Transcript Supporting Students with Hearing Loss

Supporting Students with
Hearing Loss
Presenters:
Susan Reese
Pippa May
Overview
Helping a child who has a hearing loss is challenging work. Unless the child
has a significant loss (severe or profound), there is the great possibility that one
might assume that “they seem to hear just fine. They respond to me when I
ask questions or talk to them”. That is a comment often stated by teachers,
special education staff member and parents, and it is understandable.
However, we’re here today to challenge that thinking and provide you with
ways to check that statement and to raise the bar regarding our expectations
for what they hear, how they hear, and what we can expect from them.
Mild hearing loss?
Challenge
To help us briefly step into the world of hearing loss, I
challenge you to take a pair of earplugs and wear them
for at least 10 minutes during this presentation.
Monitor your behavior and any strategies you might
use to compensate for the MILD hearing loss you have
given yourself. You may remove them after 10
minutes. And, feel free to keep them for hearing
conservation purposes…when you might be exposed
to loud noise in the future.
Audiology 501
Audiograms
Important Audiogram Terms
● Pure tone averages (PTA)- average in decibels of the thresholds for pure
tones at 500, 1000, and 2000 Hz. In general, the pure-tone average should
approximate the speech reception threshold.
(MediLexicon International Ltd © 2004-2014)
● Speech reception thresholds (SRT) - the minimum intensity in decibels at
which a patient can understand 50% of spoken words; used in tests of
speech audiometry.
(Mosby's Medical Dictionary, 8th edition. © 2009, Elsevier.)
The Functional Listening Evaluation
The purpose of this evaluation is to determine how listening abilities are
affected by noise, distance, and visual access in an individual’s natural
listening environment. The FLE can also be used as a validation tool to
demonstrate the benefits of hearing assistance technology. It is designed to
simulate listening ability in situations that are more representative of actual
listening conditions than can often be replicated in sound booth assessment.
(Revised 2011 by C.D. Johnson. Based on Functional Listening Evaluation by
C.D. Johnson & P. Von Almen, 1993.)
Strategies 501
Build listening skills at all times!
Utilize the auditory channel.
Technology, technology, technology!
Hearing aids and/or assistive listening devices...
...are so important! If a child has them, please
make sure that they are in good working
order.
o Hearing aid tool kit
o Ling 6-sound check
(aah, ooo, eee, sss, shh, mmm)
o Functional directions - auditory only
Another Strategy - Child Self-Assessments
● Responses should change over time.
● Useful to get additional information from a child - why s/he answered the
question as they did
● Examples:
* Children’s Peer Relationship Scale https://successforkidswithhearingloss.com/.../Childrens-Peer-Relationship..
* The Secondary School Survey
*
Self-Assessment of Communication-Adolescent
(SAC-A)https://successforkidswithhearingloss.com/.../FINAL_SAC-A_
*
Listening Inventory for Education
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Revised (LIFE-R)https://successforkidswithhearingloss.com/wp-content/uploads/2011/08/LIFE-R.pdf
Strategies Continued...
Formal:
● Observation Checklists
● Equipment Use Checklists
Informal:
● Walk-by observation
● Within sight of the child
Observations are critical. How are you going to maximize your time with your
child/student and use teachable moments to educate?
Accommodations:
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Preferential Seating
Check for understanding of ANYTHING using open-ended questions (i.e. announcements)
Noise reduction
Gain child’s attention prior to speaking and continue to do so during communication interaction
Increase visual supports and decrease visual distractions; make eye contact often
Enhance speech-reading opportunities –hands and objects away from mouth
Use captioning
Repeat what others have said
Point out who is talking during a group discussion
Other?
The Essential Team
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Child
Parent(s)
Teachers
SLP or other Special Education Staff Member(s) in the Building
TOD or Hearing Specialist
Audiologist
Questions/Comments?
Thank you for participating in this presentation. We
hope it was valuable for you!
Special Thanks to:
●
MED-EL Corporation, USA
2511 Old Cornwallis Rd., Suite 100, Durham, North Carolina 27713
Phone 1-919-572-2222, Toll Free: (888) MED-EL-CI (633-3524)
●
Phonak LLC
4520 Weaver Parkway, Warrenville, IL 60555-3927
Phone 1: +1 630 821 5000, Phone 2: +1 800 679 4871
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Building Skills for Success in the Fast-Paced Classroom: Optimizing Achievement for Students with
Hearing Loss by Karen L. Anderson, PhD & Kathleen A. Arnoldi, MA
For providing valuable resources and supplemental materials to help make this
presentation more engaging and interesting.
Thanks for watching!