A. TASK
B. UNDERSTANDING THE AREA OF SPECIAL NEEDS/DISABILITY*
1. The nature of area of special needs/ disability
A hearing impairment or deafness is a full or partial decrease in the ability to detect or understand sounds.
There are 3 major types of hearing loss (neural/sensorineutral, conductive or a combination of both).
2. Causes of disability (if any)
Conductive hearing loss occurs when sound is not conducted properly through the outer ear, middle ear, or both. It is generally a mild to moderate impairment, because sound can still be detected by the inner ear.
Conductive hearing loss has a variety of causes:
Many people are unaware of the presence of environmental sound at damaging levels, or of the level at which sound becomes harmful. Common sources of damaging noise levels include car stereos, children's toys, transportation, crowds, lawn and maintenance equipment, power tools, gun use, and even hair dryers. Noise damage is cumulative; all sources of damage must be considered to assess risk. If one is exposed to loud sound (including music) at high levels or for extended durations (85 dB A or greater), then hearing impairment will occur. Sound levels increase with proximity; as the source is brought closer to the ear, the sound level increases.
Hearing loss can be inherited. Both dominant genes and recessive genes exist which can cause mild to profound impairment. If a family has a dominant gene for deafness it will persist across generations because it will manifest itself in the offspring even if it is inherited from only one parent. If a family had genetic hearing impairment caused by a recessive gene it will not always be apparent as it will have to be passed onto offspring from both parents.
Some medications cause irreversible damage to the ear, and are limited in their use for this reason. The most important group is the aminoglycosides (main member gentamicin).
Various other medications may reversibly affect hearing. This includes some diuretics, aspirin and NSAIDs, and macrolide antibiotics.
3. The general impact of the special need or disability on a student in terms of development and learning
C. FOR GROUP PRESENTATION ASSIGNMENT: IMPLICATIONS FOR TEACHING AND LEARNING*
1. What would I expect of the student with the chosen area of special needs:
2. How will this affect the other students in my class? How do I work with them to understand their peers and to create an inclusive classroom?
To create inclusive classrooms, teachers must think about what they teach, how they teach and how they structure interactions among students. Transmitting consistent messages about the positive nature of diversity and the need for inclusiveness means that all aspects of classroom life must reflect that commitment.
THE CURRICULUM
Just as teachers will want to include books, posters and information about people of color and of various backgrounds in their classrooms, materials about people with differences and disabilities also should be included and integrated into all aspects of the curriculum.
Eg. a unit on the five senses, for example, can include information on vision and hearing impairment. A unit on fairy tales can include a discussion of characters who feel different, such as the Ugly Duckling or Rumpelstiltskin, and a discussion of labeling and stereotyping.
OUR OWN RELATIONSHIP WITH PEOPLE WHO ARE DIFFERENT
It is hard for a teacher to convey the importance of including people who think or learn differently if this commitment is not represented in his own life.
3. What would I suggest in terms of provisions/accommodations to meet the student’s needs? (suggest only in areas which are appropriate)
Strategies for making teachers' presentations and materials accessible to persons with hearing impairment.
4. Do I have the skills to meet the student’s needs?