III.

LEARNERS WITH
DIFFICULTY
HEARING
Presented by Honey Mae T.
Pollenza
 A.DEFINITION

-According to Individual Disabilities Education Act (IDEA), it is “an

impairment in hearing, whether permanent or fluctuating, that
adversely affects a child’s educational performance but is not
included under the definition of ‘deafness’.” Deafness is considered
when hearing loss is above 90 decibels. A hearing loss below 90
decibels is called HEARING IMPAIRMENT
 COMMUNICATION- it is the main challenge of hearing impaired
students.

The factors affecting the development of communication skills

includes;
intelligence,
personality,
the degree and nature of deafness and residual hearing,
family environment
The age of onset
 B. IDENTIFICATION

Speaking loudly
Positioning ear toward the direction of the one speaking
Asking for information to be repeated again and again
Delayed development of speech
watching the face of the speaker intently
Favouring one ear
Not responding when called
Has difficulty following direction
Does not mind loud noises
Leaning close to the source of sounds
 C. LEARNING CHARACTERISTICS
- since much of learning is acquired through hearing, students
with hearing problems have deficiencies in language and in
their experiences. Since they may miss out on daily
conversations, they must miss crucial information that non-
hearing impaired students learn incidentally. Students may
overcome these problems by investing time, energy, and
combined effort by both parents and educators.
 D. GENERAL EDUCATIONAL
ADAPTATIONS
Teachers should help Teachers should be mindful to
students with difficulty face the class at all times when
hearing to use the presenting information while
residual hearing they ensuring that the students with
may have. difficulty hearing sit near them.

Teachers should help

students develop the ability
for speech reading or
watching others’ lips,
mouth, and expression.
Exaggerating the
prnunciation of words
should not be done for it
just makes it difficult for
the student with
difficulty hearing.
Written or pictorial
directions instead of
verbal directions
may be given.

Directions, as well as
important parts of the
lesson, should always ne
written on the board.
 Teachers should be
Steps to an activity more patient when
may be physically waiting to hear a
acted out instead of response from a
verbally given. hearing-impaired which
may take longer than
usual.

A variety of multi-
sensory activities should
be given to allow the
students to focus on
their learning strengths.
 IMPACT ON LEARNING
SOCIAL SPEECH AND
DEVELOPMENT LANGUAGE
the ability to develop Accessing auditory
friendships is negatively feedback impairs their
affected since they can’t normal development of
communicate normally speech and language since
which limits the activities they cannot hear sounds
very well
they can do.
 EDUCATIONAL
INTELLIGENCE
ACHIEVEMENT

Through intelligence Unfortunately, children

doesn’t necessarily affect experience difficulty
the child with hearing succeeding academically
impairment, it limits his/her because speech and writing
ability to speak, read, or limits their capability
write acquire knowledge.
Thank you!