FREQUENCY SPECTRA (APPROXIMATE)

What is frequency?
Discuss appreciating different animals hearing frequency.
Human being hearing Hz is low from other animals. Discuss the advantage and the
disadvantage of this.

Look at how much do different animals hear? (OR)

MAN ----- 20HZ ___ 20KHZ ----- 20HZ __ 20,000HZ

DOG ----- 15HZ ___ 50 KHZ----- 15HZ __ 50,000HZ
CAT ----- 60HZ ___ 65KHZ ----- 60HZ __ 65,000HZ
DOLPHIN - 150HZ __ 150KHZ ---- 150HZ __ 150,000HZ
BAT ---- 1KHZ __ 120KHZ ---- 1,000HZ __120,000HZ
PLANO - 30HZ __ 4KHZ --- 30HZ __ 4,000HZ
PLGEON ---- 100HZ __ 10KHZ ----100HZ __ 10,000HZ
FRIOG ---- 50HZ __ 10KHZ ---- 50HZ __ 10,000HZ
ALLIGATOR-- 50HZ __ 4KHZ --- 50HZ __ 4,000HZ
Bats don't have very good eyesight, but they do have excellent hearing they live in a world of sound.
Instead of looking at their surroundings, bats listen to them. They make very high pitched squeaks, too
high for most humans to hear

2.9.3 SCALE OF INTENSITIES FOR ORDINARY ENVIRONMENTAL SOUNDS

O dB --------------- Just audible sound
10dB---------------- Squeeze rustle of leaves
20dB --------------- A whisper at 4 feet
30dB --------------- A quiet street in the evening with no traffic
40dB --------------- Night noises in the city
50dB --------------- A quiet automobile 10 feet away
60dB --------------- Department store
70dB --------------- Busy traffic

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 60 - 70dB ---------- Normal Conversation at 3 feet
80 dB -------------- Heavy traffic
80-90dB ----------- High Falls
90d ----------------- A pneumatic drill 10 feet away
100dB ------------- A riveter 35 feet away
110dB ------------ Hi - fidelity phonograph with a 10 - watt amplifier, 10 feet away
115dB ------------ Hammering on a steel plate 2 feet away
130dB ------------ can cause instant hearing damage
150dB ------------ Can cause instant deafness.
Above 192dB can cause death.

2.9.4 Advantages of Binaural Hearing

a. SAFETY
When a person hears with only one ear, the difficulty in locating sound can be dangerous, especially in
traffic.
b. IMPROVED UNDERSTANDING
Binaural hearing helps you sort out and understand individual voices.
WIDER HEARING RANGE
A voice barely heard at 10 feet with one ear can be heard up to 40 feet away with two ears.
d. RESTFUL LISTENING
Listening with only one ear is physically tiring and stressful.
e. BOTH EARS STAY ACTIVE
When a bilaterally hearing impaired person wears a hearing aid in only one ear, the unused ear tends to
lose it's ability to hear and understand.
f. CUSHIONS LOUD SOUNDS
Sudden loud sound lose much of their jarring effect when divided b/n two ears
g. BETTER SOUND IDENTIFICATION :-
Many noises which sound almost exactly alike when heard with one ear can be identified easily with
two ears
h. SMOOTHER TONE QUALITY:-Binaural hearing generally requires less
volume, giving a natural sound to voices and music.

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 i. HEARING FROM BOTH SIDES:-
As nature intended, hearing with two ears allows you to enjoy a more normal social life.
j. HEAR WITH LESS POWER
Hear more quietly with less background interference.
Discus the differences and similarities between intensities and decibels.
2.9.4 Signs of Hearing Impaired Child in School
1.Experiences difficulties following oral presentations and directions.
1. Watches lips of teachers or other speakers very closely.
2. Turns head and leans toward speaker.
3. Uses limited vocabulary
4. Shows delayed language development.
5. Often does not respond when called from behind.
6. Generally inattentive during oral presentations.
7. Constantly turns volume up on radio of television
8. Complains of earaches, has frequent cold or ear infections, or has ear discharge.
9. Depends on classmates for instructions
10. Use of gestures.
11. Frequent requests to have questions repeated.
12. Has unusually loud or weak voice.
13. Unable to tell which direction sounds come.
14. Giving in appropriate answers to questions, watching and following what other
children do.

Section: 2.10 Hearing Tests

Discuss the types of hearing tests.

Dear students, how hearing is measured, let us review some terms and concepts about sound.
Sound is produced by the vibration of molecules through air, water, wires, or some other
medium. The number of vibrations per second determines the frequency of the sound. High
frequencies are perceived through our ears as high pitch or tones; low frequencies are perceived

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as low pitch. Frequencies is measured in a unit called hertz (H 2). The normal ear hears sounds
that rang, from approximately in the middle of the human hearing ranges (between 250 H 2 and
400 H2). There are sounds, however, that humans cannot perceive, regardless of heaping ablates.
Intensity, or loudness, of sound is measured in decibels (dB) softer, quieter sounds have lower
decibel measurements, louder sounds have higher decibel numbers. A decibel level of 125 or
louder is painful to the average person. Decibel level ranging from 0 to 120 dB are used to test
how well an individual can hear different frequencies; a child with normal hearing should be able
to perceive sounds at 0 dB. Small numbers indicate mild losses; large numbers indicate moderate
to severe or profound losses.

When audiologists test people's hearing abilities, they use sound proof rooms so that distractions
like these sounds in classrooms are eliminated. They also use pure sound - sound aware of
specific frequencies at various combinations of hertz net and decibels.
Hearing is tested also at various bands at pitch and loudness. By using an audiometer - an
instrument that produces sounds at precise frequencies and intensities- audiologists can assess;
hearing in each ear independently. The result of this audidogical assessment are plotted on an
audiogram; which is a grid or graph. Along the top of the graph are hertz levels; the vertical lines
represent different levels of sound frequency or hestz. Each ear is tested separately. A hearing
threshold is determined by pointing when the person first perceives the softest sound at each
frequency level. Sometimes hearing threshold is reported only for the better ear, and sometimes
an overage of an individual's scores at three different frequencies (500, 1000, 2000 Hz) is used.
Any score falling below the 0 dB line on an audiogram represents some degree of hearing loss at
0 dB for various hertz levels.
Most children's hearing is assessed by the air conduction audiometry method, which uses pure-
tone sounds generated by an audiometer. Ear phone, are placed over the child's ears, and the
child raises his or her hand when hearing a sound. such testing is usually done by a pediatrician
at a well-child checkup or by a school nurse.
When hearing loss is suspected, the audiologist testing them two procedures; first the air
conduction method and, second, the bone conduction method.

Discuss air conduction and bone conduction

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 2.10.1 Measurement of Hearing Ability
How hearing loss measured? Discuss.
Depending on the characteristics of the examinee and the use to which the results will be put, the
audiologist may choose to give any number of tests from any.
Pure-Tone Audiometsy

What is pure- tone audiometer?

Pure-tone audiometry is designed to establish the individuals threshold for hearing at a variety of
different frequencies. By the age of 3 or 31/2 years most children are capable of completing a pure
tone audiogram, and this is the test which is favored from them on because of the much more
detailed information it reveals. An audiometer is used which is an instrument capable of
producing sounds at specific intensities and specific frequencies across the range of normal
hearing. Sound are delivered to asked, to listen and wait for a sound before maxing a response.
The results of the test are displayed on the audiogram a chart.
Pure tone audiometers present tones of various intensities (dB level) at varions frequencies (Hz).
Audiologists are usually concerned with measuring sensitivity to sounds ranging from 0 to
about 110 dB. A person with average-normal hearing is barely able to hear sounds at sound
pressure level of 0 dB. The zero decibel level is frequently called the zero hearing Hires hold
level (HTL). Hertz are usually measured from 125 H 2 ('low' sounds) to 8,000 H2('high sounds).
Sounds below 125 Hz or above 8,000 Hz are not measured because most speech does not fall
outside this range.
A) Speech Audiometry
What is speech audiometry
In speech audiometry the child listens to a voice presented free-field, or alternatively through
loudspeakers or head phones, listing phonetically balanced words. More recently, children have
been asked to listen to especial constructed sentences which contains representative proportions

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of the different speech sounds and familiar vocabulary. A judgment is made about how clearly
the child can discriminate between different sounds in speech at different loudness levels.
A basic assumptions for pure-tone and speech audiometry is that the person being tested
understands what is expected of him or her. The individual must be able to comprehend the
instructions and to show with a head nod or raised hand that he or she has heard the tone or
word. He or she must also be cooperative. None of this may be possible for very young children.

Discuss the difference between pure-tone and speech audiometry. B)

Distraction Tests
The hearing of babies from about of to 18 months of age is often tested using the distraction
technique. The test can not be performed until a baby can sit up, with good back and head
control, and is able to turn to locate a sound made out of the field of vision. Health visitors are
trained to use this test in their screening of babies at about 8 or 9 months of age. The baby is
usually at on the mother's knee, supported at the waist and in a slightly forward position. One of
the examiners attracts the baby's attention, using some thing like a cuddly toy or ball. A second
examiner presents a sound stimulus behind the child's line of vision. High - and low - frequency
sounds are presented separately at about 35 decibels in quite conditions. If the baby does not
respond to these sounds, they are made louder until the baby shows a definite response. A baby
who did not begin to turn to high and low sounds until they were presented at a 65-decibl level
may be suspected of having a 65-decibel HL. The test would normally be repeated several times,
using different stimuli; at both sides of the child.

What is the importance of distraction test? For which part of population it is very
important?
C) Cooperative Testing
What is cooperative test?

Children from 18 months to 21/2 years of age are often tested for hearing loss using a co-operative
technique. At this age most children can follow instructions and make appropriate responses. So,
the tester asks the child in a voice of carefully controlled intensity ( around 35-40 decibels) to
'give the car to dady' or 'put the dolly on the chair'. If a child begins to respond appropriatately
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only when a louder voice is used this may suggest a hearing loss. It may also suggest that the
child does not understand instructions easily, is unused to doing things when asked, or in simply
inhibited.

D) Visual Reinforcement Audiometry

In visual reinforcement audiometry a child is trained to look in a certain direction wherever a
sound stimuli is heard. The looking response is usually rewarded with the sight of an animated
toy, attractive picture, or illuminated puppet. This process can be used with children from about
6 months to 3 years. The child is usually stated at a small table and occupied with a toy. A sound
stimuli is presented through loud speakers placed to the left or right of the child. As the child
turns in response to the sound, a reward is given by briefly presenting a puppet, toy or flashing
light, usually close to the sound source. This technique may overcome some of the limitations of
distraction and cooperative testing.

Discuss how visual reinforcement audiometry overcome some limitations of

destruction and cooperative testing?

E) Performance Tests
In a performance test the child is trained to respond to a stimulus (such as 'go' ) by dropping a
brick in a box, or fitting a peg in a board. This should be possible with children at about a 2 1/2
year developmental level. If the child doesn't respond to a sound signal at the level given, it is
made louder until the child begins to in indicate that it has been detected.
F) Bone Conduction
Explain similarities and differences between bone and air conduction.

This test enables the hearing difficulty to be located either in the middle ear or the inner ear.
Instead of pure tones through head pones, sound can be presented to the child through a small
vibrator placed on the skull, usually the mastoid bone behind the ear. The signals produced in
this way stimulate the inner ear directly through the skull. A normally hearing person will hear
the signals conducted through the air and through the bone at about the same levels of intensity.
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 G) Impedance Audiometry
Another test which gives important diagnostic information is impedance audiometry. This is not
strictly a test of hearing, but it is a technique which assesses the functioning of the middle ear. In
simple terms, it measures the amount of sound reflected by the eardrum when a sound wave
reaches it. It will be recalled that a hearing loss may arise because of negative air pressure and
fluid or' give in the middle ear cavity. When these conditions are present the eardrum is unable to
vibrate as freely as it should in response to the incoming sound signal. Sound transmission is
dampened because of the increased stiffness of the system.
H) The Auditory Cradle
The auditory cradle has been developed to test the hearing of new-born babies in maternity
hospitals. It uses a computer to present sounds to the baby in a cradle, and then measures
changes in breathing and body movements in response to the sounds. The computer works out
whether these physical changes are real indications of hearing loss, compared with the response
patterns of a normal infant.

I) Electric Response Audiometry

An other recent development is electric response audiometry. It is known that very small
electrical changes occur in the auditory pathways in the brain when a sound signal is predated to
an other ear. Electric response audiometry can be used to confirm a suspected severe hearing
impairment with children who are handicapped or uncooperative and these for unable to
participate inconventional testing. The process may involve the child having a gesture anesthetic
so that an electrode can be passed through the eardrum to the covering of the cochlea, more often
the test is conducted using non-invasive electrode placement when the child is asleep. The
information derived from this kind of testing is not very specific. Electric response audiometry is
an important supportive means of identifying hearing -impairment.

2.11. Hearing Aids

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 Explain advantage and disadvantage of hearing aids?

Most authorities would agree that the whole purpose of early identification and diagnosis of
severe deafness is towards providing meaningful auditory experience for the child by using
residual hearing to the full through appropriate amplification. Sensori-neural deafness is very
rarely total. There are very few children who derive no benefit at all from hearing aids, and some
who benefit a great deal.
Hearing - aids can not do for a child with a sensori-neural loss. They can not restore the child's
hearing to normal. What hearing aids do is make sounds louder. The increase in amplification, or
gain, from a hearing-aid is usually a bout 30 decibels, but can be as much as 50 decibels.
How well a child uses hearing aids will depend on;
1. the age at which they were introduced,
2. the configuration and nature of the hearing impairment
3. the kind of hearing aids prescribed
4. a complex interplay of factors within the child including social, intellectual and
educational factors.
One of the most important variables will be the degree of hearing loss. The child with profound
loss, even with very powerful amplification, may not receive very much useful auditory
information.

A) Types of Conventional Hearing Aids

In simple terms a hearing aids picks sound, amplifies it and then delivers the louder signals in to
the ear canal. The basic components of conventional aids are microphone, amplifier, and
receiver (or speaker). Conventional aids fall into two categories ; those worn on the body and
those worn behind the ear. Within these two basic designs there are many models available,
each with different qualities and characteristics. Whether a particular aid is selected depends on
the age of the child, the nature of the hearing loss, the degree of amplification required, and the
effectiveness of the aid for the individual user.

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 Behind-the-ear (post-aural) aids more acceptable cosmetically, less inconvenient to wear, and
replicate some of the normal ear's capacity for detecting direction, since they are worn at the
normal location for perceiving sounds. On the other hand, past aural aids are more easily lost or
damaged, can be difficult to a lost, and give feedback problems because the components of the
system are close together.
Body- worn aids are sturdy, the controls are easy to handle, the butteries have a long life, and
they are capable of giving good quality, powerful amplification across a wide frequency range.
The most important advantage of the body-worn aid is that feedback is less of a problem.
In- the-ear-aid the most popular model of hearing aid is the- in –the- ear aid. They are often
referred to as 'custom' hearing aids since the shell is custom-made for the patient's ear.
In-the-canal acids. It is a cosmetic appeal. This hearing aid concealed from view.
Eyeglass aid; Eyeglass hearing aids combine the compounds of a hearing aid into the temples of
eyeglasses. The intension was that individuals who wear both eyeglasses and hearing aids would
enjoy improved convenience and cosmetics since both were combined.
Cochlear implant- The cochlear implant is not like only conventional hearing aid. Cochlear
implant surgery involves implantation of a permanent device in the head. Cochlear implant
surgery involves opening a skin flap behind one ear, drilling through the skull, removing a
section of the mastoid bone, and inserting a wire with an electrode array into the cochlear.

Activity
Are implants success? If so, for what kinds of subjects in terms of age, nature of
hearing loss, extent of loss, and so on- are they appropriate?
Do the potential benefits outweigh the risks?

Estimate of Usefulness of a Hearing Aid According to the Degree of Hearing Loss and
Motivation
HIGH FREQUENCY
AVERAGE POSITIVE MOTIVATION NEGATIVE MOTIVATION
IN dB HL (1,000,2000,4000HZ)

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Mild Loss Aid is seldom useful can be used in Aid is not needed and will not be accepted.
25 dB special situations. Aid could be useful but will not be tolerated.
Aid can be useful and may be
35dB accepted.
Needs realistic expectations.

Moderate Loss Aid is accepted and will be helpful. Should use aid, but may still refuse it.
45dB Aid is indispensable and effectively. Aid is clearly needed, but needs support to accept
55dB and try it.

Severe Loss Uses aid successfully, Can not function with out it unless friends speak
65dB Is aware of limits and adjusts louder. If older, may still reject it.
accordingly. Can not function without it, but is not satisfied and
75dB Can not function with out it and uses uses it sparingly.
it constantly.

B) Components of Hearing Aids

List and discus the components of hearing aids.
- The basic components of every conventional electrical hearing-aid are a
microphone, an amplifier and a receiver (or speaker).
- The Microphone picks up sound energy and converts it into electrical
impulses which reproduce the pitch and intensity of the signal.
- The Amplifier increases the electrical signal, which is then delivered to the
receiver.
- The Receiver converts the impulses back into sound.
C) Basic Troubleshooting for Hearing Aids
Discus, symptoms, possible problems and possible solution for trouble
Shooting for hearing aids.

Symptom Possible problem Possible solution

Hearing aid not -Dead batteries - check batteries or
or not working - Batteries not working try new ones.
Well - Earmold plugged - Disconnect
ear mold rinse with
warm water/or clear with

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 Cotton swab
Hearing aid whi- - punctured or kinked tubing - Replace or stra
Stles or gives kinked tubing ighten tubing
distracting - Earmold not - Insert earmold
feedback. Properly fitted properly.
In ear
- Earmold plugged - rinse with warm
water or wax. Water or clear
- Receiver close with cotton swab
to wall or other - Repostion the
reflecting surface student.
Poor tone quality - punctured or - (see above)
Or distortion cracked tubing.
- Earmold not properly
fitted in ear.
- Earmold plugged with
water or wax.
- Receiver close to wall
or other reflecting surface
- Microphone clogged - Reposition student
clean micro phone

Discuss the uses of hearing aid.

Which category of hearing loss more benefited with using hearing aids?

Dear students, a hearing aid is not a complicated piece of equipment. The aid helps compensate for
hearing loss by amplifying sound. It cannot replace the natural ability of the ear, and the student who
wears an aid should not be expected to hear normally. Limitations in the use of an aid may be imposed
by damage to the ear, by the nature of speech sounds, or by the hearing aid itself. Misunderstandings of
what a hearing aid itself. Misunderstandings of what a hearing aid can do are very common. Many
individuals believe, for example, that a hearing aid is like eyeglasses: you simply put them on and you

12
will see-or hear- better. This is not true.There are basically three parts to a hearing aid: a microphone,
which picks up sound and converts the sounds to electrical impulses; the amplifier, which makes the
sounds louder by increasing the electrical impulses; and a speaker or receiver, which reconverts the
electrical signals back into sound and directs them to the ear mold.There are many types of hearing aids,
but they are generally classified on the basis of where they are worn. The first type is a body aid, which
is strapped to the body with a wire connecting to the ear mold. These sturdy, compact aids are generally
worn by young children; often the controls are on the young child's back so that he will not play with the
controls. The second type, an ear- level aid, may be mounted in eyeglasses, fit behind the ear, or fit
entirely in the- ear-aid. An aid is also classified as monaural (one ear) or binaural (both ears).
Occasionally a hearing aid may squeal and annoy the hearing impaired student and classmates. This
squeal may be caused by an improper fitting of the ear mold or by the mold being incorrectly placed in
the ear.
Auditory Trainers. A conventional hearing aid amplifies all sounds including background noises,
and this often poses a serious problem. The background or environmental sounds may mask or cover
up what the teacher is saying. One way to accommodate this problem is the use of an auditory
trainer.
How auditory training takes place for hearing impaired children?
Some hearing impaired students in regular classrooms can profit from using an auditory trainer. An
auditory trainer is similar to a hearing aid and has the same basic three parts, but in addition the teacher
wears a microphone around the neck that sends his voice directly to the student wearing the auditory
trainer. When the teacher speaks, his voice directly to the teacher speaks, his voice is received by the
student as if the teacher were standing right next to the student's ear. The trainer can be adjusted to
eliminate most background sound except for the teacher's voice. Some types of auditory trainers use a
wireless microphone that transmits an FM radio signal to a combination hearing aid-FM receiver, by
passing environmental sounds and bringing the desired sound directly to the ear.

What is the difference between auditory trainer and hearing aid?

D) Increasing Hearing Students' Understanding of Hearing Aids

Of ten hearing students are curious about how the hearing aid works. In cooperation with resource and
itinerant personnel, parents, and the hearing impaired student, the teacher may present information about

13
the operation of the hearing aid. A brief unit of study may also be conducted on the structure and
function of the ear and the basic principles of acoustics. Hearing students can be given the opportunity to
actually listen to a hearing aid or auditory trainer. A stethoscope may be used so that they do not have to
put the ear mold in their ears. This experience may provide a greater understanding of the functioning
of, and problems associated with, amplification devices.

E) Care and Maintenance of Hearing Aids.

Discuss the care and maintenance of hearing aids. How it could help and if malfunctioned?
Even though the parents or the student have examined the hearing aid prior to coming to school, the aid
may not adequately function in school. There are several things the teacher can check if the student
seems not to be hearing well because of a malfunction in the hearing aid. Although it is not the primary
responsibility of the regular classroom teacher to troubleshoot hearing aid problems, it is helpful to be
aware of a few minor factors that may cause malfunctions so that the resource teacher or the parents can
be alerted. The following suggestions are related to hearing aid malfunctions:
1. Make sure the battery is not dead.
2. Determine if the battery is installed properly, with the positive and negative
terminals in the proper position.
3. Check the cord to see if it is worn or broken or if the receiver is cracked.
4. Be sure the plug-in points are not loose. Check both the hearing aid and the
receiver.
5. Check the ear mold to make sure it is inserted properly. As indicated previously,
an improperly fitted ear mold can cause irritation and feedback (squeaky sounds).
Possibly the student is outgrowing the aid and the parents and/or resource or
itinerant personnel should be informed.
6. keep a fresh battery at school or changed at least monthly, even though it may not
have been used) so that the child does not have to go without his hearing aid on
the day the battery goes dead. Often the resource or itinerant teacher has an extra
supply of batteries and can assist in determining whether other problems might
exist.
Dear students, the regular teacher should be aware of some additional considerations with respect to the
proper care and maintenance of hearing aids.

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 1. Do not allow the hearing aid to get wet.
2. Serious damage may result from leaving the hearing aid in extremely hot or cold places.
3. Always turn the aid off before removing it from the ear. Removing the aid without
turning it off causes a squeal. Whenever the aid is taken off, it should be placed in a safe,
soft box.
4. If the student repeatedly removes the aid, this may be an indication that the aid is not
working correctly or does not fit properly an causes the student some discomfort.
Naturally, if this occurs, the teacher should contact the resource or itinerant teacher.
5. Do not allow the student to wear the hearing aid microphone too close to the receiver, or
the aid will make unusual noises. If the student has a unilateral loss (one ear), the receiver
should be worn on the side opposite the hearing aid.
6. Do not take the aid apart to attempt to repair it. This should be done by a hearing aid
dealer.
F) Assessing Hearing Aid Effectiveness.
List and discuss how hearing aids assessed.
The resource or itinerant teacher can assist in evaluating many aspects of hearing aid problems and
hearing aid effectiveness. She/he can routinely check all aspects of hearing aid operation by checking
and replacing worn out batteries and in general troubleshooting any other problems. Many resource
teachers obtain a tester for assistance from a local hearing aid dealer.

A more important role of the resource teacher is to assess hearing aid effectiveness in the classroom
situation, particularly if the student has just recently been fitted with an aid. The teacher can appraise the
effectiveness of the aid by evaluating changes in the way the student handles everyday situations. She
should look very carefully for (1) changes in social interactions, (2) changes invoice quality and
articulation, (3) increased language skills, (4) reactions the sound and amplification, and (5) increase
educational achievement. In addition, the resource teacher should observe whether the student is turning
the volume down or completely turning it off; these reactions may be an indication of an improperly
fitted aid. Systematic longitudinal evaluation of a student's hearing aid effectiveness is an important role
of the special education resource teacher. Routine procedures should be established to provide hearing
aid maintenance.

What do you think may happen to a child whose deafness is not diagnosed?

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 2.10.2 Educational Consideration
As one would expect, the major problem facing working with hearing impairment is
communication. Dating back to 16 century, these has been a raging debate' concerning
how individuals who are deaf should converse .
This controversy is sometimes referred to as the oralism-manualism debate to representes two
very different view- one which advocates teaching deaf to speak and the other the use of some
kind of manual communication. Manualism was the preferred method until the middle of the 19 th
century, when oralism began to gain dominance. Currently, most educators s advocate the use of
both oral and manual method in what is referred to as a total communication approach.

SUMMARY
In defining hearing impairment, educators are concerned primarily with the extent to which the hearing
loss affects the ability to speak and understand spoken language. They refer to people with hearing
impairment who cannot process linguistic information as deaf and those who can as hard of hearing.
Professionals often classify causes of hearing loss according to the location of the problem within the
hearing mechanism, conductive, sensor neural and mixed hearing losses. Causes of impairments also
classified into prenatal, perinatal and postnatal causes.
Because of communication problem, students who are deaf are at risk for loneliness. This problem,
particularly acute in mainstreaming setting, because of this problem also in communicating with the
larger society, many people who are deaf socialize almost exclusively with others who have hearing
impairment.
For many years there were two basic method of communication used to teaching students with hearing
impairment: Oralism and manualism. Today, most educators of students who are deaf favor total
communication a blend of Oralism and manualism.

Most students with impaired hearing are educated in the regular classroom. Younger students
and students with severe and profound losses require greater amounts or special education

16
 service during their early school years and may attend regular classes on a more limited basis.
After they have acquired the necessary skills, they will attend regular classrooms for increasing
amounts of time, but many will need some supportive assistance from special education resource
or itinerant personnel during their entire school career.
Increased success in the regular classroom may be attributed to many factors. Part of this success
is due to early detection, and the provision of early services to parents. Another factor id better
coordination with other community agencies. Improvement in hearing aids and the increased use
of auditory trainers and devices have contributed to the increase in the number of students who
can successfully participate in regular programs. In addition, the development of captioned films
and other media has had a very positive influence on the education of the hearing impaired.
Tutor-interpreters are being used with increasing commonness and are assisting these students a
great deal. Efforts to assist hearing students to better understand their hearing impaired
classmates also greatly facilitate their interaction and understanding. As a large number of
hearing impaired students are integrated into regular classrooms and as professionals continue to
analyze and share information and expertise about these students more effectively,
mainstreaming may reach its fullest potential for these students.

17
 Unit Three

3. Understanding the Alternatives

Introduction
In this unit, you are going to deal with whether compulsory education apply to deaf
children, yardsticks of adjustment and achievement, media and materials, regular
classroom placement, placement consideration, suggestion for the regular class room
teacher, obtaining complete information about the students, facilitating desirable speech
habits, facilitating social interaction, deaf culture and etc.. Furthermore, each topics
briefly explained in an interactive interrogative ways with their activities.
Objectives
. Describe alternative ways of teaching and how teachers facilitate children with
hearing impairment in inclusive setting.

As a parents of a deaf children, they cannot just send their children to a school around the corner and be
sure they are getting a reasonably good education. Their children have educational needs which can be
met only by programs designed to compensate for the problems created by their hearing handicap. It is
their job to be sure that their children are placed in an educational program that will assist them to learn
well. To do that, they must first understand the alternatives that exist.

Section: 3.1 Does Compulsory Education Apply to Deaf Children?

18
 What kinds Of educational programs are available in the public schools for my child?

The kind and extent of public school programs for deaf children vary widely depending on a number of
factors. These include the number of deaf children in the area, the school budget, teacher training and
commitment, and parental involvement. In general, a local school district which does not have a large
number of deaf children will probably have a program designed to serve all ''hearing-impaired'' pupils-
that is, both deaf and hard-of-hearing children. Within this group, the school district then usually
establishes certain categories of hearing impairment and assigns pupils to programs based on their
degree of hearing loss. These program options may include.
1. placement in a regular classroom with preferential seating and the services of a speech
therapist;
2. placement in a resource room with a resource teacher, though some part of the time is
spent in a regular classroom;
3. placement in a special class for children with hearing loss, those who demonstrate
language disorders of any kind, and children with more than one handicapping
condition);
4. placement in a special class especially for deaf student within the public school;
5. placement in a day school where the instructional program of the entire school is
designed exclusively for deaf children.
Some schools may also offer no local program for your child, referring you, instead, to a residential
schools or private school for deaf children.
As mentioned throughout this handbook, the extent to which any of these options will be appropriate for
your child depends on a number of highly individual factors-intelligence, language development,
communication ability, social maturity, degree of hearing loss, etc. it will, therefore, be up to you, based
on both a thorough knowledge of your child and an understanding of the options, to decide what is best
for him.
Must public schools accept a deaf child and provide an appropriate program for him?
With the advent of P.L. 94-142, local school systems are required not only to accept a handicapped child
but also to diagnose him individually and to design a program especially to meet his needs. While this is
a laudatory goal, it is also important to be realistic about the chances of this happening in every case.

19
For financial or other reasons, many schools will find it difficult, at least at first, to discharge their
educational obligations properly to disable child. They will, therefore, still be responsible for insuring
that they are getting the kind of education he deserves and needs.
Can they be forced to send their children to an institution?
They cannot be forced to send their children away from home for an education. It is important to
remember, however, that not all ''institutions'' are bad places for their children. Especially in the
education of deaf children, special residential or day schools have been in the forefront of educational
progress, providing those specialized resources and assistance which deaf children need to become
independent, successful, and functioning adults in their communities.
What is meant by an '' integrated'' setting for a deaf child?
Integration, as it is used by educators involved in the education of the handicapped, usually refers to the
placement of a handicapped child in the same classroom with non-handicapped children in a school.
Integration of deaf children with hearing children in a regular classroom is usually based on the
following assumption:
1. that, because of certain skills and abilities, the child will have no problem in that setting;
2. that the teacher, even though not specially trained, will be able to provide an appropriate
education for that child; and
3. that proximity to hearing children will help the deaf child become more at ease in a
hearing world.
Unfortunately, these assumptions are not always true. Many deaf children do not have the
communication skills or academic background to keep up with their hearing peers, and overworked and
untrained teachers may ignore or poorly teach a deaf child. The result may be that the child becomes, not
more, but less at ease in a haring world.
What is the difference between '' integration'' and '' mainstreaming''?
''Mainstreaming,'' a relatively new term, implies - especially when used by journalists and other non-
educators - an effort to treat handicapped individuals exactly like non-handicapped individuals,
incorporating them into the ''mainstream,'' so to speak, of modern society. '' integration,'' on the other
hand, implies the association, but not necessarily the identical treatment, of handicapped and non-
handicapped students in a public school setting. In new your city, for example, the public school system
characterizes its program for handicapped children as one which includes integration of handicapped
and non-handicapped pupils where this permits effective instruction.

20
When used specifically to refer to educational programs, the term '' integration'' reflects a much more
realistic approach to the varying degrees and problems of handicapping conditions. Handicapped
individuals are not like non-handicapped individuals. They deserve equal treatment and opportunities -
especially the opportunity to obtain an education which is specifically designed to meet their needs. But
because they need special services, they cannot be treated exactly like non-handicapped people. To do
so may, in many cases, actually be to so them a disservice.
If their children are placed in an integrated public school setting, how will they
communicate with other children?
How-and how much-their children communicate with other children in a public school setting depends
primarily on their personality and on the communication skills and patterns they have developed up to
that point.
If his speech is sufficiently intelligible and he has good lip-reading skills, he will probably communicate
orally with other children. If this is not possible and he has learned how to read and write, he will use a
pad and pencil to communicate. If he is outgoing, he will probably try a wide variety of communication
patterns to make contact with his peers. This may include teaching them some sign language and finger
spelling.
If, however, your child is shy or if he does not possess effective communication skills or the confidences
to employ several methods, he may communicate with his classmates very little, if at all.
Don't deaf children learn to interact better and feel more '' normal if they go to school
with hearing people?
Proponents of full integration for all deaf children maintain that since the deaf child must live in a
hearing world, the earlier he is integrated with hearing children, the better. Unfortunately, it is not quite
that simple. Whether integration is a positive or negative experience in the child's communication skills,
his academic background, and the attitude and understanding of his teachers and hearing peers.
If a child clearly can and does communicate with those around him, if he is able to keep up
academically, or if he has a special skill in art, athletics, or some other area through which he is able to
gain acceptance and recognition in spite of his handicap, an integrated setting may very well help him
develop a positive self - concept, feel more ''normal,'' and learn to get along well.
If, on the other hand, he is not able to interact and fully participate in the instructional program, if the
teacher does not understand deafness and requires of him tasks which he cannot do well, if he falls
behind the class academically, or if his peers tease, ignore, or react negatively to him, he will feel

21
distinctly abnormal and will be reminded of his handicap in ways he may never forget. The result may
be a poor self-concept and an understandable discomfort and reluctance to ever try again to function
among hearing people.
One trend which promises to positively affect the deaf child's chances for acceptance and success in the
public schools is the recent approval by many school districts of sign language as an alternative for
language credit. Obviously, as more and more hearing students are able to communicate with the deaf
student the possibility that he will develop wholesome friendships and participate productively in the
learning environment increases tremendously.
What are some of the advantages and disadvantages of an integrated situation for a deaf
child?
Perhaps the greatest advantage of an integrated school situation-or any local placement-is that it allows
the child to remain with his family and experience a normal family life. In addition, if the child is
outgoing, has good communication skills, and is reasonably competitive, he will be challenged by
hearing children and may, as a result, be able to achieve at nearly the same rate. Under these
circumstances, he may also make hearing friends and learn to be comfortable and function well among
hearing people.
If, however, the child does not communicate well, falls behind academically, loses confidence, or does
not relate freely with his peers, an integrated setting can be a very negative learning experience. Even in
a good integrated setting, the deaf child misses a great deal of the interchange between and among the
teacher and students which, in a special school or classroom, he would be able to pick up. An integrated
setting also may not give the deaf child the opportunity he needs to know and associate with other, and
they inspire and reinforce each other psychologically and socially. This, in turn, helps the child to accept
his deafness, understand it, and develop the courage and tenacity to overcome the obstacles it presents.
Can students be '' partly'' integrated in a public school program?
To alleviate some of the disadvantages just mentioned, many schools are experimenting with a variety
of placement patterns for deaf children in the public schools. For example, in some schools, hearing-
impaired children are put in special classes with trained teachers of the deaf for most subjects, but are ''
integrated'' into such classes as art and physical education. This type of partial integration not only
shows a sensitivity to the special educational needs of deaf children but also allows them to associate
with hearing children in situations they can understand and enjoy, and in which they are most likely to
succeed.

22
 What are some of the other ways in which deaf children can be served in the
regular public schools?
There are almost as many patterns of placement as there are school systems and, with the advent of P.L.
94-142, there will probably be even more. The most common patterns range from the provision of a
resource room or sign language interpreter to a self-contained classroom especially for deaf children.
What is a resource room?
A resource room is a room in a public school staffed by a special teacher whose job it is to help students
deal with special needs or problems. For example, in America in a Spanish-speaking area, a school
might provide a resource room to help bilingual children improve their English or develop a better
understanding of their own culture.
In the same way, some schools with hearing-impaired children provide a resource room to help such
children with language development, speech, and problems with subject areas. In some school systems,
instead of staying in one place, the resource teacher travels to visit classrooms where there are hearing-
impaired children and provides the teacher with materials and advice.
What does an interpreter do in the classroom?
In order to help deaf students achieve complete and clear communication with language development,
speech, and problems with subject areas. In some school systems, instead of staying in one place, the
resource teacher travels to visit classrooms where there are hearing-impaired children and provides the
teacher with materials and advice.
What does an interpreter do in the classroom?
In order to help deaf students achieve complete and clear communication with the teacher and other
students, some school systems provide or pay for an interpreter in the classroom who translates every
word the teacher says into sign language, finger-spelling, and speech. This allows the child to be a full
participant in the classroom situation, the same as any other student. In some classrooms, the interpreter
is also trained as a teacher of the deaf and in effect serves as an interpreter-tutor who helps the child and
the teacher.
Qualified sign language interpreters are certified by the registry of interpreters for the Deaf - an
organization which tests, then certifies that a person can interpret at certain specific skill levels. If an
interpreter is to be used for the child, it is very important that you make sure he or she is skilled and
competent. With all his other problems,the child should never be subjected to inferior or inaccurate
interpreting.

23
 What other supporting services will the child need in a regular schools?
Unless the child is in a special school situation where supporting services are part of the total school
program, parents will need to insure that the regular school provides support services in at least auditory
training, speech therapy, and language development. A good school program should also provide social
work, psychological testing, and counseling services as well as medical services, where necessary. More
specific information regarding support services, where necessary.
What is a self-contained classroom?
A self-contained classroom is one in which all subjects (except perhaps art, physical education, and
music) are taught to the same group of children by the same teacher. This is the typical classroom
pattern for most elementary grades.
A deaf child integrated into a regular classroom during the elementary grades will probably himself in a
self-contained classroom. This may well be an adequate learning environment for a deaf child so long as
the teacher has assistance and support from a special teacher or supervisor of the hearing-impaired and
training, equipment, and materials adequate to meet the child's special needs.
What is a special class?
A special class is one which, though located within the regular elementary or secondary school, is
designed especially to meet the needs of hearing-impaired students. In general, some or all subjects in a
special class are taught in a self- contained classroom, with provision made for integration into classes
with hearing students where appropriate.
In order for a special class to work, several factors must be present:
1. The population of hearing-impaired children must be large enough to permit
appropriate grouping for instruction, particularly if the hearing loss ranges from
moderately hard-of-hearing to profoundly deaf.
2. The teacher must be trained and qualified to teach deaf children.
3. A developmental and sequential curriculum must have been developed which takes
into account not only the academic requirements of the school system but also the
special learning needs of deaf children.
4. Class size should be no more than six hearing-impaired students per class.
5. Adequate auditory equipment and special media, materials, and supporting services
should be readily available.

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 6. Specific procedures should be established to evaluate the program and student
progress.
Parents should be especially wary of classes which combine both hard-of-hearing and deaf students. In
such cases, the communication needs of deaf students may not be properly met.
What is a day school for the deaf?
A day school for the deaf is a special school whose entire program is designed exclusively for hearing-
impaired students. Normally, its classrooms are housed in a building separate from or adjacent to the
regular school, and it serves enough students to permit appropriate placement for various levels and
degrees of hearing loss.
The main advantage of a day school setting is that it exclusively serves the deaf student while still
permitting him to live at home. Many day schools which are situated near regular elementary or
secondary schools also provide for partial integration into classes with hearing children. In general, day
school programs for the deaf are not available beyond the junior the high school level.
What are some of the advantages and disadvantages of residential or day
school settings for deaf children?
The most important advantage of day school and residential setting is that they offer deaf students an
opportunity to receive a high quality education in an environment specifically designed to meet their
needs. In addition, they allow deaf students to associate freely and communicate easily with each other
and to participate fully in all school activities. Contrary to popular belief, a day school or residential
setting is also often the least expensive way for a school system to provide all the services needed by
deaf children who may be widely scattered throughout the school system.
On the negative side, some people say that students attending a residential or day school may feel
different and thus develop poor self-concepts (though, if the child has received proper communication
and encouragement at home, this will rarely be a problem). Some deaf students, especially hard-of-
hearing or other children with good language and speech skills, may also find that they are not as
challenged in a day or residential program as they would be in a classroom with non-handicapped
children. The deaf child in a day or residential school also does not have as much opportunity to
associate with hearing children as he would in he were in an integrated setting.
Isn't it most important for a deaf child to remain at home while he goes to
school?

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Without question, a good family environment can provide reinforcement and support which can be of
tremendous value to the growth and development of a deaf child. The potential for daily expressions of
love and encouragement is, in fact, one of the major advantages of a local public school setting.
At times, however, other factors must be considered. First, if the local public school simply is not able to
provide the educational opportunities a child needs, the relative advantages and disadvantages of a
residential setting must then be carefully weighed.

Section: 3.2 Yardsticks of Adjustment and Achievement

The appropriate placement of the deaf child in an educational program is not a one-time decision.
Rather, you, in cooperation with the school, must constantly observe and measure his achievement to
make sure that the program continues to meet his needs. To do this properly, you must know what to
look for and how to work with the school system.
How can I know if the child is ready for integration with hearing children in
a regular school?
Richard G. Brill, in his book Administrative and professional Developments in the Education of the
Deaf Washington, D.C: Gallaudet College Press, 1974), lists a number of questions which should be
asked when considering whether or not to enroll your child in a regular public school with hearing
children. With thanks to Dr. Brill, the following is a paraphrase of those questions. If you cannot answer
'' yes'' to each one, your child is probably not ready for integration with hearing children in a regular
public school.
 Does the child lip-read, speak, read, and write well enough to function virtually without support
in a regular classroom?
 Is his social and emotional maturity average of above that of hearing children the same age?
 Can he focus his attention on work assigned and follow directions given?
 Is the class size small enough so that the teacher will be able to devote time to helping him
individually?
 Will he be seated in a place I the classroom where he has a good view of the teacher and also of
the other students when they are talking?
 Will sound amplification be provided if he can profit from it?

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  Are parents and other members of the family willing to help the child with his home
assignments? Are they willing to listen and help him develop solutions to problems encountered
in adjusting to the regular classroom?
 Is the child confident in his ability to function in a regular classroom and willing, eager, and
determined to do?
 Is his ability to learn, as indicated by test scores, average or above that of other students in the
regular classroom?
 Is his chronological age within two years of the average age of the students in the class to which
he will be as signed?
 Are the students in the regular class willing and anxious to have a deaf child in their class? Are
they willing to give him the same or more consideration thatn they give each other?
 Is the teacher informed about deafness and willing to develop special curriculum, media, and
instructional materials which are appropriate for and designed to alleviate the learning problems
created by deafness?
What are some signs that integration is not working?
The following are some common indications that a deaf child is not progressing well in an integrated
setting: repeated confusion over directions, announcements, and assignments; consistently poor
academic achievement; inability to understand the basic vocabulary of a particular grade level; lack of
interaction with classmates; establishment of lower standards of achievement for the deaf child; growing
disinterest by the student in his class or the school. Parents or teachers who observe any or all of these
behaviors should immediately seek to diagnose the student in his class or the school. Parents or teachers
who observe any or all of these problems and, if necessary, move the child to a more positive and
productive environment.

How can I determine what is really the '' least restrictive environment'' for the child?
Though P.L. 94-142 clearly implies that educators should try to place handicapped children with non-
handicapped children, the Law also clearly indicates that placement must be appropriate and positive for
the individual child. What is the '' least restrictive environment'' for the deaf child is, then, an individual
decision, based on an in- depth assessment of the communication and instructional methods used in a
particular program and their appropriateness to the child's skills and background.

27
For example, if a deaf child is placed in a classroom with a teacher who cannot communicate with him,
even though he is integrated with hearing children, this must be considered the most restrictive
environment possible. By the same token, a child who is clearly not challenged in a residential school
and who could function in a normal classroom is also in a more restrictive environment that the could
be.
The '' least restrictive environment'' is, in other words, that environment which combines the most
appropriate educational program with clear, meaningful communication. If either of these elements is
missing, the child is in a restrictive environment, regardless of its location.
How will the parent know when the deaf child is making adequate emotional and
social adjustment?
The best way to decide whether your child is making a decision should meet two basic criteria: they
should be appropriate to the curriculum and course of study that has been developed for the school, and
they should be appropriate for deaf children. A number of books, films, transparencies, and other
teaching aids are now being produced especially for deaf children.
What kind of instructional equipment should my child's classroom have?
Every classroom for deaf children should have, at a minimum, an overhead projector, a filmstrip
projector, an opaque projector, a record player, a 16-mm movie projector, and an audio tape recorder
( cassette and/or reel-to-reel) with headphones. In addition, the school should have equipment for
making transparencies, for dry mounting and laminating materials, and for supplying other types of
resource materials needed by the teacher and students.
What special audio logical equipment should I expect to find in my child's
classroom?
All classrooms for deaf children should have group amplification equipment to provide for maximum
auditory input throughout the day. Two major types of group amplification are presently in use. The first
and older type consists of headsets which plug into amplification units in the students' desks or separate
wooden horses near their desks. Sounds coming from the teacher (or a record player, tape recorder, etc.)
are thus amplified, and the child can adjust the volume to his individual level of comfort. The main
disadvantage of this system is that it does not allow freedom of movement by the children or teacher;
when the child moves from the immediate area, the headset must be disconnected and thus rendered
inoperative.

28
The second and more modern type of equipment used for group amplification is the '' walk-away'' which
consists of individual wireless headsets or custom ear molds for students and a microphone for the
teacher. This type of equipment enables the child to adjust the amplification level to his individual level
of comfort and permits both teacher and child to move freely about the classroom.
What other auditory aids should be available?
In addition to group amplification, effective auditory training will require that the classroom
have a record player, tape recorder, various musical instruments, and such devices as '' listening
corners'' that are attached to the regular amplifier. A language Master, accompanied by teacher-
made cards to reinforce language being taught in the classroom, is also effective and useful in a
classroom for hearing-impaired children.
How can the child’s parent judge if equipment in the classroom is being properly
used?
As with everything else about his child's education, the best way to evaluate its effectiveness is through
a threefold process: observe, confer, inquire. You should visit your child's classroom regularly,
observing first hand the type of instruction underway. Whenever convenient, you should also arrange
conferences with the teacher to inquire about all phases of the program, including the use of media and
materials. Then-and most important-you should observe your child. If he demonstrates comprehension,
changed behavior, and achievement as a mathematics, one for social studies, and so forth. Each will be
based on the curriculum but will be much more explicit about the activities, resources, and references to
be used.
What is a lesson plan?
A lesson plan is the most specific element in the educational planning process. Usually developed on a
daily or weekly basis, this plan outlines exactly what the teacher will do each day, the objectives of each
activity, what materials need to be available, and how he or she will judge whether the objectives have
been achieved. Experienced teachers seldom write out complete lesson plans, but they always have in
mind their objectives, activities, and resources for each day and week.
Do teachers always follow the curriculum and course of study?
Sometimes, if the needs of the class or particular children require it, a teacher may depart from the
curriculum or course of study. The teacher may, for example, employ unusual of ingenious methods to
try to motivate children or teach them basic material they should have learned previously. Whatever

29
their purposes, good teachers do not depart from the curriculum for long, however, since it provides the
framework for continuity and completeness on which the child's education must be built.

The Teacher and the Teaching Situation

Aside from his parents, parents, the person most responsible for a child's educational progress is his
teacher. Regardless of the school, curriculum, facilities, or other aspects of the setting, if the child's
teacher is not qualified, sensitive, and able to communicate with him, the child will not achieve as he
should. It is essential that you know well and work closely with that important person who is teaching
his child.
What are the requirements to become a teacher of deaf children?
For example, in America all states have requirements for obtaining a license or permit to teach in that
state. These requirements vary widely since they reflect each state's judgment of just what credentials,
preparation, and experience qualify a person to teach.
Depending on your location, any of the following qualifications may be considered acceptable for at
least temporary certification to teach your deaf child:
 A bachelor's degree in any subject and no professional teacher training (usually only true when
the superintendent or school system certifies that no better prepared teacher is available);
 a bachelor's degree in elementary education but no specialized preparation for teaching
handicapped children;
 a bachelor degree in special education but no specialized preparation for teaching deaf
children;
 a bachelor's degree in special education and coursework and student teaching in the area of
deafness;
 a bachelor's degree and a graduate degree or coursework and student teaching in the area of
deafness;
 a bachelor's degree and a graduate degree or coursework in special education but no courses or
experience in teaching deaf children;
 a bachelor's degree and a graduate degree or coursework in teaching hearing-impaired
children.
Obviously, just because a person possesses a state teaching certificate does not mean that he or she is
qualified to teach the deaf child. This is especially true since state certification requirements are usually

30
quantitative (that is, expressed in numbers of courses or credit hours) without adequate qualitative
standards (for example, minimum standards of achievement in those courses). Furthermore, the
requirements are mainly academic, with only minimum requirements have loopholes which permit
unqualified persons to obtain temporary certification and to teach in the classroom.
Does a teacher of the deaf first have to be certified as a teacher of hearing children?
In United states, the requirements for teaching hearing-impaired children are in addition to those for
obtaining an elementary education teaching certificate, thus making the elementary certificate
mandatory. In most states, however, teachers do not have to obtain a certificate to teach hearing children
before obtaining one to teach hearing-impaired children. Experience in teaching hearing children does
provide, however, a good background and can be seen as a definite advantage.
Is anyone who is certified as a special education teacher qualified to teach deaf children?
It is still uncommon for a person majoring in special education to have a significant number of courses
or student teaching experiences which involve hearing-impaired children. More often, their experience is
with teaching mentally retarded children or children with orthopedic handicaps or other disabilities.
Most graduates of a general program in special education are not, therefore, any more qualified to teach
handicapped students.
Can a deaf person become a certified teacher of hearing-impaired children?
Except in those states which require prior certification to teach non-handicapped children or coursework
in speech and audiology that only hearing people can complete, deaf people can and do become
qualified and certified to teach hearing-impaired children. As nore states eliminate those requirements
which discriminate against deaf persons, schools or classes for hearing-impaired children will have
increasing numbers of deaf teachers who are fully certified.
What is CED certification?
In order to eliminate the wide variance in certification re - school nurse to care for everyday physical
needs; a counselor to provide guidance services to both students and teachers; and other representatives
of agencies or organizations, as required.
School programs for deaf children must have the personnel necessary to facilitate all aspects of a deaf
child's development physical, intellectual, audiological, psychological, emotional, social, and
occupational. When such services are available, they closer cooperation between the school and the
home, and encourage the development of the whole child. Where they are absent, the child is at a severe
disadvantage as he tries to develop into a functioning and successful adult.

31
Why should a normal deaf child need psychological services?
To teach a child where specific learning or emotional problems (that may or may not be attributable to
hearing loss), frustration over lack of communication, or a poor self-concept can make the difference
between success or failure.
It is essential, then, that every deaf child undergo thorough and ongoing evaluations by a qualified
psychologist so that, based on this information, the classroom teacher can plan an instructional program
that meets his individual needs, interests, and capabilities. Classroom observation by the psychologist is
also invaluable in that it may yield additional information about patterns of interaction which, when
modified, may lead to a better learning environment.
Should the school provide auditory testing?
Wherever possible, the school should employ a trained audiologist and maintain the equipment
necessary for complete and regular auditory testing. Young children with whom play audiometry has
been used should be tested twice a year. All other students should be tested at least once a year.
Where the school population is not large enough for a fulltime audiologist, arrangements should be
made for testing to be conducted in a nearby accredited hearing and speech clinic. Under these
circumstances, it is preferable that testing be administered by the same audiologist over an extended
period of time and that significant changes, if any, be promptly reported to the school with an
explanation of their implications for educational planning.
What is the role of the speech therapist?
Speech therapists are trained to assist a speech-handicapped child to overcome individual problems
which impede normal speech production. As such, they provide corrective and remedial therapy for
existing speech rather that teach speech from the outset.
In order to acquire speech, the profoundly deaf child must learn it through methods, techniques, and
equipment best utilized by a qualified teacher of the deaf. Once speech teaching has begun, however, a
speech therapist becomes an important reinforcer of this effort, offering individualized assistance in such
areas as pronunciation and enunciation; phraseology; sentence production; and pitch, inflection, and
intonation in articulation. Eventually, in cooperation with the teacher, the speech therapist functions as
the coordinator of the child's speech correction program, providing invaluable assistance and serving as
an important adjunct to the ongoing instruction in the classroom.
What is the role of a medical specialist?

32
The initial role of a medical specialist is to establish a case history for each child. Since educational
programs should be designed for the development of the whole child, this record will help the child in
these areas, you should be very pleased that he has been assigned to a teacher who is deaf. Since he or
she must cope with deafness daily, a deaf teacher understands better than anyone the nature of the
handicaps imposed by deafness. As a deaf person who has achieved professional status, the deaf teacher
can also serve as an important role model and motivator for your child. Because communication and
identification are easy, the teacher can also motivate him in the most natural and effective way possible.
Rather than being a bad experience, then, the child's years with deaf teachers can be some of the most
influential of his educational career.
Should a teacher of hearing-impaired children know how to communicate in sign language?
Since communication is at the heart of the educational process, there is no excuse for a teacher not to be
fluent in all methods of communication that the deaf child uses to understand and be understood. These
methods include amplification, speech, lipreading, sign language, gestures, and finger spelling. A
teacher of the deaf should also know sign language to communicate with a child's parents, one or both of
whom may be deaf, and to communicate with deaf adults who can provide in valuable insights into the
language problems and learning potential of deaf children.
Does it make a difference where a class for hearing-impaired children is located?
Since a desirable acoustical environment is essential is auditory training is to proceed successfully, a
class for hearing impaired children should be physically located where acoustics are good and acoustical
control is possible. Administrators should also avoid the tendency to clean out a small room in a far
corner of the school building and place hearing-impaired students there. For obvious reasons, classes for
hearing-impaired children should be located with and among classes for hearing children of
approximately the same age.
What is the best class size for teaching hearing - impaired children?
Especially in the lower grades, a teacher should be responsible for no more than six hearing-impaired
children. This may seem a very low student-teacher ratio. It is, however, the most a teacher can handle
in a classroom and still remain close and readily visible to each deaf child. In addition, this ratio insures
that the hearing-impaired child will get the intensive, individual instruction he needs for proper language
development.
In the later grades, a child who has developed reasonable language and learning skills may be able to
function well in a class of 12 to15 students. Beyond that number, the school should provide a full-time

33
teacher aide, interpreter-tutor, or qualified resource specialist to provide individual support and
assistance for the deaf students.
What are some indications of a good teaching situation?
The best way to insure that deaf child is progressing properly is to visit his classroom regularly. While
there, you should look for the following characteristics which indicate the basis of a good teaching
situation.
 The classroom is pleasant and well-organized with evidence of learning activities in progress
such as maps, charts, nature projects, art, and child-produced items.
 The teacher demonstrates a natural interest in children and elicits a wholesome response from
them.
 The teacher demonstrates control and firmness when necessary without developing negative
responses in the children. Each hearing-impaired child.
 The teacher explains the specific work at hand in relation to the larger course of study planned
for the students.
 The teacher talks easily about his plans and does not hesitate to indicate problems encountered in
pursuing them.
 The teacher views you as a partner in your child's progress and has at hand specific evidence of
that progress. If your child is not progressing well, the teacher should tell you this and indicate
how he or she hopes to help your child overcome these difficulties.
 The teacher is ready and willing to call a conference to revise or review the IEP, should it be
needed or should you request it.
Section: 3.3 Media and Materials
Your child is fortunate to be living and learning in a time when modern technology offers so much to
enhance his education and help him make the best use of his residual hearing. But even the most
sophisticated equipment must be used to be useful. You must insist that special media and materials
exist, then, not only on the shelves but in the classrooms.
Section: 3.4 Media and Equipment
Audiovisual equipment and personnel can be of particular value to the teacher who has a student with a
hearing impairment in the class. Overhead projectors can greatly enhance the achievement of the hearing
impaired student. As the teacher lectures, she may put important notes or key vocabulary words and
phrases on the overhead projector. An overhead projector allows the teacher to maintain eye contact

34
with students while writing on the projector. When using slides or films, the teacher should be certain
there is sufficient light to enable the hearing impaired student to see faces clearly as the narrator or
teacher makes comments. In general, supplementary diagrams and pictures should be used as often as
possible. Often the complete narrative script to a filmstrip or audiotape accompanies the materials and, if
available, should be given to the hearing impaired student.
Many educational films have been captioned so that they can be used by the hearing impaired student
in the regular classroom. More that thousand such films are available on a loan basis, free of charge.
This collection contains films on subjects ranging from accounting to occupations to zoo animals. Also
available are well-presented guides that may accompany these excellent films. The resource or itinerant
teacher of the hearing impaired may provide the teacher with a detailed listing of available materials.
The use of these modified and adapted instructional materials does not interfere with the education of
normally hearing students but in fact facilitates their achievement as well.

Why does my child need special media and materials to learn?

Even with appropriate amplification, a deaf child learns basically through what he sees. A hearing
child can conjure up mental pictures based on a teacher's description of an object, place, or concept,
but a deaf child must be shown these things. Transparencies, films, filmstrips, diagrams, pictures,
and other teaching aids are, therefore, vital to any instructional program for deaf children. Only
through their continued and creative use can the teacher foster creative thinking and independent
learning to offset what, because of hearing loss, the child has not learned spontaneously from his
surroundings.
What will the deaf’s special problems be?
Once again, the major problem for the deaf child in school will be acquiring the foundation of all other
learning-language. Concepts of self, the family, and the environment must be taught to the deaf child
through modes of communication he can both understand and use to respond. Once this objective is
achieved once the deaf student discovers that language exists and that, through language, he can make
known his needs and order his world-he will be able to adjust to sound amplification, develop the
attentiveness necessary for visually-oriented learning, and acquire the security he needs to achieve a
total school program.
If the deaf child lags in language development, will he also lag in overall academic achievement?

35
As was explained earlier, language is the basis of all other learning. Reading and writing skills are built
upon that foundation. Progress in social studies, mathematics, science, and the like depends, in turn, on
the child's reading skills and the rate at which he masters concepts, vocabulary, and language patterns.
Your child's language development-and thus his development in other areas-will depend on such factors
as the age at which deafness occurred, the degree and nature of the hearing loss, the degree of
stimulation provided by the home environment, the age at which schooling began, the effectiveness of
the instructional program, and the child's own innate abilities.

When should the child start school?

Preschool programs for deaf children can give them an important head start on the difficult task of
language acquisition. The earlier the deaf child starts school, then, the better. If preschool is not feasible,
parent should work with their children at home to help them learn the important concepts and modes of
expression they will need later on. Information about preschool opportunities in your area can usually be
obtained from your local public school system, the system, the regional department of education, or
other parents.
When the deaf parent will know that his child is ready for a regular school?
Placements of a deaf child in a regular classroom with hearing children is a critical step which must be
carefully weighed before it is taken. Early it was discussed in detail the various educational alternatives
and the criteria for choosing one type of program over the other. Suffice it to say here that a child must
already have demonstrated superior communication and academic skills in order to have any real chance
of success in a regular classroom setting. To place him in this setting because his hearing loss is above a
certain level, because you want him to ''seem'' normal, or for other similar reasons is only to invite
inevitable frustration and disappointment for both of you.
With all the difficulties, can the deaf child ever be well-educated?
As the existence of well-educated deaf adults attests, the deaf child can be well-educated and become a
contributing member of society. The main purpose of this topic is, in fact, to help you understanding that
the problems imposed, by deafness are not insurmountable. They can be conquered, but only with your
understanding and active involvement.
Can a deaf person go to college?

36
Given the skills, interests, and an appropriate and effective secondary school program, there is no reason
why a deaf person cannot enter higher education and pursue it to a master's or doctoral degree level. In
the united states, the majority of deaf persons pursuing higher education attend either Gallaudet college
in Washington, D.C., or National Technical Institute for the Deaf (NTID), which is a part of the
Rochester Institute of Technology in Rochester, New York. Both are fully accredited, degree-granting
institutions and both offer complete programs designed especially to meet the needs of deaf students. At
least 40 other institutions in the United States also offer academic or vocational programs for deaf
students.
More complete information regarding post-secondary educational opportunities for deaf students can be
found in a booklet entitled, a Guide to College Career Programs for Deaf Students, available from
Gallaudet College or NTID.

Will the deaf child have trouble finding a job?

According to recent research, in United states deaf persons are not only gain fully employed in all types
of occupations-unskilled, skilled, and professional-but their average annual earnings are also increasing
each year at a rate beyond that for the regular population.
An increased emphasis by the federal government on the training and employment of the handicapped
has resulted in the opening of a number of professions to deaf people that previously were closed to
them. Also helpful are state departments of vocational rehabilitation which specialize in finding training
and placement opportunities for handicapped individuals.

Section: 3.5 Regular Classroom Placement

What are the advantages of placement of hearing impairment?
The following are some advantages for hearing impaired students offered by regular classroom
placement:
1. An opportunity to continue relationships with hearing classmates. Which reinforces the
feeling that he is more like than not like other students. He will maintain or gain a feeling
of belonging.
2. An exposure to a greater variety of language styles.
3. The necessity of keeping speech and language patterns at an intelligible level. Often
when hearing impaired students are grouped together in the same class. They do not

37
 develop or maintain a high level of speech and language. A regular classroom also
provides normal, age-appropriate speech, language and other social models.
4. The necessary of establishing a wider variety of communication techniques. The hearing
impaired student may have to modify his communication skills if he is not understood by
his classmates. This may necessitate a reexamination of his communication skills.
5. An opportunity for the student to compete academically with hearing classmates. The
academic pace is faster. And general achievement-level expectations are raised.
However. In the interests of professional objectivity, we must note that this may be the
major reason why some students can-not participate with success in the regular
classroom.
6. Preparation to function in a hearing world. All individuals interacting with a hearing
impaired student must remember that the ultimate objective is for the hearing impaired
student to function as independently as possible in a hearing society.
Another advantage of regular classroom placement, although not related only to the
hearing impaired, is that hearing students have an opportunity to become acquainted with
someone who is different. This must be seen very positively. Particularly today when
many students may not have sufficient opportunity to mix with children of different
ethnic backgrounds or races or with disabled students. We believe that most individuals
benefit from the opportunity to meet and associate with individuals who are different
from themselves.
Placement and/or retention of the hearing impaired student in the regular class works very well for some
students and is essentially unsuccessful for others. As noted in the preceding paragraphs. We believe
that retention in the regular classroom is the best procedure, if it is effective in meeting prescribed
educational goals. One of the more important factors is the attitude and readiness of the regular
classroom teacher: and his or her willingness to work cooperatively with resource personnel. Other
factors to be considered include quality of lighting in the room, the teacher's rate of speech and type of
voice, the visibility of the teacher's lip movements and of visual aids used. These and other factors must
be carefully considered because they are important in facilitating the speech and language of hearing
impaired students. A variety of interrelated factors are at work when a program for a hearing impaired
student is planned.

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 Section: 3.6 Placement Considerations
What are the criteria’s of placement of HI in regular schools

Dear students, the following student characteristics are not criteria for placement, but they are normally
discussed in the staffing procedure:
1. the ability to exchange ideas through spoken, written, and read language
(including expressive and receptive auditory - oral communication skills)
2. social and emotional maturity near equal to that of the other students in the class
room, as well as minimal disparity between listening age and academic skills
3. the ability to profit from large group instruction when new information is
presented
4. independence, self-confidence, and determination to succeed
5. a chronological age close to that of the regular class students (McCartney, 1984)
In addition to the characteristics of the student. Other factors such as the availability of sound
amplification, presence of support staff for monitoring placement, counseling or remediation is
necessary, acceptance and understanding level of the teacher, the degree to which the other students are
capable of extending consideration and respect, and the desire of the parents to have their child in the
regular classroom must be considered before such placement is made.
The previously mentioned factors relate to the child Parents, and other students. An additional factor to
be considered is the working relationship between the regular class teachers and resource or itinerant
personnel. They must establish and maintain a working relationship that enhances the education of the
hearing impaired student. The regular class teacher must feel free to ask without reservation for
assistance whenever needed. The resource teacher must be allowed to observe in the regular classroom
at any time, not in a judgmental manner but as a helper. If the working relationship between the regular
classroom teachers and the resource teacher is one of mutual respect and understanding, recognizing that
there are no authoritative experts and that neither is self sufficient, they will be well on the way to the
critical factor: open communication for the benefit of the student.

39
 Section: 3.7 Suggestions for the Regular Classroom Teacher
Discuss class room strategies to HI student for regular classroom teacher.

The student with impaired hearing may be served in the regular classroom with a number
of specific modifications and adaptations are essentially alternative teaching strategies
and do not require substantial teacher time or classroom adjustment. In fact, most of the
alternative strategies and do not require substantial teacher time or classroom adjustment.
In fact, most of the alternative strategies are based on common sense and may facilitate
the education of all students.

Section:3.8 Obtaining Complete Information About the student

Dear students, complete information should be obtained before taking a hearing a impaired student into
the class; be certain that there is sufficient information concerning (1) the nature of the loss, (2) the
amount of residual hearing, and (3) how the student communicates. A few brief private sessions with the
student should be arranged so that a comfortable relationship and communication process can be
established. Because the speech of a hearing impaired student may be defective, these sessions may
familiarize the teacher with the student's unique speech patterns. The teacher may also find it very
helpful to discuss the student's speech needs with the speech specialist or special education resource
person.

What is the use of getting full information about the HI student’s background? List
and discuss.

Most of this information concerning the student can be obtained from the special
education resource personnel in the school or school district.

The resource teacher, by nature of her professional preparation and experience, generally
has a very good understanding of medical aspects of the impairment, audiology, and

40
 speech therapy. One may serve as the liaison between these disciplines and the regular
teacher, may interpret the exact nature of the hearing loss in relation to medical and
audiological evolutions and provide specific suggestions related to the unique
characteristics of hearing efficiency for a particular student. It is hoped that information
concerning the individual's functional ability would be emphasized rather than medical or
quantitative information. In addition, the resource teacher may interpret the student's
development of language and is influence on learning. In general, resource personnel can
provide considerable information and serve as a liaison between ancillary personnel and
the regular classroom teacher.

Another valuable source of information is the parents of the hearing impaired student. Several brief
conferences with the parents, both before actual placement and on an ongoing basis thereafter, can
provide considerable information about the hearing impaired student. The information, support, and
participation of the parents as active partners in their child's educational program is known to be a
primary determinant of successful mainstreaming programs (Marsh etal., 1983).

Section: 3.8 Preteach -Teach- Postteach Strategy

In preteaching and postteaching of hearing impairment what is its uses?

The preteach-teach -postteach strategy assumes that the itinerant or resource teacher and the regular
class teacher have a cooperative, mutually respectful working relationship. The regular classroom
teacher informs the resource teacher of the lesson or concepts to be taught. And it is presented to the
hearing impaired student first in a one-to-one or small-group setting. The student then attends the regular
classroom, and the unit of study is taught by the regular classroom teacher. After the class/ the regular
classroom teacher reports to the resource or itinerant teacher by means of a short note, checklist, or
personal discussion indicating problems or areas of concern that may need to be ret aught in the one-to
one or small group setting. Ultimately, it is anticipated that the preteaching and possibly eliminated
except where the regular classroom teacher or the student specifically request it .

Section:3.9 Classmates as Helpers

41
 Who are classmates for hearing impairment students?
How they could help? Discuss.
The use of a ''listening helper'' or ''buddy'' can be of considerable assistance to the hearing impaired
student. This peer may sit next to the hearing impaired student to ensure his turning to the correct page
or taking notes or for other appropriate assistance in areas such as adjusting to a new class or school or
participating in activities such as physical education. The buddy may clarify something the teacher has
said by repeating it while facing the hearing impaired student or by writing it down.
At the upper elementary and secondary levels the listening helper or buddy may assist in note taking by
simply making a carbon copy of his notes. This allows the hearing impaired student to concentrate fully
on what the teacher is saying.
The listening helper or buddy may be rotated weekly or monthly, or a few classmates may volunteer for
an extended period of time. Some caution must be exercised so that the helper or buddy provides
assistance only when needed; otherwise, the very purpose of the integrated educational experience may
be defeated. If the helper provides assistance when it is not necessary, the hearing impaired student may
become overly dependent on his classmates- a dependency that must be carefully avoided.

Section: 3.11 Facilitating Speech reading

Discuss who is more benefited in speech reading/lip reading

Most hearing impaired students have some remaining or residual hearing, and special efforts must be
made to facilitate speech reading because the student may not hear all the sounds in his environment.
The student must learn to closely observe lips, facial gestures, body gestures, and other environmental
clues to fully understand what his teacher and classmates are saying. The following steps should be
taken by the regular teacher:

1. Allow the student to sit where he can make the most of what he hears and sees;
sometimes a younger child needs guidance in this area. Remember, the hearing
impaired student listens with his eyes as well as his ears. The student should be within
5-10 feet of the speaker. Do not. However, have the student sit so close that he
constantly has to look up. To aid the student in becoming a more proficient speech
reader, change the seating arrangement from time to time to give him practice in

42
 watching different speakers in the classroom from different positions. Seating
arrangements may depend on the classroom organization. If the class is small,
arranging the desks in a semicircle and seating the hearing impaired student on the
end facilitates speech reading. In a lecture situation, placing the student near the front
of the room and off to one side allows him to readily read the speech of classmates
and teachers. Seating arrangements must remain flexible to ensure that the student
can observe and participate in class activities. The teacher should observe the student
to notice whether he seems to be straining or missing important concepts; if so,
modification in the seating arrangement may be necessary. It may also be helpful to
ask the student periodically if he would like to move.
2. Seating should be arranged so that the student does not have to look into a light
source. Do not stand in front of windows, for this makes speech reading very
difficult. Do not stand in a dark area or an area where there may be shadows.
Generally. Speechreading is easier when the light source is behind the student.
3. Try to face the group when speaking, and when members of the class are speaking
encourage them to face the hearing impaired student. Many of us frequently turn our
back to the class and talk when writing on the board. The teacher should stay in one
place as much as possible when giving oral examinations or while lecturing so that
when the student looks up the teacher is in the same general location. Some teachers
have found it helpful to reserve several seats for the hearing impaired student, with
one as his ''homebase.'' Oral examinations requiring a written response may also
cause considerable difficulty for the hearing impaired student. If the student is writing
a response while the teacher is giving the next item, the student may miss several
items. Overhead projections and transparencies work extremely well in such cases for
all students, and visual aids in general are very effective with the hearing impaired
student.
4. Call attention to visual aspects of a particular concept to be learned. Phonetic
analysis, as an example, may not be helpful. Generally, instruction that emphasizes
visual clues is preferred.
5. Do not exaggerate your gestures, for exaggerated gestures may cause considerable
confusion. Use gestures as usual, but keep hands and any objects away from the face

43
 whenever possible. Beards and mustaches as well sometimes distract attention from
the lips or make tem difficult to see.
6. Provide good pattern of speech for the student; distinct articulation is more helpful to
the hearing impaired student than speaking louder. Speech patterns should not,
however, be exaggerated.
7. Ask questions of the student occasionally to make certain he is following the
discussion. When presenting a new word or asking a question. Repeat it if it is not
understood the first time, speaking directly at the student. If he seems to miss the term
or request, rephrase what was originally said and ask him a question; for example,
''this is a stapler-how could you use a stapler?'' or ''Who would use a stapler often?''
8. Certain words are not easily understood through speechreading; therefore, encourage
the student to ask questions or have statements repeated if he does not understand.
9. When isolated words are presented, as in spelling lessons, the words should be used
in context. Spelling tests may also be given by providing the contextual words of the
sentence on a sheet of paper and replacing the spelling word with a blank space. With
this method the student has the necessary contextual clues. Remember, many words
appear alike on the lips and sound alike, for example, beet and bead. Other examples
are meal and peal, safe and save, and pie and buy.
10. When presenting new vocabulary words, present the multiple meanings for these
words; some words have more than five meanings. This can be very difficult for the
hearing impaired student because his vocabulary may not be sufficient to understand
the multiple meanings.
11. Chewing movements should be avoided as much as possible. If students are allowed
to chew gum, this may make speech reading very difficult, since hearing impaired
students may not be able to differentiate between chewing and speech.
12. When referring to an object in the room, it may be beneficial to point to it, walk over
to it and touch it, or actually manipulate the object. This may put the object into the
context of the discussion and support what is being discussed when the teacher is
speaking directly to the student or calling for the student's attention, it may be helpful
to call the student's name or speak directly to him. In nearly all instances, instruction

44
 that combines both visual and auditory cues is more effective with the hearing
impaired.
13. The hearing impaired student should not be seated close to audiovisual equipment
that has fan or motor noise.
14. If the teacher uses pictures with verbal presentations. She/he should initially describe
the material and then show the illustration. This allows the student to focus on one
major stimulus at a time.
Activity
While the teacher is teaching in integrated classroom turning his back to the and talk when
writing on the board is not advisable. Why? Discuss.
Exaggerated gestures and speech pattern while signing and making speech. why? Discuss

Section: 3.12 Facilitating Desirable Speech Habits

Discuss how speech therapist establish goals and objective to train speech to hearing
impairment?
An essential component of educational programming for the hearing impaired student is speech training.
The student's ability to monitor his language may be seriously limited by his hearing impairment,
thereby limiting his expressive language abilities.
Often the speech therapist working with the student has clearly established goals and objectives related
to the student's speech patterns and general articulation. The regular classroom teacher plays an
important role in facilitating good speech habits. Reinforcement of therapy goals and objectives in the
student's classroom is essential if the needed carryover and maintenance in everyday situations are to be
expected. The following suggestions may facilitate such carryover and maintenance.
1. Encourage the student to use the dictionary to aid in pronunciation of difficult words.
This practice naturally depends on the age and reading level of the student.
2. Encourage the student to participate in oral discussions and expect him to use complete
sentences when speaking. Be careful. However. Not to ''emotionally load'' the situation. If

45
 proper speech is insisted on and the student is demeaned in front or the entire class for
incorrect usage or incomplete sentences, the student may be discouraged from
participating in any oral discussion. Be careful not to nag the student. Often the
correction of a mispronounced word may be accomplished by a brief conference at the
end of the period or day. Some teachers have had success with keeping a list of words
with which the student has had difficulty and then giving them to the student with the
correct pronunciation without comment. The student should also be encouraged to
participate in conversation, reading, story telling, and creative dramatics.
3. Don't be afraid to talk with the student about the hearing loss. The hearing impaired need
to be told when they are speaking too loudly or too softly. Since the hearing impaired
student may not be able to monitor his own speech sounds, the teacher can do a great deal
to keep the student from developing dull or expressionless speech habits by speaking
with him honestly and openly.
4. Praise and encourage the student when he has correctly pronounced a previously difficult
word. The child needs a great deal of encouragement and success if he is to accomplish
this very difficult task.
5. Provide a relaxed language environment. The more relaxed and casual the speech and
language styles of the teachers and students, the better the opportunity for language
acquisition.

Explain the merits of speech training for the hearing impaired.

Section: 3.13 Demonstration Teaching

What do the special and regular educators demonstrate teaching?

How do they support each other

Special educators have traditionally served their students in what might be termed pullout programs.
That is, they pull the students out of the classroom and work with them in a special resource room. This
practice, although it may be necessary in some instances, is totally unnecessary and even undesirable in
other situations.

46
If teachers are fully to appreciate the potential of integration or mainstreaming, general educators should
attempt to involve special educators in regular classrooms wherever possible. This practice can greatly
facilitate the communication special and general educators and overcome many of the
misunderstandings between them. The expertise held by both professions can be shared in the most
meaningful way through the actual teaching of students. Special educators can increase their knowledge
concerning large-group instruction and the limitations imposed in modifying and adapting materials,
curricula, and teaching strategies Regular classroom teachers can increase their competency in working
with the hearing impaired student by observing the resource person work with large and small groups.
At times, the resource teacher could assume an aide or tutor role not only with the hearing impaired
student but also with small groups of students who are having problems with a difficult concept or
assignment. This is not a new concept; some resource teachers have been assuming a helping or
assisting role with regular teachers for some time. Unfortunately, the number of such teachers has not
been significantly large.
The resource teacher may also demonstrate a particular teaching strategy. For example, if the resource
teacher has asked the regular teacher to use an overhead projector to teacher a science or social-studies
lesson, it would be desirable for the resource teacher actually to demonstrate the use of the projector by
teaching the lesson. It is also possible for the resource teacher to assist in teaching a unit on the anatomy
and physiology of the ear or a unit on hearing as one of the senses to acquaint all students with the
nature of a hearing loss. The resource teacher may actually conduct or assist in conducting short in
service sessions with the students concerning the nature of a hearing loss, the benefits of a hearing aid,
or any other topics that may be of interest to the hearing students.

Section: 3. 14 Facilitating Social Interaction

Activity
Discuss how social interaction play a role among hearing & non-hearing in the
development of respect each other.
What plays a role social interaction? How communication limits social interaction?
Discuss the teachers role for social interaction.

47
One criterion by which the success of the mainstreaming process may be judged is the extent to which
the handicapped student is accepted, chosen as a friend, and liked by other students ( Cartwright,
Cartwright, & word,1984). There are indications that the social interaction between hearing and hearing
impaired students is much less than that among hearing students (Schlesinger,1985). It seems that such
research tends to place responsibility for increased and positive interaction on the hearing impaired
student. Part of the poor interaction may be attributed to the lack of communication skills of the hearing
impaired student or to insufficient social skills, such as the ability to initiate and continue conversations
or to insufficient social skills, such as the ability to initiate and continue conversations or discuss
playground or after-school activities. Other factors may include the teachers, the environment, and the
hearing students.
Teachers. When the regular classroom teacher maintains a supportive climate within the classroom, it is
possible for some hearing impaired students to become dependent on the teacher for positive and
rewarding social interactions (kretschmer & kretschmer. 1978; Schlesinger, 1985). Teachers must be
aware of their influence and the possibility that they may be fostering an overdependence. They should
recognize that this overdependence may in fact be negatively influencing the attitudes of the hearing
students and limiting the interaction between the hearing and hearing impaired students. Teachers should
encourage and develop procedures to enhance this interaction. Resource or itinerant personnel may have
specific suggestions that would assist in this area.
Environment. The physical and instructional environment of the classroom is another factor that may
discourage interaction among students. The teacher may want to change seating arrangements
periodically to enhance interaction between hearing and hearing impaired students.
Hearing Students. If the objective is to in crease interaction with hearing students. Then systems must
be developed to foster and enhance this interaction. As mentioned previously, educators may too quickly
assume that the problems lie exclusively with the hearing impaired student. Quite logically, is there
appears to be a breakdown, part of the problem could rest with the hearing students. As a result, specific
efforts must be initiated to assist them in better understanding hearing impaired students. Perhaps the
self-fulfilling prophecy is at work here not only for the hearing impaired but for the hearing students as
well. Students may think, ''I don't relate to ____ because I don't know how __ so I guess I can't,'' and it
be comes a self-perpetuating circle involving all of the students.

48
Intervention. Interaction of hearing impaired students with other students in the regular class is an
agreed-upon goal; however, there is somewhat less agreement regarding whether this interaction an
communication is more positive if the hearing impaired students use oral or total communication
methods (Schwartz, 1984; Morsink, 1984). It is the responsibility of the regular classroom teacher to
design specific interventions to facilitate communication and interaction by assisting the hearing
students to become more proficient at communication skills.

Section: 3.15 Previewing New Materials or Assignments before Class

Whenever possible, the teacher should briefly discuss topics with the hearing impaired student before
the actual class presentation. This goal may be accomplished by providing the student with an outline of
the material to be discussed. Communicating with resource or itinerant teachers and employing the
preteach-teach-postteach strategy should be given consideration. Allowing the hearing impaired student
to provide on the board or a piece of paper a list of key vocabulary words that deal with the new
material. When giving an assignment, write it on the board in addition to gi8ving it orally. The student's
listening helper may check to see that he has the correct assignment.

Section: 3.16 Awareness of Student Fatigue

Hearing impaired students may fatigue more easily than other students, and teachers should be aware of
this potential problem. Such fatigue may be particularly noticeable in young children near the end of the
day, but this is a factor for all hearing impaired students. This fatigue should not be interpreted as
boredom, disinterest, or lack of motivation. The fatigue results in part from the continuous strain of
speechreading. The use of residual hearing. And the constant watching required to keep up with various
speakers while participating in classroom activities. It may be helpful to vary the daily schedule so that
the student is not required to attend to academic subjects for an extended period of time. Shorten lesson
periods or alternate written and oral work with rest periods. However, the student should be expected to
complete all assignments. The teacher should also be aware that the hearing impaired student may hear

49
better on some days than on others. Some students may experience tinnitus (hearing noises within the
head), which may result in nervousness or irritability.

Section: 3.17 Interpreter-Tutors

Students enrolled in a total communication program may use interpreter-tutors to assist them in their
regular classroom. The interpreter-tutor is usually located just outside the direct line of sight from the
student to the teacher, slightly facing the student, thereby allowing the student to directly speechread the
teacher of the interpreter.
The interpreter repeats what the teacher is saying through sighs, finger spelling, and nonvocalized
speech. He or she may paraphrase or modify what the teacher is saying if the student is not familiar with
the words or concepts being used. Interpreter-tutors are not teachers but must be experts in total
communication. They must pass a proficiency in some states.
Using an interpreter is a new experience for many teachers. Initially it seems very unusual to both the
teacher and the hearing students. In fact. For the first several days or until such time that the hearing
students become comfortable, they may be seriously distracted by the signs, gestures, and expressions of
the interpreter.
The following general suggestions may be helpful when using an interpreter: 2
1. Be aware that you and the interpreter may have to adjust and modify the pace of
instruction periodically. Occasionally the interpreter may ask you to stop momentarily,
repeat, or slow down. Teamwork between the teacher and interpreter is vital to the
student.
2. Be certain there is good lighting wherever the interpreter stands.
3. In using demonstration and visual aids, allow extra time for students to see what is being
demonstrated as well as to see what is being said. With hearing students the teacher can
turn her back to the class and simultaneously elaborate a point as she demonstrates. With
deaf students this is not possible, since the deaf students this is not possible, since the
deaf student must turn his attention from the interpreter to the chalkboard to see what the
teacher is demonstrating and then turn back again so he will not miss the explanation.
The best solution to this problem is first to be more explanatory as new points are put on
the board and second to pause while maintaining eye contact with the students.

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 4. When using an overhead projector, slides, videotapes, or films, it is sometimes necessary
either to reduce the lighting or to turn off the lights completely in the classroom. In such
situations it is important to provide a small lamp or spotlight to focus on the interpreter
while discussion or explanation takes place.
5. Because sign language does not contain signs for every word in the English language, the
interpreter must fingerspell special vocabulary using the manual alphabet. The interpreter
may also be asked by the hearing impaired student to pause and define the term. It is most
helpful to write special vocabulary on the board or give a list to the interpreter before
class so that neither the interpreter nor the student misunderstands the concept.
6. Question-and-answer periods may pose problems. If the student is unable to vocalize his
question, he must sign the question to the interpreter and the interpreter then vocalizes the
question to the teacher.
7. The interpreter cannot interpret more than one speaker at a time. During discussions,
remind the other students to speak one at a time.
8. To establish rapport, speak directly to the hearing impaired student, not to the interpreter.
Some caution must be exercised to avoid a dependency relationship between the interpreter-tutor and the
student; the interpreter tutor is used only when necessary.
Students who do not have good speechreading skills and thus might not be able to participate in the
regular classroom may be able to do so with the assistance of an interpreter-tutor. It is imperative that
every method that may help a student make maximum progress be fully investigated.

Section: 3.18 Hearing Students and Communication

As mentioned earlier in this chapter, hearing students often do not understand the nature of a hearing
impairment or hoe a hearing aid functions. Brief in-service sessions may be held to explain the exact
nature of a hearing loss and how a hearing aid functions. The resource or itinerant teacher, speech
specialist, and audiologist are valuable persons to involve when such activities are being planned.
Although many hearing students who have hearing impaired classmates will learn some of the signs or
the annual alphabet, it may be helpful to provide instruction to the hearing students systematically.
Unless such instruction is provided, the hearing students often express considerable frustration when
attempting to communicate with their hearing impaired classmates. Instruction in signing may be offered

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occasionally after school or during special Saturday-morning programs. Such an elective course may be
offered on an ongoing basis and may initially be taught by resource or itinerant teachers or in
cooperation with the hearing impaired students. Hearing students who have gained proficiency may also
be encouraged to share in the instruction or serve as teaching assistants or peer tutors. There is little
question that efforts to assist hearing students to understand and communicate better with their hearing
impaired classmates can greatly facilitate interaction. In addition to hearing students learning sign
language, many regular classroom teachers also learn how to sign.
These suggestions to regular classroom teachers are certainly not all-inclusive, but they do represent the
areas of greatest concern. It would be helpful to review and discuss them with the resource or itinerant
teacher periodically. The classroom teacher's ingenuity and creativity in modifying and adapting
curriculum, materials, and teacheing strategies can make the experience successful for everyone.
The most important consideration, above all other suggestions or techniques, is the attitude of the
teacher. The teacher is the single most important variable. The teacher must be understanding but not
pitying and should treat the hearing impaired student as nearly as possible like any other student in the
classroom, being fair and truthful, not lenient, in reporting his or her progress. The handicapped student
should be treated as a student who is able, who is an individual, and who, incidentally, has impaired
hearing.

Section: 3.19 Specialized Instruction and Assistance from Resource or

Itinerant Teachers
Explain the functions of resource room teacher and itinerant teacher.

There are a number of special skills that should be routinely provided by resource personnel. The
specific skills vary depending on the grade level of the students. At the primary level, the resource
teacher may have responsibility for reading instruction or may supplement the material presented in the
student's regular class. The reading material used by the resource teacher may be the same as that used
in the regular class, except that the resource teacher spends considerably more time on comprehension,
questioning, and related language activities. At the intermediate level, the resource teacher probably
supplements regular classroom instruction by emphasizing phonetic and comprehension skills or by
introducing new vocabulary words before their introduction in class. hearing impaired students may
need to be taught currently ''in'' words that are popular with their classmates.

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In addition to supplemental instruction, the resource teacher may work on a number of other areas, such
as individual and small group auditory training, vocabulary development, comprehension, questioning,
speech reading, and speech correction.
In some instances, the resource or itinerant teacher is an integral part of routine classroom activities and
has specific instructional responsibilities to hearing student as with instructional needs similar to those
of the hearing impaired. In other settings the resource or itinerant teacher may employ a preteach-teach-
postteach strategy.
The exact nature of the resource teacher's role depends on the age or grade level of the students, the
number of students, and the extent of hearing impairment. Generally, the role involves tutoring or
supplemental instruction, the introduction of new materials or skills, and instruction in highly
specialized skills related to hearing impairment.
The resource teacher may assist the regular teacher in modifying or adapting materials for the hearing
impaired student. For example, the resource teacher may provide outlines or vocabulary lists that are
about to be introduced into the regular classroom. Often the regular teacher does not have time to
modify materials, and this service can be a tremendous help. If neither the regular teacher nor the regular
teacher nor the resource teacher has the necessary time, volunteers or teacher aides may be most helpful
in this area.
If activities are planned far enough in advance, often the resource teacher may obtain captioned films,
slide-tape presentations, or other tangible teaching materials to be used by the regular teacher.
Depending on the geographical area to be served (one or more schools), resource or itinerant teachers
may be responsible for the in-service education of regular classroom teachers in one or several
buildings. Often the resource or itinerant teacher is called on to acquaint a building staff with the
rationale underlying integrated placement of the hearing impaired. The nature of the in-service session
may be quite general and relate only to the philosophy of integrated education, or it may be specifically
related to techniques for modifying and adapting curriculum, materials, and teaching strategies.
Although it is not necessary for regular teachers to know the manual alphabet, they often are interested
in learning it. In this instance the resource or itinerant teacher may conduct in-service programs for
teachers and/or students or arrange for classes to be taught by another person. (for a more detailed
discussion concerning the provision of specific information to no handicapped students, see chapter 3.)
Another role often assumed by the resource teacher is to provide selected journal articles, readings, or
topics of special interest in relation to a particular student's problem or to specific teaching techniques.

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The orientation and in-service efforts of the resource personnel are an ongoing responsibility that must
be taken seriously. How the resource personnel sell themselves, the program, and the hearing impaired
students has a tremendous influence on the effectiveness of the program.
The resource teacher, due to his or her specialized preparation and experience, may assist regular
teachers in counseling the hearing impaired student and the student's parents. This counseling may relate
to routine academic matters, such as parent teacher conferences, or to specific problems imposed by a
hearing impairment, such as interpersonal relationships, language and speech problems, or vocational
interests.
The resource teacher assists in planning and implementing work-study, vocational education, and
vocational-rehabilitation services for hearing impaired students in secondary schools. The resource or
itinerant teacher may be responsible for actually initiating these services or may contact others who will
initiate them.
As mentioned previously, the role and responsibility of resource personnel vary considerably. The key to
successful resource services is communication between the regular teachers and the resource personnel.
.
Section:3.19 The Deaf Culture

Discuss the culture of the deaf.

In the past, most professionals viewed isolation from the hearing community on the part of many people
who are deaf a sign of social pathology. More and more professionals, however, are agreeing with the
many people who are deaf who believe in the value of having their own deaf culture. They view this
culture as a natural condition emanating from the common bond of sign language.
The unifying influence of sign language is the first of six factors noted as demarcating the deaf
community as true culture:
- linguistic differentiation
- attitudinal deafness
- behavioral norms
- endogamous marital patterns
- historical awareness, and
- voluntary organizational net works.

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Regarding linguistic differentiation, scholars states that the deaf community can most accurately be
described as bilingual, with individuals possessing varying degrees of fluency in sign language and
language.
Attitudinal deafness refers to whether a person thinks of himself or herself as deaf. It may not have
anything to do with a person’s hearing acuity. For example, a person with a relatively mild hearing loss
may think of himself or herself as deaf more readily than does someone with a profound hearing loss.
Activity
Here are some Questions for you to think about or discuss:
1. Which of the different ways of education do you think is better for deaf children? Can you say
why you think this?
2. What do you think may be the problems for the teachers who have one deaf child in their class
of hearing children? How could the problems be solved?
3. Do you know what hearing children feel about having deaf children in their school? Ask some
hearing to think about it and tell you.
4. Do you think that there is a difference between the educational needs of deaf children at the
beginning of primary education and deaf children at the end of primary education

Summary
In this unit we have reviewed the nature of hearing impairments, the limitations imposed by such
impairments, identification procedures, and methods of referral. We discussed alternative teaching
strategies to be considered by the regular classroom teacher, including specific suggestions to facilitate
the education of hearing impaired students. In addition, we provided specific suggestions to assist
hearing students and reviewed the nature of the specialized instruction. The key to successful
programming for these students is a cooperative, working arrangement between regular classroom
teachers, parents, and special education personnel. Students with impaired hearing must experience a
variety of language styles and must establish communication techniques that will work in the settings
they will encounter in adult life. Those with more severe losses must receive continued support from
special education personnel to assist them in maintaining intelligible speech and language. Students with
mils impairments may function quite satisfactorily with a minimum or special assistance if the regular
classroom teacher plays an effective, appropriate role in the educational process. perhaps the most

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important benefit of the regular class setting is the opportunity for the heari8ng impaired student to
maintain relationships with hearing individuals-to be a part of the hearing world.

Second, although it is true that paternalistic attitudes can be found in some papers, many authors have
made sincere efforts to understand the deaf and their problems. This in turn has lead to establishing
special mental health services for the deaf. Third, without the existing results, however negative, we
would not be able to notice the changes in the psychiatric symptomatology of the deaf.
Speculations on the characteristics of the deaf inevitably lead to the question whether a typical “deaf
personality” exists or not. Myklebus (1960), Basilier (1964),Lesser and Easser (1972) and Jonglkees
(1983), among others, have responded in the affirmative. They regard the development of the deaf child
to follow very different pathways from those of the hearing child. For this reason, ajuriaguerra and
Abensur (1972) conclude that comparisons between deaf and hearing children are no justified.

Furth (1973) was among the first to challenge the supposition of a personality structure typical of the
deaf. Chess and Femandez (1980) in their study of 248 children with congenital rubella, came to the
conclusion that it is not deafness but the neurological damage that is largely responsible for such a
stereotype. For Meadow (1980), there is nothing ingredient in a hearing deficit that should create
additional social or psychological problems. The deficits related to deafness are created by deficiencies
of language and communication .

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