Batangas State University

The National Engineering University

JPLPC Malvar Campus

HEARING AND
SPEECH
WRITTEN REPORT

Submitted by:
MAGABO, JUSTINE
ORZO, AHVYGAIL
TORRES, APRYL MARIE JOY

December 5, 2023
HEARING AND SPEECH
-Hearing and speech impairments can affect anyone, both children and adults. There are many
causes for these impairments, whether it’s physical, developmental, or from an illness, and there are
many ways to treat them.
HEARING IMPAIRMENT
Hearing impairment is a condition in which you can’t completely receive sounds through your
ears. It can fluctuate or be permanent. The amount of loss can vary from being hard of hearing to
complete deafness.
SPEECH IMPAIRMENT
Speech impairment, also called communication disorder, or voice disorder, is a condition in
which you have trouble forming sounds. Speech impairments vary, from occasionally not being able to
produce sounds, to not being able to produce sound at all.
TYPES OF HEARING IMPAIRMENT:
Conductive Hearing Loss
Hearing loss caused by something that stops sounds from getting through the outer or middle
ear. This type of hearing loss can often be treated with medicine or surgery.
Sensorineural Hearing Loss
Hearing loss that occurs when there is a problem in the way the inner ear or hearing nerve
works.
Mixed Hearing Loss
Hearing loss that includes both a conductive and a sensorineural hearing loss.
Stuttering
Stuttering refers to a speech disorder that interrupts the flow of speech. People who stutter can
experience the following types of disruption:
Repetitions
occur when people involuntarily repeat sounds, vowels, or words.
Blocks happen when people know what they want to say but have difficulty making the necessary
speech sounds. Blocks may cause someone to feel as though their words are stuck.
Prolongations
refer to the stretching or drawing out of particular sounds or words.
AUDITORY NEUROPATHY SPECTRUM DISORDER
Hearing loss that occurs when sound enters the ear normally, but because of damage to the inner
ear or the hearing nerve, sound isn’t organized in a way that the brain can understand.
CAUSES:
-brain damage due to a stroke or head injury
-muscle weakness
-damaged vocal cords
-dementia
-cancer that affects the mouth or throat
-autism
-Down syndrome
-stroke
-traumatic brain injury
-hearing loss
CHARACTERISTICS:
The person with hearing and speech impairment may appear to hear normally, when in fact the
student cannot hear speech sounds clearly enough and is misinterpreting the information. The student
may have difficulties pronouncing speech sounds correctly, poor vocal quality, or trouble explaining
ideas clearly.
THE DEGREE OF HEARING LOSS CAN RANGE FROM MILD TO PROFOUND:
Mild Hearing Loss
A person with a mild hearing loss may hear some speech sounds but soft sounds are hard to hear.
Moderate Hearing Loss
A person with a moderate hearing loss may hear almost no speech when another person is talking at a
normal level.

Severe Hearing Loss

A person with severe hearing loss will hear no speech when a person is talking at a normal level
and only some loud sounds.
Profound Hearing Loss
A person with a profound hearing loss will not hear any speech and only very loud sounds.
HEARING IMPAIRMENT

Hearing loss or deafness does not affect a person's intellectual capacity or ability to learn.
However, children who are either hard of hearing or deaf generally require some form of special
education services in order to receive an adequate education. Such services may include:
 Regular speech, language, and auditory training from a specialist;
 Amplification systems;
 Services of an interpreter for those students who use sign language;
 Favorable seating in the class to facilitate lip-reading;
  Captioned films/videos;
 Assistance of a notetaker, who takes notes for the student with a hearing loss, so that the student
can fully attend to instruction;
 Instruction for the teacher and peers in alternate communication methods, such as sign
language; and counseling.

BELOW ARE SOME SPECIFIC CHALLENGES THAT CHILDREN WITH SPEECH AND
LANGUAGE DISORDERS MAY HAVE IN VIRTUAL SETTINGS—AND TIPS FOR
IMPROVING THEIR SUCCESS.

Challenge #1: Being Understood. For example, a child who has trouble with pronouncing certain
sounds, or a child who stutters, may be harder to understand via remote connection.
Challenge #2: Understanding. For example, a child with a language disorder or social communication
disorder may miss certain cues from the teacher that normally occur in person and that aid in
comprehension—such as pointing to portions of the text when reading.
Challenge #3: Distraction. Children with speech and language disorders may be more easily distracted
—by other children on the screen, noises or activities occurring in their own home, or the learning
platform/technology itself.
Challenge #4: Social Isolation/Limited Social Practice. Children with language disorders and social
communication disorders generally require lots of interaction with peers to improve social skills.

TEACHING STRATEGIES & ASSESSMENT METHODS APPLICABLE TO THE GROUP

Teaching a diverse group of students requires careful consideration of their unique needs and
abilities. In the case of students with hearing and speech impairments, educators must employ
specialized teaching strategies and assessment methods to ensure a conducive learning environment.
This discussion explores effective approaches for teaching and assessing the academic progress of
individuals with hearing and speech challenges.
TEACHING STRATEGIES:
1.Visual Aids and Technology Integration:
- Utilize visual aids such as charts, diagrams, and videos to enhance understanding.
- Integrate technology tools like smart boards, captioned videos, and speech-to-text applications to
provide additional support.

2. Sign Language and Communication Devices:

- Incorporate sign language as a means of communication to bridge gaps in verbal interaction.
 - Encourage the use of communication devices and assistive technologies to facilitate effective
communication in the learning environment.
3. Multimodal Instruction:
- Embrace a multimodal approach to teaching that caters to diverse learning preferences.
- Combine written instructions, visual aids, and hands-on activities to reinforce concepts and engage
students with varying abilities.
4. Collaborative Learning:
- Foster a collaborative and inclusive classroom environment.
- Encourage group activities that promote teamwork and peer learning, allowing students to support
each other in their learning journey.
ASSESSMENT METHODS:
1. Alternative Forms of Assessment:
- Explore alternative assessment methods beyond traditional written exams.
- Implement project-based assessments, presentations, and practical demonstrations to evaluate
comprehension and application of knowledge.
2. Individualized Assessments:
- Recognize the unique needs of each student and tailor assessments accordingly.
- Provide options for students to express their understanding through diverse means, such as written
assignments, visual projects, or oral presentations.
3. Continuous Feedback:
- Offer regular and constructive feedback to guide students in their learning.
- Use a combination of written, verbal, and visual feedback to ensure clarity and facilitate
improvement.

4. Flexible Testing Conditions:

- Provide flexibility in testing conditions, such as extended time or alternative formats, to
accommodate the specific needs of students with hearing and speech impairments.
- Ensure that assessments are fair and accessible to all students, regardless of their communication
abilities.
 Batangas State University
The National Engineering University
JPLPC Malvar Campus

HEARING AND
SPEECH
CASE STUDY

Submitted by:
MAGABO, JUSTINE
ORZO, AHVYGAIL
TORRES, APRYL MARIE JOY

December 5, 2023
 ED 106 – FOUNDATION ON SPECIAL & INCLUSIVE EDUCATION CASE STUDY
I. INTRODUCTION
This case study focuses on Christian L. Dagan, a grade 10 high school student facing
Hearning impairment. The report aims to provide insights into Balele Integrated High School's
unique challenges during a specific lesson, propose interventions to address these challenges,
and include a personal discussion appendix with relevant documentation.
II. PROFILE & PERSONAL CIRCUMSTANCES OF THE LESSON
Christian L. Dagan is a grade 10 high school student who experiences Hearing Impairment.
The lesson observed was all subject. During this lesson, Christian faced challenges related to
Engagement, Access to Materials, and Participation in Class Discussion. It's important to note
Christian's individual strengths, preferences, and any specific accommodations or technologies
used to support their learning
III. EDUCATIONAL CHALLENGES
- The educational challenges encountered by Christian include:
- Limited access to visual content and instructional materials.
- Difficulty in fully participating in visual-centric activities.
- Potential impact on note-taking, reading, and independent navigation within the school
environment.
- struggled to actively engage with visual elements presented on the whiteboard and through
slides. The teacher extensively used visual aids, such as maps, timelines, and images, which
Christian found challenging to comprehend without clear visual representation.
- Traditional textbooks and printed handouts, being visually oriented, posed a significant barrier
for Christian. The standard font size and lack of tactile features made it challenging for them to
independently access written information.
- The class often engaged in visual discussions, analyzing primary source documents, and
interpreting visual cues. Christian found it challenging to actively participate in these
discussions as they heavily relied on visual elements

IV. PROPOSED INTERVENTION COLUMN (CHALLENGES, EXPECTED OUTCOME)

1. Challenge: Limited Access to Visual Content Proposed Intervention: Provide alternative
formats such as audio recordings, tactile materials, or digital resources with screen reader compatibility.
Expected Outcome: Enhanced access to educational content and improved comprehension.
2. Challenge: Participation in Visual-Centric Activities Proposed Intervention: Collaborate with
teachers to modify activities, incorporate tactile elements, and provide clear verbal instructions.
Expected Outcome: Increased participation and engagement in class activities.
3. Challenge: Note-Taking and Reading Proposed Intervention: Introduce assistive technologies
like screen readers, magnifiers, or Braille displays for efficient note-taking and reading. Expected
Outcome: Improved independence in accessing and managing written information.
V. PERSONAL DISCUSSION APPENDIX (DOCUMENTATION)
Appendix A: Observational Notes
Engagement:
In the English literature class, Christian, who has a Hearing Impairment, displayed
commendable engagement throughout the entire lesson. Despite the reliance on visual elements
in literary analysis, Christian actively participated in discussions. His heightened auditory skills
were evident as he listened intently to the teacher's explanations and contributed thoughtful
insights to the conversation. Christian frequently utilized verbal cues and asked for
clarifications to ensure a comprehensive understanding of the textual content.
Interactions:
Christian's interactions with both the teacher and peers were characterized by effective
communication and collaboration. When the teacher distributed printed excerpts from the novel,
Christian seamlessly interacted with his classmates, requesting assistance in understanding the
visual layout of the text. The class, in turn, demonstrated a supportive atmosphere, with students
readily offering verbal descriptions of any visual materials presented. Christian's social
interactions were marked by inclusivity, showcasing a positive peer dynamic within the
classroom.
Use of Assistive Technologies:
Christian skillfully employed assistive technologies tailored to his Hearing Impairment
during the lesson. His laptop, equipped with screen reader software, allowed him to access
digital versions of the literary texts. Additionally, Christian utilized a handheld magnifier for
examining visual aids, such as diagrams and charts displayed on the board. His adept use of
these technologies facilitated independent learning and ensured that he could actively
participate in activities that incorporated visual elements.
Appendix B: Accessibility Assessment
1. Classroom Environment
• Observation
The physical layout of classrooms presents potential challenges for students with
Hearing Impairments. Desks and chairs are arranged in a way that may hinder easy navigation
for individuals using mobility aids or white canes. Additionally, the lighting in some classrooms
is inconsistent, making it difficult for students with Hearing Impairments to access written
materials.
• Recommendations
- Reconfigure seating arrangements to ensure clear pathways and easy navigation for
students with Hearing Impairments.
- Implement consistent and ample lighting in all classrooms to enhance visibility for
students with low vision.
2. Instructional Materials
• Observation
 Traditional textbooks and printed handouts are not provided in accessible formats for
students with Hearing Impairments. The absence of alternative formats such as braille, large
print, or digital versions limits these students' independent access to educational materials.
• Recommendations
- Ensure that textbooks and other instructional materials are available in multiple
accessible formats.
- Collaborate with specialized services to create accessible digital content compatible
with screen reader software.
- Train teachers on the use of tactile graphics and other non-visual aids to supplement
visual information.
3. Technological Accessibility
• Observation
The current technology infrastructure lacks sufficient accessibility features, hindering
the seamless integration of assistive technologies for students with Hearing Impairments. Some
software and platforms used in classrooms are not screen reader compatible, limiting students'
participation in digital activities.
• Recommendations
- Invest in assistive technology tools and software that are compatible with screen
readers.
- Provide training for teachers and IT staff on creating accessible digital content and
ensuring that classroom technologies are inclusive.
4. Navigation and Signage
• Observation
The school's physical layout lacks clear and accessible signage. Hallways and entrances
are not marked with tactile indicators, making it challenging for students with Hearing
Impairments to navigate independently.
• Recommendations
- Install tactile signage with braille and raised lettering at key locations throughout the
school. - Ensure that staircases, ramps, and doorways are clearly marked with tactile indicators
for safe navigation.
5. Inclusive Educational Practices
• Observation
Educators may benefit from additional training on inclusive teaching practices to better
accommodate students with Hearing Impairments. Awareness about creating an inclusive
classroom culture that promotes collaboration among all students needs enhancement.
• Recommendations
- Provide professional development opportunities for teachers to learn about inclusive
teaching strategies and practices.
 - Encourage collaboration between teachers, students, and support staff to ensure a
supportive and inclusive learning environment.

Appendix C: Assistive Technology Evaluation

ASSISTIVE TECHNOLOGIES EMPLOYED
Christian, with a Hearing Impairment, utilized the following assistive technologies during the
observed lesson:
1. Screen Reader Software:
Description: Christian employed screen reader software on his laptop to access digital
versions of the literary texts discussed in the lesson.
Effectiveness: The screen reader effectively converted written text into audible speech,
allowing Christian to independently engage with digital materials, follow along with the
lesson, and actively participate in class discussions.
2. Handheld Magnifier:
Description: Christian utilized a handheld magnifier to examine visual aids, including
diagrams and charts presented on the board.
Effectiveness: The magnifier enhanced Christian's ability to access visual content by
providing enlarged and clearer views of visual materials. This facilitated his participation in
activities that incorporated visual elements.

OBSERVATIONS:
1. Independence and Engagement: Christian demonstrated a high level of independence in
using these assistive technologies, effectively navigating digital materials and accessing printed
information without constant assistance.
2. Timeliness of Access: The use of assistive technologies allowed Christian to access
information in real-time, ensuring that he could keep pace with the rest of the class during
discussions and activities.
3. Effective Integration: The seamless integration of these assistive technologies into
Christian's learning process contributed to his active participation in class discussions and
activities, fostering a sense of inclusivity within the classroom.
CONCLUSION:
The documented use of assistive technologies by Christian during the lesson
underscores their effectiveness in mitigating the impact of his Hearing Impairment. These
technologies not only facilitated access to information but also promoted Christian's
independence and full engagement in the learning experience. The observed positive outcomes
highlight the importance of continued support and investment in such assistive technologies to
ensure an inclusive educational environment for students with Hearing Impairments.
Appendix D: Parent/Guardian Collaboration

NAME: CHRISTIAN L. DAGAN

AGE: 17 YEARS OLD
YEAR LEVEL: GRADE 10 HIGH SCHOOL STUDENT
SCHOOL: BALELE INTEGRATED HIGH SCHOOL
GURDIAN: MR. JUNEX DAGAN

I recently had an insightful conversation with Christian's parent, Mr. Junex Dagan, to
gather essential information about Christian's preferences, needs, and the strategies employed at
home to support his education, considering his Hearing Impairment.
1. Christian's Preferences:
Mr. Junex Dagan shared that Christian has a particular interest in subjects that involve
auditory learning and tactile engagement. Christian enjoys literature, music, and hands-on
activities. He responds well to interactive learning experiences that leverage his keen sense
of hearing and touch. Additionally, Christian has expressed a preference for using
technology, such as screen readers and braille notetakers, to access information.

2. Christian's Needs:
In discussing Christian's needs, Mr. Junex Dagan emphasized the importance of
providing educational materials in accessible formats. Christian benefits significantly from
braille materials and audiobooks to facilitate independent learning. Clear verbal instructions
and detailed descriptions of visual elements in the curriculum are crucial for Christian's
understanding. Mr. Junex Dagan stressed the need for flexibility in assignments and
assessments to accommodate Christian's unique learning style

3. Home Support Strategies:

To support Christian's education at home, Mr. Junex Dagan has implemented several
effective strategies:
Utilizing Assistive Technologies:
Christian is encouraged to use assistive technologies, including screen readers and
braille notetakers, during dedicated study times. This fosters his independence in accessing
digital content and taking notes effectively.

Creating Multisensory Learning Environments:

The home environment is enriched with multisensory experiences. Audiobooks, tactile
learning materials, and interactive educational apps are integrated into Christian's learning
routine to make the educational process engaging and accessible.

Establishing Open Communication with Teachers:

Mr. Junex Dagan maintains regular communication with Christian's teachers to stay
informed about the curriculum and upcoming assignments. This collaborative approach
ensures that adaptations and accommodations are seamlessly implemented at both home and
school.

Encouraging Peer Involvement:

Christian's siblings are actively involved in his education, providing peer support. They
participate in activities that enhance Christian's understanding of visual concepts through
verbal descriptions and collaborative learning.

In conclusion, the valuable input from Mr. Junex Dagan has provided a comprehensive
understanding of Christian's preferences, needs, and the effective support strategies
implemented at home. This collaborative approach between home and school is crucial for
creating an inclusive learning environment that meets Christian's unique requirements
arising from his Hearing Impairment. Ongoing communication and a supportive home
environment will contribute significantly to Christian's academic success and overall well-
being