HearingSounds and Silences

By: Erin Sanders

Emily Chandler

The Hearing System

External, middle, and inner ear

Defining Hearing Loss

Commonly effects the receptive and expressive development of spoken language

Different degrees- slight, mild, moderate, severe, and profound

Hearing loss depends on many variables: Severity Age of onset Age at discovery Age at intervention

Hearing loss after spoken language is learned usually has less impact on speech and language

Prevalence and Incidence

10-15% of children who receive hearing screenings at school fail the screening; however, these children have a transient conductive hearing loss

Fewer than 1.3% of children younger than 18 years have a hearing impairment

Causes

Hearing losses present at birth are congenital

Hearing losses developed after birth are acquired

Traditionally hearing loss is 1/3 genetic, 1/3 acquired, and 1/3 unknown

More recently, research indicates at least ½ of hearing loss is genetic

Causes

Genetic Cleft palate

Pre, Peri, and Postnatal Factors Exposure to viruses, bacteria, and other toxins such as drugs

prior to or following birth Infections

Intrauterine and following birth, rubella, toxoplasmosis, herpes, syphilis, and cytomegalovirus

Middle Ear Disease Trauma Ototoxic Agents

antibiotics used to treat severe bacterial infections may be toxic to the cochlea

Identification

The average age is 2.5 years with the initial intervention being give at 3.5 years

Testing at younger is possibleIdentification and intervention prior to age

6 months, regardless of degree of hearing loss, can lead to typical communicative development by age 3

Early Intervention

Family adaptation to and acceptance of special needs

Integrate with community servicesParent support groupsDecisions about future options

Amplification

Hearing aids, assistive listening devicesUsed by children of any ageShould be fitted as soon as persistent or

permanent hearing loss has been identified

Surgical Interventions

Cochlear implants

Modifications of Classroom for Young Children with Cochlear Implants

Barrier wallsCarpeted wallsDraperiesAcoustic ceiling tilesTennis balls on chair legs in rooms without

carpet

Communication and Education

Education and intervention should focus on developing listening skills, and all aspects of language including syntax and grammar, increasing speech or sign language production or expanding vocabulary

Different language learning options include: Oralism Cued speech American Sign Language Total communication English-based sign system Bilingual-bicultural approach

Communication and Education

Students should receive instruction and specialized curriculum areas: Deaf studies Use of assistive technology ASL Speech and speech reading Auditory training Social skills Career and vocational education

Language-Learning Options

Oral educational methods emphasize the teaching of: listening skills Speechreading speech articulation Including cued speech

English-oriented sign systems combine to represent the English sentence structure: ASL vocabulary coined signs fingerspelling

Total communication incorporates oral and manual communication modes such as: listening skills speech reading English oriented signing or ASL gestures/mime anything that facilitates comprehension

Bi-lingual and bi-cultural proposes that children must first be immersed in ASL so they have full access to and acquire the meaningful use of a language before they can attain spoken language

Speech Development

Need to focus on: Rhyming Sequential tasks Written words Initial consonants Vowels Fricative sounds (“f” and “z”)

Classroom Accommodations

Talk to the child and not the aidProvide lots of visualsUse sign and spoken language togetherProviding material ahead of timeTreat the child like any other child in your

classroom