Deaf and Hearing Loss

Most students with hearing loss experience delayed performance in academic achievement. The earlier hearing loss occurs in a student’s life, the more serious the effects are on the student’s development. Different types of hearing loss affect students’ ability to hear in various ways. The first type is Conductive, which affects the loudness of sounds heard. This type can be reduced or eliminated through medical treatment and special education is not always necessary for these students. A second type of hearing loss is Sensor Neural, which affects loudness, sounds and clarity a student hears. Since this hearing loss is permanent and cannot be repaired, early identification and intervention is a must in these cases. The last type of hearing loss is Mixed Hearing, which combines the characteristics of the previous two types. Hearing loss can cause delay in development of receptive and expressive communication skills, resulting in learning problems and reduced academic achievement. Communication difficulties can also lead to limited social skills and poor self-confidence. Students with hearing loss have difficulty with all areas of achievement, especially reading and math. The involvement of parents and schools can be a strong impact on the students’ level of achievement. Language development is the basic requirement for success, as most students will experience a language delay and may require interpreters or assistants for communication. It is more difficult for students with hearing loss to learn to read using phonics. They comprehend and produce shorter sentences and have difficulty understanding and writing complex ones. Students are higher achievers in Math than in Reading, as they don’t need to listen to math when figuring it. If you teach the student basic number signs, they can connect math to sign language, in which case flashcards are a great tool to implement. The more the student remembers, the less time it will take to complete problems, as this is a good method to quiz them. Implementing models, puzzles or drawings also allows the student to work with their hands and become more involved.
An IEP must be written and specify the students language and communication needs with peers and professional personnel. These students may require paraprofessionals for particular classes, with levels of support varying from student to student. This may include an adjustment in pacing of instruction or test adaptations. Although much of this instruction takes place in resource rooms for a portion of the day, teachers should strongly consider partial inclusion of deaf students with peers. Students’ with less severe hearing loss can experience positive social adjustment if their disability is accepted by others, are they will be more likely to academically succeed.

REFERENCES
www.gallaudet.edu/clerc_center/information_and_resources