This power point presentation elaborates on students who are hearing impaired and some of the things that a person can do to accommodate them, within the classroom and outside of the classroom.

2. Hearing impairment is best defined as a
lack or reduction in the ability to hear clearly
due to a problem somewhere in the hearing
mechanism.

3. Individuals with Disabilities
Education Act Amendments (1997),
197 (PL 105-17) insures that students
with disabilities have access to general
education.

5. •Normal hearing loss 0-20 dB
•Mild hearing loss 20-40 dB
•Moderate hearing loss 40-65 dB
•Severe hearing loss 65-90 dB
•Profound hearing loss 95 and dB

7. Hearing test can be done in an
audiometry laboratory by a
hearing specialist (audiologist) or
in a health professional’s office, a
school, or the workplace by a
nurse, health
professional, psychologist, speech
therapist, or audiometric
technician.

8. • Whispered Speech Test
•Pure Tone Audiometry
•Tuning Fork Test
•Speech Reception and Word
Recognition Test
•Otoacoustic Emissions Test
•Auditory Brain Stem Response
Testing

9. • FM system
•CART (Communication Access
Realtime Translation
•Loop system
•Sound field
•Ads (Alerting Devices)

12. Software which converts teachers
voice to text

19. Open Caption - This is when the captions are
visible without any special equipment. This is very
similar to subtitles for foreign films.
Closed Caption - The process of displaying text
on a television, video screen or other visual
display to provide additional or interpretive
information to individuals who wish to access it
Real-time Captions - are created as an event
takes place.

21. Standard alerting devices normally rely on
sound to alert a person. But sound is of little
value to a hearing impaired person. Alerting
devices for people with hearing impairments
generally rely on either visual signals or vibration.
Audio alerts suitable for people with hearing
impairments includes baby monitors, fire alarms,
alarm clocks, telephone (TTY) signalers, and
doorbells. Such devices are very important in
schools since impaired students cannot hear the
emergency bell.

23. • Research supports the use of computer-assisted
instruction (CAI) for special needs students as a
supplement to traditional instruction (Christmann et al.
1997). One of the evident benefits is that a computer
allows special needs students to work at an individual
pace. Computer assisted Instruction will also help the
student to become IT competent which will allow for the
use of the internet.
• Students’ assignments can be sent to them and they will
be free to question the teacher for clarification without
the use of an interpreter in the classroom.

24. • Students’ assignments can be sent to them
and they will be free to question the teacher
• for clarification without the use of an
interpreter in the classroom.
• This also encourages students to integrate
successfully into the hearing world since they
can now communicate with classmates outside
the class environment.
• The internet educational sites provide a
resource bank for both the teachers and
students, as they provide ample opportunities
for stimulating reinforcement tasks.

25. The classrooms teacher can make many
adjustments especially with the use of
technology to accommodate a hearing impaired
student. They can go a long way in creating a
welcoming and safe classroom environment.
Using the technologies that are now available
foster enrichment and promote the success of
all students in the classroom. (Beth Lynne,
March 18th, 2007)

26. Assistive technology is an
important aspect of educating an
elementary student with disabilities
together with an Individualized
Education Plan (IEP).

27.  An IEP is a document that specifies
guidelines for modifications to a
student’s classroom instruction.
 It is based on the special needs of a
student.
 It should be designed to increase the
probability of classroom success.

28. Facilitation, participation and
communication of deaf and hard-of-hearing
in regular classroom requires the effort of
teachers, hearing students and deaf or hard-
of-hearing student.

29. •Allow the deaf or hard-of-hearing person to
sit in a seat that is to his/her best advantage.
•Provide new vocabulary in advance.
•Avoid unnecessary pacing and speaking
when writing on a chalkboard.
•Use visual aids if possible.
•Make sure the deaf or hard-of-hearing
person doesn't miss vital information.

30. •Slow down the pace of communication.
•When there are audio-visual presentations,
allow the deaf student time.
•Repeat questions or statements made from
the back of the room and point to the
students speaking.
•Allow full participation by the Deaf or
hard-of-hearing person in the discussion.
•Use hands-on experience whenever
possible in training situations.

32. •Provide a communicative environment for
the entire class that encourages participation
by the deaf or hard-of-hearing student.
•Create effective small group learning
situations that include the deaf or hard-of-
hearing student.
•Collaborate with special educators to discuss
ways of facilitating participation and learning
of the deaf or hard-of-hearing student.

33. •Demonstrate and promote positive attitude
towards the deaf or hard-of-hearing student
•Provide information about deafness.
Establish effective communication.
•Problem-solve communication/relationship
difficulties.
•Organize special activities for deaf or hard-
of-hearing student e.g. a special out of class
club in which deaf or hard-of-hearing and
hearing students work on a project for an
extended period.

34. •Having general interaction skills taught
encouraging students to participate willingly
in activities with others.
•Teaching skills for effective communication
with deaf or hard-of-hearing students like
getting the deaf or hard-of-hearing students’
attention, establishing face to face
communication, having patience when
communication breakdown occurs and
speaking clearly and with adequate
loudness.

35. •Encouraging active participation in class
activities and perceive hearing classmates as
having positive or neutral attitudes.
•Teaching communication skills for
participating in the regular classroom.
•Give advice on how to participate in small
group learning activities.

36. •(1995-2011)Healthwise. Retrieved on 8 th March, 2012,
From http;//www.m.webmd.com/a-to-z-guide/hearing-
tests.html
•An Educator’s Guide to Hearing Disability Issues.
Retrieved on 8 th March, 2012, From
http://www.ed.uiuc.edu/wp/access/hearing.html
•Heuser Hearing Institute. Retrieved on 8 th March, 2012,
From
http://www.thehearinginstitute.org/Default.aspx?tabid=
483
•Lynne, B. (March 18 th , 2007) Technology for Hearing
Impaired. Retrieved on 29 th February 2012, From
http://beth-lynne.suite101.com/technology-for-hearing-
impaired-a16539

37. •Stinson, S. M. & Liu Y. Participation of Deaf and Hard-of-
Hearing Students in Classes with Hearing Students. National
Technical Institute for the Deaf. Rochester Institute of
Technology.
Technologies for Special Needs Students.
Retrieved on 18thMarch,2012 from
http://science.nsta.org/enewsletter/2003-
08/ss0303_50.pdf
•Youtube

38. 1. Explain the meaning of hearing impaired.
2. What are the different levels at which a person is
considered hard of hearing or deaf ?
3. What are the different devices a person can use
who are deaf ?
4. What are some strategies a person can use in the
classroom to accommodate a deaf person?
5. What are the different hearing tests a person can
perform?
6. In your groups construct an Alert device plan for
the hearing impaired student in your classroom
(state the device, the signals that will be given and
their meanings).

39. Thank You!