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VISION AND HEARING

IMPAIRMENTS

HEARING
HEARING IMPAIRMENT = DISORDERED HEARING
SPECIFIC ASPECT OF HEARING IMPAIRMENT =
HEARING SENSITIVITY LOSS (RANGES FROM MILD
TO INTENSE)
VARIOUS TYPES OF HEARING LOSS
DEAF = MISUNDERSTOOD AND OVERUSED
IDEA DEFINES DEAFNESS AS A HEARING LOSS
THAT ADVERSELY AFFECTS EDUCATIONAL
PERFORMANCE AND IS SO SEVERE THAT THE
CHILD IS IMPAIRED IN PROCESSING LINGUISTIC
INFORMATION THROUGH HEARING, WITH OR
WITHOUT AMPLIFICATION

MISLEADING TO USE THE TERM TO USE TERM


DEAF IN REFERENCE TO ANY HEARING LOSS
THAT IS MILD OR MODERATE IN DEGREE

VISION
IDEA DEFINES VISUAL IMPAIRMENTS AS AN
IMPAIRMENT IN VISION THAT, EVEN WITH
CORRECTION, ADVERSELY AFFECTS AN
INDIVIDUALS EDUCATIONAL PERFORMANCE
VARIOUS TYPES OF VISUAL IMPAIRMENTS
VARIOUS RANGES OF VISUAL IMPAIRMENT

CHARACTERISTICS OF HEARING IMPAIRMENTS


SOCIAL DEVELOPMENT:
SINCE SOCIAL-EMOTIONAL DEVELOPMENT RELIES SO HEAVILY ON COMMUNICATION, THE
STUDENT WITH A HEARING IMPAIRMENT MAY NOT PARTICIPATE IN COOPERATIVE PLAY OR
LEARNING ACTIVES.

INTELLIGENCE:
STUDENTS WITH HEARING IMPAIRMENTS HAVE NORMAL COGNITIVE ABILITY, BUT MIGHT HAVE
DIFFICULTIES WITH SPEAKING, READING, AND WRITING THE ENGLISH LANGUAGE (NOT THE LEVEL
OF INTELLIGENCE).

SPEECH AND LANGUAGE:


CHILDREN WITH MILD TO MODERATE HEARING LOSS MAY HAVE MINIMAL AFFECT
CHILDREN WITH PROFOUND HEARING IMPAIRMENTS AND DEAFNESS, ARE UNABLE TO ACCESS
AUDITORY FEED BACK, IMPAIRING THE NORMAL DEVELOPMENT OF SPEECH AND LANGUAGE.

EDUCATIONAL ACHIEVEMENT:
STUDENTS WITH HEARING IMPAIRMENTS EDUCATIONAL ACHIEVEMENT MAY BE SIGNIFICANTLY
DELAYED TO THEIR HEARING PEERS.

CHARACTERISTICS OF VISION IMPAIRMENTS


ACADEMIC PERFORMANCE:
MIGHT HAVE ACADEMIC DELAYS DUE TO THEIR RESTRICTED OPPORTUNITY TO OBTAIN
INFORMATION VISUALLY.
DUE TO THIS, INCIDENTAL LEARNING DERIVED FROM INTERACTING WITH THE ENVIRONMENT IS
SEVERELY LIMITED.

SOCIAL AND EMOTIONAL DEVELOPMENT:


SOCIALLY
THESE CHILDREN DO NOT RESPOND VISUALLY TO PEOPLE IN THE ENVIRONMENT
MAINTAINING EYE CONTACT DURING SPEECH, SMILING AT SOMEONE IN A FRIENDLY MANNER, AND REACHING
OUT TO TOUCH SOMEONE NEARBY

EMOTIONALLY
STUDENTS WITH VISUAL IMPAIRMENTS MAY HAVE OPTICAL DEVICES, ENLARGED MATERIALS, MOBILITY
DEVICES, AND TECHNOLOGY FOR READING AND WRITING WITH PRINT.
THIS MAY BE FRUSTRATING FOR THE CHILD BECAUSE OF THE COMPLEXITY OF THE DEVICES AND
MATERIALS NEEDED TO OBTAIN INFORMATION VISUALLY AND AUDITORY.

CLASSIFICATIONS OF HEARING LOSS


CONDUCTIVE HEARING LOSS: MIXED HEARING LOSS:
THE LOSS OF SOUND SENSITIVITY PRODUCED BY
ABNORMALITIES OF THE OUTER EAR AND OR MIDDLE EAR

HEARING LOSSES RESULTING FROM BOTH CONDUCTIVE AND


SENSORINEURAL HEARING IMPAIRMENT

SENSORINEURAL HEARING
LOSS:

CENTRAL HEARING
DISORDER:

THE LOSS OF SOUND SENSITIVITY PRODUCED BY


ABNORMALITIES OF THE INNER EAR OR NERVE PATHWAYS
BEYOND THE INNER EAR TO THE BRAIN

DIFFICULTY IN THE RECEPTION AND INTERPRETATION OF


AUDITORY INFORMATION IN THE ABSENCE OF A HEARING
LOSS

CLASSIFICATIONS OF VISUAL IMPAIRMENTS


Cataracts:

Albinism:

Glaucoma:

Eye injury:

Optic Nerve Atrophy:

Cortical visual
impairment:

a medical condition in which the lens of the eye becomes


progressively opaque, resulting in blurred vision.

a condition of increased pressure within the eyeball,


causing gradual loss of sight

Degeneration of the optic nerve, which may be


congenital or hereditary, causing loss of central vision,
color vision and reduced visual acuity

Myopia:

Nearsightedness; elongation of the eye that causes


extreme nearsightedness and decreased visual activity

A hereditary condition with partial or total absence of pigment


in the eye

Is a form of visual impairment that is caused by a brain


problem rather than an eye problem

Retinopathy of
prematurity:

An interruption in the vapsular system of the eye due to


premature birth, in which veins and arteries begin to from in an

TEACHING STUDENTS WITH HEARING IMPAIRMENT


PRESENT LECTURE WITH A VISUAL FORMAT
TEAM A CLASSMATE UP WITH THE STUDENT
USE AUDIO LEARNING WITH CAPTIONS
FACE THE CLASS WHILE SPEAKING, WILL OFTEN HAVE AN
INTERPRETER
AVOID PASSING OUT PAPERS WHILE TALKING, LOSING EYE CONTACT
CAN LEAD TO LOSS OF INFORMATION
USES OF PAUSES CORRECTLY HELP WITH PROCESS OF
INFORMATION

TEACHING STUDENTS WITH VISUAL


IMPAIRMENT
SEAT THE STUDENT/STUDENTS IN THE FRONT
TREAT THE STUDENT EQUALLY WITH THEIR PEERS
ADDRESS ALL CLASS BY NAME TO HELP PUT NAMES WITH
VOICES
ORDER BRAILLE BOOKS IN ADVANCE
ALLOW EXTRA TIME TO COMPLETE ASSIGNMENTS
DO NOT DONATE GRADES, IT CAN DISRUPT THE STUDENTS