Human Exceptionality Chapter 13

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All Rights Reserved.

CHAPTER THIRTEEN
SENSORY IMPAIRMENTS:
Hearing and Vision Loss

CHAPTER FOCUS POINTS
Focus 1
Describe how sound is transmitted through the human ear.

Focus 2
Distinguish between the terms deaf and hard-of-hearing.

Focus 3
What are the estimated prevalence and the causes of hearing loss?

Focus 4
Describe the basic intelligence, speech and language skills, educational
achievement, and social development associated with people who are
deaf or hard-of-hearing.

Focus 5
Identify four approaches to teaching communication skills to
persons with a hearing loss.

Focus 6
Why is the early detection of hearing loss so important?

Focus 7
Distinguish between the terms blind and partially sighted.

Focus 8
What are the distinctive features of refractive eye problems,
muscle disorders of the eye, and receptive eye problems?

Focus 9
What are the estimated prevalence and the causes of vision loss?
Focus 10
Describe how a vision loss can affect intelligence, speech and language
skills, educational achievement, social development, physical orientation
and mobility, and perceptual-motor development.
Focus 11
Describe two content areas that should be included in educational
programs for students with vision loss.
Focus 12
Why is the availability of appropriate health care social services
important for people with vision loss?


INTRODUCTION
 There are misconceptions regarding the quality of life
of those with sensory impairments.
 Sensory loss does not automatically equate to a life of
deprivation, loneliness and complete frustration.
 To others without sensory loss such a life would seem
frightening

 Most lead active, productive lives


CASE STUDY: TAMIKA
 Born with severe hearing loss in both ears
 Hated being teased about hearing aids
 Learned to read lips; watches the speaker intently
 Is the all-star forward for the W.N.B.A.’s Indiana
Fever; two time Olympic Gold Medalist
 A future goal is to open a full-service community
center with basketball courts, fitness equipment,
computer rooms and a reading corner.


AUDITION
 The act or sense of hearing

 The ear is the mechanism through which sound is
collected, processed, and transmitted to a
specific area in the brain that decodes the
sensations into meaningful language.


DEFINITIONS/TYPES
OF HEARING LOSS
 Deaf
 Hard-of-hearing
 Age of onset
 Prelingual

 Postlingual

 Anatomical site of loss
 Conductive loss
 Sensorineural loss

 Mixed hearing loss


CLASSIFICATION
 Severity of condition
 Caution must be used
 Must consider
 Intelligence

 Emotional stability
 Early education and training

 Family environment

 Occurrence of other disabilities


PREVALENCE
 Hearing loss gets worse over time
 Estimated 28 million people have hearing loss
 Approximately 11million have significant irreversible
hearing loss
 1 million are deaf
 Only 5% are under 17 years of age
 43% are over 65 years of age

CAUSATION
 Congenital Factors
 Heredity

 Prenatal disease

 Acquired factors
 Postnataldisease
 Environmental factors


CHARACTERISTICS

 Intelligence
 Speech and English language skills

 Educational Achievement

 Social Development

 Adjustingto the hearing world
 The deaf culture


MULITDISCIPLINAREY SERVICES
AND SUPPORTS
 Teaching communication skills
 Auditory approach
 Oral approach

 Manual approach

 Total communication


MULITDISCIPLINAREY SERVICES
AND SUPPORTS
 Assistive technology
 Closed captioning
 Computers and the Internet

 Telecommunication devices

HEALTH CARE AND SOCIAL
SERVICES
 Health care specialists
 Geneticist

 Pediatricianand family practitioner
 Neurosurgeon

 Otologist

 Audiologist


SERVICES
 Social consequences
 Highly correlated to severity of disability
 Social inclusion may be difficult.

 Social rights may be withheld or hard to obtain.

CASE STUDY: JOHN

 Born premature
 Likes being blind; his perception is that it’s fun
 Loves technology; not fond of outdoor activities
 Uses Braille and a cane to maneuver through the world
 Is very positive about his abilities and goals in life


VISUAL PROCESS
 Very complex

 Helps us gain information beyond the other senses

 The way we perceive visual stimuli provides
foundation for the development of more complex
learning structures.


DEFINITIONS

 Blindness

 Partial sight (low vision)


CLASSIFICATION

 Refractive eye problems

 Muscle disorders

 Receptive eye problems


PREVALENCE
 Difficult to determine
 20% of Americans have some kind of vision loss; most
can be corrected
 1 in 3,000 children are legally blind
 5% of children have serious eye disorder; this figure
increases to 20% when looking at people over 65
 50% of people over the age of 65 have vision loss
when cataracts are included


CAUSATION

 Genetic disorders

 Acquired disorders


CHARACTERISTICS
 Intelligence
 Speech and language skills
 Academic achievement
 Social development
 Orientation and mobility
 Perceptual-motor development


EDUCATIONAL SUPPORTS AND
SERVICES
 Assessment

 Mobility training and daily living skills

 Instructional content

 Communication media


EDUCATION IN THE LEAST
RESTRICTIVE ENVIRONMENT
 Open and closed residential facilities

 Based on principle of flexible placement

 Full continuum of services recommended


SERVICES
 Health care specialists
 Prevention

 Treatment

 Social consequences
 May have social adjustment difficulties
 May lack self-esteem

 Socialization services should begin early.


LOOKING TO A BRIGHT FUTURE
 Advanced technology offers a wider variety of ways
in which children with sensory impairments can
communicate and interact with their peers and the
world in which they live.

 Research on effective methods of education enables
students who are sensory impaired to be included in
their neighborhood schools and learn side-by-side
with hearing peers.


Human Exceptionality Chapter 13

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Human Exceptionality Chapter 13