Hearing Impairment

determined by mulitdisciplinary evaluation team

1. Level of hearing loss

2. Adverse educational effects

   • impairments in speech or language

Determined by multidisciplinary evaluation team

1. Level of hearing loss

2. Adverse educational effects

   • Impairments in speech or language

Identified hearing loss in the speech frequencies.

1. A hearing loss averaging greater than 70 dB in the speech frequencies (500Hz- 4000Hz).

Adverse Effect

1. The hearing loss adversely affects educational performance.

2. All findings should lead to the conclusion that the unique behaviors/challenges the student is experiencing are associated with the disability and are occurring frequently and at a level of intensity that adversely affects performance in the PRESENT educational setting or natural environment.

Processing delays

1. The hearing loss impairs auditory processing of linguistic information.

2. Affected areas should include:

   • Listening

   • Speaking

   • Reading

   • Writing

3. The areas affected are with or without amplification.

4. There must be evidence that the student’s performance is significantly lower than peers

Observing the student's communication needs

Determining what modes of communication is preferred to help socialize with family and friends

Determining the academic, social, and emotional needs of student

Speech therapy

Audiological exam by an audiologist

Observation of listening skills in educational setting or natural environment

Medical and developmental history

Parent interview

Teacher reports/review of student work

Rating scales

Checklists

Multiple assessment approaches:

• Standardized testing

• Language samples

• Performance assessments

Measures of self-help skills

amplification system

Oral method: student is taught to pair speech reading (lip reading) for receptive understanding and speech productions

Manual communication methods

• American Sign Language (ASL)

• Manually Code English (MCE)

• finger spelling

Total communication between peers and other figures

Various accommodations:

Physical Environment Accommodations:

• Noise reduction (carpet & other sound absorption materials)

• Specialized lighting

• Room design modifications

• Flashing fire alarm

Amplification Options:

• Personal hearing device (hearing aid, cochlear implant, tactile device)

• Personal FM system (hearing aid + FM)

• FM system/auditory trainer (without personal hearing aid)

• Walkman-style FM system

• Sound-field FM system

Assistive Devices:

• TDD

• TV captioned

Communication Accommodations:

• Specialized seating arrangements

• Obtain student’s attention prior to speaking

• Reduce auditory distractions (background noise)

• Reduce visual distractions

• Enhance speech reading conditions (avoid hands in front of face, mustaches well-trimmed, no gum chewing)

• Present information in simple structured, sequential manner

• Clearly enunciate speech

• Allow extra time for processing information

• Repeat or rephrase information when necessary

• Frequently check for understanding

Instructional Accommodations:

• Noise reduction (carpet & other sound absorption materials)

• Use of visual supplements (projected materials, whiteboard, charts, vocabulary lists, lecture outlines)

• Captioning or scripts for announcements, television, videos, or movies

• Speech-to-text translation captioning (i.e., computer on desk)

• Educational interpreter (ASL, signed English, cued speech, oral)

• Buddy system for notes, extra explanations/directions

• Check for understanding of information

• Down time / break from listening

• Extra time to complete assignments

• Step-by-step directions

• Note taker

Document audiological information that provides evidence of the hearing loss.

• Provide relevant historical evidence of the hearing loss.

Clearly state how ALL data supports the findings of significantly lowered performance in the processing of linguistic information.

Explain how the hearing loss is adversely affecting the student’s performance in the educational setting or natural environment. (see * Identifying the adverse effect ...”)

What are the unique difficulties or challenges the student is experiencing because of the hearing loss?

Is academic learning affected?

Is communication affected?

Is independent functioning affected?

Are social/emotional interactions affected?

In what ways are the defined areas affected?

(Must be unique to the student.)

Does the student need interventions that significantly differ in intensity & duration from what can be provided solely through general education resources and services currently in place?

Is the need for specially designed instruction connected to the category for which the student was found eligible?

What specially designed instruction does the student need?