the child lipread as follows :- 1. Don't stand in front of the windows or with the sun behind you?. Don't stand in the shadows 3. Your rate of speaking; -nay need to be a little slower but d :, not exaggerate,,o :ir mouth and ; ^ovements. 4. Talk clearly, do not shout, whisper, or mouth 5. Give the child some situational guidance as to the topic gad 1ar:guage by such things as _r+:inting, showing pictures and writing key items.:,n the blackt,:~arl 6. '.'se facial ex?ression 1. Use phrase pa~_- terns rarer t`aa single sounds or words v. C(J not move about too m_. :'_h S^-E. :1C,rhija tacin - -it' Have the child sitting near _-e teacher. The chilli ma,* need t move to different, ea- r4 : siticn _t Yi~u :art te(1chi :lg '_ii7m dif fere~a areas in the root, 10. '.':',F the. ~ Sit on '_.?..-.. _de :,F the r?:- _ he ca'.'. Sea e r^o :T end t`l,e r :2a-.._~ in _?3T' 1 :.oil, ---y 11. I's- writ-1- on wonls _ :? ~ - * _ -t3n

4 The hearing aid Do I have to speak louder? What do I have to do about his hearing aid? A hearing aid is not a cure for deafness and whilst it can help the child he will need a great deal of help to learn to use it effectively. Noise particularly is troublesome to the child with a hearing aid. Most children will wear ear level aids, and be encouraged to wear them regularly. The aids should be checked daily. This should be done by the parents and the child. The teacher may also check on the aid's efficiency by using the 'S sound test'. Have the child face away from you or cover your mouth. Have the child respond if he hears the following sounds :- These sounds cover the range of pitch (frequency) of speech. The combination of vowels and consonants covers the range of the low, middle and high frequency speech sounds. If the child does not respond to the sounds with his hearing aids you should ask the parents to check the aids or have them checked. The visiting teacher of the deaf will also check the aids. Whistling This is called feedback and happens when the ear mould is loose or some part of the tubing is leaking. Have the child apply gentle pressure with a finger to the ear mould to see that it is fitting into the ear. If still whistling remove the aid and mould and cover the hole in the mould. If whistling stops it shows that the mould was not fitting correctly in the ear. If whistling continues the tube or friction hook or aid may need repair. In such cases write a note to the child's parents to have the aid checked or tell the visiting teacher. Ear Moulds ah oo ee sh s The ear mould may become blocked with ear wax. It should be removed from the hearing aid and washed in warm soapy water and thoroughly dried before using again. The parents will normally do this. Batteries Batteries will at times become flat. Often the child will be well aware of this and ask for another battery. If the child could not respond as normally to the five sound test you should try changing the battery. Radio Microphones The child may have a radio microphone which has the advantage of transmitting a signal directly to the pupil and cutting down on the effect of background noise. It is important that you show a positive attitude to the use of this type of aid to help provide the child with the best possible auditory signal and in the development of good listening attitudes. Special advice on the methods of using radio hearing aids will be provided by the visiting teacher of the deaf. Near In-, - On - and - To get the best from a hearing aid the following three words should be remembered :- 'In', 'On', 'Near' IN - The hearing aid should be connected to his ear mould which is IN his ear not in his pocket-school bag-desk or at, home ON - The hearing aid should be switched ON at the correct setting with a battery that works

5 NEAR - He should be near tt:e speaker (teacher). T"ne greater the distance, the weaker :r.d more distorted the signal. ADVICE FOR TEACHERS I~yhere should lie sit? What do I do if he can't understand my speech? t;there can I get help.? Which subjects will he have difficulty in? The best place for the hearing-impaired child to sit in the classroor. i s near enough to the front of the room to be able to see without strain (e.g. the second row from the front) on the window side of the roor su that he does not have to look into the light to see the teacher's face. To make best use of the hearing aid the teacher should try to keep within 12 feet of the child in class lessons and speak as closely as possible into the aid for individual work. You can help him to understand better by 1. Making sure he is looking at you before you begir'to speak 2. Give guidance as to the topic by using such clues as pictures, key words on the blackboard or objects 3. Please check that a hearing-impaired child understands important assembly notices and that P.A. announcements are relayed to the child. 4. If at all possible have parents or the visiting teacher prepare the child for new work i.e. vocabulary, working methods When the child fails to understand what is said try some of the following : 1. Repeat the sentence - an important word or phrase. 2. Expand the sentence to put question words such as 'where', 'when', 'why', 'how', 'what' further into the information as these are often missed by the hearing-impaired child. e.g. "When did Captain Cook discover Australia?" changed to : "Captain Cook discovered Australia. Australia? When did he discover 3. Make a structural change to the sentences. e.g. "Take out your maths books and turn to page 76." "Now listen Bobby. Take out your maths book. Turn to page 76. Page 76." 4. Add a word to clarify - "The children were tired" change to : "The children were very tired". S. Simplify by reduction e.g. "What do you think about that?" changed to : "What do you think?" 6. Simplify by deleti6n of a word or phrase e.g. "The boys picked all of the toys" changed to : "The boys picked up everything." 7. Use clause inversion e.g. "If we are late we will miss the bus." changed to : "Vie will miss the bus if we are late." 8. Use simplified rephrasing. e.g. "Mat was left after she bought the apples?" changed to : "How much money has she left?"

6 Where ca-: I get help? The visiting teacher of the deaf who comes to see the child can give you help and advice in meeting the needs of the child. She can follow up or pre-teach any concep " s which will be difficult for the child. She can help with the child's speech/language and reading or any other area of the curriculum that is causing problems. Where special concerns arise, the school principal may seel. advice directly from the Hearing Assessment Centre, Johnston Street, Peppermint Grove, Tel Mīich sub ects will the child have difficulty with? Inabilit-. to cope with written language will be a major problem area. You should expect omission of words especially connecting words, articles, prepositions, final 's' and 'ed'. Because hearing-impaired children tend to have restricted vocabulary they may appear to be reading adequately when in fact they are reading without comprehension. Whenever practical checking on comprehension should be done. Spelli :"-g will be difficult if tests and dictation. are given orally to the class. The hearing-impaired child may need visual clues such as pictures or have had time to read or learn the sentences. Many of the words from spelling lists which are part of the normal child's oral vocabulary will be completely new and meaningless to the hearing-impaired child. The child would be helped if word meanings of spelling words were given and the child asked to write a sentence using the word, thus reinforcing the spelling lists or increasing vocabulary. Social Studies and Science where there may be long periods or oral discussion or the need for reading research will also cause problems for the hearingimpaired. The teacher will need to consider ways to involve the hearingimpaired child in discussions such as - a student helper who tells what is going on - recording key words and ideas on the blackboard - having the other children speak into the radio microphone or speak one at a time. The hearing-impaired child has much more chance of success in small groups where he can follow the speaker and be able to contribute with less stress. It is often easy to expect too much or too little of the child. The teacher should try to treat the child as a child first and use the above positive methods to meet the handicap. At all stages he child will need encouragement and praise for work well done while learning to conform to the levels of behaviour and attitude expected of the other children. Specialist Educational Service The Hearing Assessment Centre, Johnston Street, Peppermint Grove, Tel is the agency within Special Education Branch to provide help to hearing-impaired children, parents and the schools. Educational assessment and advisory services are available for all hearing-impaired school children. Visiting teachers of the deaf based at the Hearing Assessment Centre visit schools as deemed appropriate following assessment. BJF :DM:JC

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