Special Education: Contemporary Perspectives for School Professionals Fourth Edition. Marilyn Friend. Kerri Martin, Contributor

Transcription

1 Special Education: Contemporary Perspectives for School Professionals Fourth Edition By Marilyn Friend Kerri Martin, Contributor 0 Special Education: Contemporary Perspectives for School Professionals, 4 th ed, Marilyn Friend

2 Students with Deafness and Hearing Loss Chapter 11 1

3 Objectives Outline the development of the field of deaf education, define deafness and hearing loss, outline their prevalence, and explain their causes and types Describe characteristics of individuals who are deaf or hard of hearing Discuss how hearing loss is identified Identify the educational settings in which students who are deaf or hard of hearing may receive services, and pros and cons of inclusive practices Outline recommended educational practices Discuss the perspectives of the parents and families Identify trends influencing the field of deaf education 2

4 Development of the Field of Deaf Education Time Period People or Group Event 1817 Gallaudet Opens first school in U.S. for deaf students; all sign language 1864 U.S. Gallaudet University, first for deaf, is founded 1930s Government Increased enrollment in residential schools because food is provided 1960s Educators Total communication approach Population Rubella epidemic increases number with hearing loss 1984 FDA Approves cochlear implant; adults FDA Cochlear implant, 2 years, then 12 months 3 Book title, #

5 Definitions Hearing Impairment permanent or fluctuating; adversely affects education Deafness so severe that the child is impaired in processing linguistic information through hearing; adversely affects educational performance Hard of Hearing- permanent or fluctuating; adversely affects educational performance; not included under deaf 4 Book title

6 Deaf Culture Refers to members of the Deaf community who embrace the linguistic minority culture of Deaf culture Deaf culture identity being deaf using ASL attending a residential school for the Deaf Deafness is not considered a disability 5

7 Prevalence of Hearing Loss Reports vary depending on the definition used; highest among 65 and older NASDSE 1.5 of every 1000 school children have a significant hearing loss U.S. Department of Education 1.3% of all students receiving services under IDEA 40% comorbidity with other disabilities 6

8 Causes of Hearing Loss Congenital present at birth Acquired/adventitious occurs after birth Prelingual occurs prior to speech and language development Postlingual occurs after speech and language have developed 7

9 Causes of Hearing Loss, cont. Prelingual Genetic (recessive) Intrauterine infections Prematurity Maternal diabetes Toxemia during pregnancy Anoxia Malformation of ear Postlingual Bacterial meningitis Otitis media Ototoxic drugs Measles, Chicken pox, Influenza Encephalitis, Mumps Head injury Repeated exposure to loud noise 8

10 Types of Hearing Loss 1.Conductive outer or middle ear problem; amplification may help 2.Sensorineural inner ear or nerve problem 3.Mixed 9

11 Additional Factors in Hearing Loss Bilateral or unilateral hearing loss Fluctuating hearing loss Degree of hearing loss Measured in decibels (db) 7 classifications of hearing loss ranging from normal hearing (0-15 db) to moderate (41-55 db) to profound hearing loss (+91 db) 10

12 Hearing Loss and Child Development The ability to communicate is impaired Communication is fundamental Children acquire language through communication What is learned through experience Hearing loss reduces the quantity and quality of experiential learning 11

13 Cognitive and Academic Characteristics Typical IQ distributions Language development problems Reading is a challenge due to communication-language connection Many parents do not read to deaf children Mastering writing is a problem Achieve higher in mathematics; problem Experiential deficits Language difficulties Traditionally-based instruction 12

14 Assessment Includes Audiological evaluation Measures of general health Intelligence tests Achievement tests Language assessment 13

15 Determination of Eligibility Inability to recognize most words spoken conversationally A significant receptive or expressive delay Impairment of speech articulation, voice or fluency A significant discrepancy between verbal and nonverbal performance on an intelligence test Significant delay in the development of reading skills Inattention or serious behavior problems related to the hearing loss 14

16 Determining Appropriate Educational Placements and IEPs 1. Preferred communication needs of child and family 2. Linguistic needs 3. Severity of hearing loss and potential for using residual hearing 4. Academic level 5. Social, emotional, and cultural needs 15

17 Goals of Early Intervention 1. Help family understand the hearing loss and gain confidence as parents 2. Help the baby learn to communicate, use any available hearing, and interact socially 3. Help baby to become a fully participating member of the family 16

18 Elementary and Secondary School Services General education classroom (interpreters) General education classroom with supplementary instruction Separate class for students who are Deaf or hard of hearing Other settings 17

19 Inclusive Practices: Considerations for LRE 1. Is this student developing age-appropriate communication skills? 2. Is this student making satisfactory academic progress? 3. Does this student have friends? 4. Does this student have access to all components of the educational process, including lunch, recess, and extracurricular social and athletic activities? 18

20 Transition and Adulthood Successful deaf or hard of hearing adults in almost every profession A high percentage go on to postsecondary education; however, many do not graduate Many receive Supplemental Security Disability Insurance Underemployment is a problem Transition planning is essential to success 19

21 Activities to Promote Transition Teach a unit on and reinforce responsible and independent behaviors Take career field trips Read books with students about the work that people do Have students complete interest inventories to help them think about career options Set up job-shadowing opportunities for students Provide self-determination and self-advocacy training 20

22 Recommended Educational Practices Integrated vocabulary and concept development Experiential ladder of learning Visual teaching strategies Sign, finger-spelling, and speech reading Equipment like interactive whiteboards, computers, televisions Materials like pictures, artifacts, captioned films Accommodations as needed 21

23 Perspectives of Parents and Families Broad range of emotions, reactions and challenges Need understanding of impact of hearing loss Need to find appropriate services and develop communication strategies Deal with reactions of family and friends Decide which communication approach to use Deaf parents in the Deaf community might prefer a child who is deaf 22

24 Parent Reported Factors of Success Skilled and caring professionals Family support Early identification and early intervention Involvement in extracurricular activities The value of reading Perseverance 23

25 Trends and Issues in Deaf Education Universal Newborn Hearing Screening Impacted early identification and intervention Cochlear Implants Positive outcomes for some, negative for some Debate over oral only or oral + manual Seen as intrusive in the Deaf culture Bilingual-Bicultural Approach ASL is primary language of instruction Incorporates Deaf heritage Con: most parents not fluent in ASL 24