Essay teaching the hearing impair


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  4. Teaching Hearing-Impaired Children in Regular Classrooms Essay | Cram
  5. Introduction

The signals are passed through the skull bone and travels to the cochlea. The results produced are displayed on an audiogram.

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It is important to emphasise that these tests are not carried out by Teachers of the Deaf but by audiologists. This brings me to the point I made earlier on how the audiogram can be difficult to interpret. It would be of great advantage to teachers, parents, and other professionals if the information were transposed into a report, which can be used to benefit the child. In Appendix 2 it outlines the documentation and assessments, each individual will undertake during their time in school.

This highlights the need for the protocol being a working document and not something that is just produced to meet audiology requirements. In addition to this it is of great importance to consider the acoustic setting as this contributes to how well residual hearing is maximised.

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This leads on to the next aim. In every classroom, there is background noise and this contributes to how effective a hearing aid can be. However, this is unrealistic to attain within an educational environment. Children are often working in groups and teaching can take place in whole class settings where they can be further away than what would be desired for optimal hearing. The hearing aid volume can be increased however this will amplify the background noise that is present also.

A quiet learning environment is one, which would provide optimal learning conditions however in a mainstream school this is unlikely.

The increased class effects noise. Areas, which contribute to background noise within a mainstream class are, movement, chairs being pushed and pulled, bags being accessed and the rustling this produces, increased amounts of talking, group activities going on independently when other direct teaching is taking place. All of these can lead to a poor acoustic setting.

Education: Essay

It would therefore be beneficial for the protocol to include measures for the Teachers of the Deaf to assess this before teaching in this environment. They could use a sound level meter, which encourages the teacher to put his or herself in the position of the deaf child and try to remove any pieces of furniture, which are not essential which sounds can reflect off.

The teachers are also able to position themselves around the class identifying where the best place for a deaf child to sit within the class is. This allows for greater access to teaching and learning and ultimately reducing some of the background noise. As the background noise does not only come from the people inside the class, it is important for the teacher to do this so that outside noises are reduced.

Traffic, toilets, general outside activity, weather can all be heard in the classroom. Maltby and Knight Reducing background and reverberation could be set out in guidelines and could provide suggestions. Therefore, guidelines within the protocol should encourage the use of carpets, curtains blinds, acoustic ceiling tiles and soft materials, which can in turn absorb and reduce the amount of background noise.


As classrooms are, in general, noisy places to be it would also be of great value that the protocol takes into account classroom management strategies, laying out rules for talking and listening. Establishing a whole school approach would provide consistency for not only the children but also the Teachers of the Deaf who undoubtedly have varied teaching styles and approaches. Ensuring only one person talks at a time. Maltby and Knight, , p. Fm and Sound Field systems help reduce the amount of background noise as this amplifies one source of sound benefiting the hearing aid or cochlear implant user.

This will allow for enhanced teaching and learning taking place and allow the learner to become more focused and interactive with the lesson in hand. It is therefore of great importance that they are utilised effectively.

Information for staff working with deaf or hearing impaired students

Sound Field systems not only benefit hearing-impaired children in the class but those of hearing children as well. Brett and McCraken have referred that some authorities are not using the system successfully and in turn not providing children with the heightened sensory provision. The system not only increases the volume of the person using it but also helps eliminate noises in the classroom, which can be controlled such as movement, chairs moving, quiet discussions.

This has outlined the importance of monitoring the acoustic setting for the children it has also highlighted areas in which the protocol could be improved to optimise the service provided to the children. Each child is an individual and in turn, each child has individual needs. So it is of the utmost importance that Teachers of the Deaf regularly assess the equipment each child uses.

This will ensure that faults are highlighted quickly and fixed without any real issues arising for the child and their learning. Brett and McCracken outline the particular needs of a Hearing Aid wearer and provide outline for assessing the equipment. These include making sure that hearing aids are well fitted and that the individual is able to hear in a range of environments.

These are of great importance in a school as children are moving from area to area rather than being stationary in the one environment. This is where the acoustic setting assessments are monitored and acted on if necessary. Tests are carried out, which were discussed in the first aim, to gather information. This information can then be used to make decisions regarding amplification equipment of each individual making sure that Teachers of the Deaf are meeting the needs of each child. The amplification equipment and technology will be working to optimum effect and will be used effectively.

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  4. This will allow problems to be detected quickly and rectified. In turn, this will maximise the potential learning that, the child has access to and allow the child to engage fully in their learning and the social interactions, which can take place within the classroom. The mainstream protocol for this setting outlines how to check all different kinds of amplification equipment. However it may need updated as, no child now wears the Sprint the body worn processor as this just adds to the bulk of the protocol and the amount of paper which you have to go through especially if you are new to the school.

    In addition to this upon evaluating the protocol, I also feel that there should be a checklist record for each child, keeping track of any issues with equipment. This could be a simple tick list to ensure that time constraints do not impose an issue for the teachers. This would provide useful information for the educational audiologists when they visit asking if there have been any problems.

    Teaching Hearing-Impaired Children in Regular Classrooms Essay | Cram

    This is of greater use in the lower end of the school where the children are less able to vocalise any issues, which they may be having. Lighting: Fluorescent lights emit a special sound that interferes with hearing aids and cochlear implants, making it even more difficult when trying to distinguish what peers or the teacher are saying. Consider the placement of the window in relation to the teacher, the interpreter and the deaf or hard-of-hearing student. Be sure to provide an appropriate interpretation service that will effectively communicate the lesson in their primary language.

    Experiential Shortages : Research shows that deaf students often lag behind their hearing peers when it comes to number concepts, language and problem solving skills. Hearing students constantly absorb new information and knowledge through the daily noises, conversations and language that is spoken around them. Deaf and hard-of-hearing students do not have that luxury. Teachers can bridge this gap by being flexible in the way that they respond to the educational concerns of their deaf students.


    Students who rely on lip-reading often perform better when it is a subject that is familiar. Inadequate Knowledge and Awareness: Every child learns differently. Even if teachers are given instruction on how to best assist one of their deaf students, it could be completely different for the next, resulting in an academic gap.

    Social Concerns: Children who are deaf often tend to feel uncomfortable in the classroom when drawing attention to their hearing problem. We recommend that teachers remain in constant, close communication with the student and his or her parents, as well as make sure the interpreter is available to assist with complete understanding. This will ensure that everyone is on the same page and is available for ongoing conversations about proper educational techniques and adequate learning environments for the deaf or hard-of-hearing student. Curriculum and Instruction: Some teachers require all students to take lecture notes during class.

    A suggestion to assist the deaf student with this requirement would be to provide them with a written or digital copy of the lecture information beforehand. Ensure key notices e. Work with the student on strategies to help them participate fully and find out if they wish any other adjustments.

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    Circular seating arrangements offer students who are deaf or hard of hearing the best advantage for seeing all class participants. When desks are arranged in rows, keep front seats open for students who are deaf or hard of hearing and their interpreters. Make field trip arrangements early and ensure that accommodations will be in place on the given day e.

    Provide plenty of warning so a personal assistant or adaptive equipment can be arranged as appropriate for laboratory work and field trips. A health and safety assessment for the student may be necessary in certain situations, and should be carried out beforehand. Individual induction to laboratory or computer equipment may be helpful Writing Assignments and Examinations Provide assistance with proofreading written work. Stress organization and ideas rather than mechanics when grading in-class writing assignments. Encourage the use of spell-check and grammar-assistive devices when appropriate to the course.

    General Ideas Break information into small steps while instructing on new tasks.