Chapter V. Foundation of Special and Inclusive Education.pptx

Types and Identification of learners with difficulty in Seeing and Hearing

1. Types, Characteristics, and Identification of Learners with Difficulty Seeing and Hearing

2. Intended Learning Outcome Characterize the different types of learners with difficulty seeing and hearing .

3. “LEARNERS WITH DIFFICULTY SEEING”

4. Terms and Definitions: Visual Acuity – refers to the ability to distinguish forms or discriminate among details Legal Blindness - having a visual acuity of 20/200 or less in the better eye - vision restricted to an area no greater than 20 degrees

5. Partially Sighted- individuals who has visual acuity in the better eye after correction falls between 20/70 and 20/200. Tunnel Vision- condition of having a perception of viewing the world through a narrow tube

6. Visual impairment - in educational perspective, means having impairment in vision that even with correction adversely affect a learner’s educational performance Total Blindness- refers to receiving no useful information through the sense of vision - in this case, a learner uses tactile and auditory senses for learning Functional Blindness- means having so little vision that one learns primarily through the tactile and auditory senses .

7. Characteristics of Learners with Difficulty Seeing I. Cognition and Language Learners with difficulty seeing perform poorly in terms of cognitive tasks that requires comprehension or relating various kinds of information It’s more difficult for them to see and understand relationships among various experiences II. Motor Development and Mobility -Blindness may result to delays and deficits and motor development -a child with vision problems may experience painful contact with environment

8. III. Social Adjustment and Interaction Children with visual impairment may engage in less play which could affect their social skills development In adults, having visual impairment may increase social isolation Their condition keeps them from benefitting from role models due to their inability to observe them. Its difficult for them to see and respond to social signal of others

9. Stereotypic Behavior - are prone to develop in persons with visual impairment - repetitive body movements may call negative attention to other people and can make socialization hard

10. TYPES AND CAUSES OF VISUAL IMPAIRMENT

11. Amblyopia – Reduction or loss of vision in the weaker eye from lack of use Remarks and Implications : Close work may result in eye fatigue, loss of place, or poor concentration. Seating should favour the functional eye

12. Astigmatism - distorted or blurred vision caused by irregularities in the cornea and other surfaces of the eye Remarks and Implications: Avoid long periods of reading or close tasks that cause discomfort, child may complain of headaches and fluctuating vision

13. Cortical Visual Impairment (CVI) -impaired vision caused by damage to or malfunction of the visual cortex or optic nerve -many children with CVI have additional disabilities such as cerebral palsy, seizure disorders, or intellectual disabilities Remarks and Implications: -some children with CVI use their peripheral vision, some are photophobic, some are attracted to bright light, may fail to blink at threatening motions

14. Hyperopia (farsightedness)- difficulty seeing near objects clearly but able to focus on distant objects Remarks and Implications: Loss of Accomodation when objects are brought close to the face - Avoid long periods of reading or close tasks that cause discomfort

15. Muscular Degeneration- central area of the retina gradually deteriorates causing loss of clear vision in the center of the visual field Remarks and Implications: Tasks such as reading and writing are difficult Prescribe low vision aid, provide good illumination, avoid glare

16. Myopia ( nearsightedness )- distant objects are blurred or not seen at all but near objects are seen clearly Remarks and Implications: Encourage child to wear prescribed glasses or contact lenses Child may be comfortable without glasses and bringing work close to face

17. Nystagmus - Rapid, involuntary, back-and-forth movement of the eyes makes it difficult to focus on objects Remarks and Implications: Close tasks for extended period can lead to fatigue . Some children turn or tilt head to obtain the best focus; do not criticize

18. Strabismus- inability to focus on the same object with both eyes because of an inward or outward deviation of one or both eyes Remarks and Implications: Classroom seating should favour student’s stronger eye Frequent rest period may be needed during close work

19. IDENTIFYING LEARNERS WITH DIFFICULTY SEEING

20. EYE APPEARANCE: Turning of eye in or out anytime Reddening of eyes or eyelids Excessive tearing of eyes Encrusted eyelids Frequently developing stye on lids Frequently complaining doing desk works Feeling nauseous or dizzy Blurring vision after a short time

21. BEHAVIORAL SIGNS deficits in eye movement abilities (ocular motility) Turning of head as one reads across the page Frequently losing place during reading Needing the use of finger or marker to keep place on what is being read Short attention span in copying or reading Frequent omission of words Writing uphill or downhill direction on paper Rereading or skipping lines without being aware of it Poor page orientation of drawings

22. Dysfunction in eye teaming (binocularity) Complaining of having double vision Repeating of letters within words Omission of numbers, letters, or phrases Misalignment of digits in number columns Frequent squinting The need to close or cover one eye to see better Extreme tilting of head during desk work Consistent gross postural deviations when doing desk work

23. Other behavioural Indicators: Deficits in eye-hand coordination abilities The need to feel things to assist in any interpretation required Not using the eyes to “steer ” hand movements Handwriting that is crooked, poorly spaced Inability to keep alignment of both horizontal and vertical series of numbers Using hands or fingers to keep place on the page Using the other hand as “spacer” in order to keep space and alignment Repeatedly getting confused with left-right direction

24. PROBLEMS IN VISUAL PERCEPTION Errors in words with similar beginnings Failure to recognize same words in subsequent sentences Reversal of letters or words in writing and copying Confusion with likenesses and minor differences Confusion with similar beginnings and endings of words Failure to visualize what is read Whispering to oneself for reinforcement while reading silently Regressing to ‘drawing with fingers ’ to decide likes and differences

25. PROBLEMS WITH REFRACTIVE STATUS(farsightedness, nearsightedness , etc.) Diminished comprehension as once continues to read Mispronouncing similar words as one continues reading Excessive blinking when doing desk work and/or reading Holding book too closely Avoiding possible near centered tasks Complaints tasks that demand visual interpretation Closing or covering one eye when reading or doing desk work Making errors in copying from the board Squinting to see the board or requesting to move closer Constant rubbing of eyes when doing visual activities Easily fatigued when doing visual activities

26. The Snellen Chart Used to test visual acuity Develop by a Dutch Opthalmologist in 1962 and still widely used in measuring visual acuity today

27. The Vision Services Severity Rating Scale (VSSRS) Developed by the Michigan Department of Education (2013) in order to assist the Teacher Consultant for the Visually Impaired (TCVI) in making recommendations for services to students who are blind or visually impaired

28. “LEARNERS WITH DIFFICULTY HEARING ”

29. Terms and Definitions: Deafness - defined as severe hearing loss in that the learner is impaired in processing linguistic information through hearing which negatively affects a learner’s educational performance. Hearing Loss - pertains to loss in hearing whether permanent or fluctuating Residual Hearing - refers to some sounds perceived by most deaf people Hard of hearing - people who can use their hearing to understand speech generally with the help of hearing aid Deaf Culture - prefers terms such as Teacher of the Deaf, School for the Deaf, and Deaf Person

30. Decibels (dB)- refers to the intensity or loudness of sound. Zero hearing threshold level- the smallest sound a person with normal hearing can perceive (also called as the audiometric zero) Hertz - pertains to the frequency or pitch of sound

31. CHARACTERISTICS OF LEARNERS WITH DIFFICULTY HEARING

32. LITERACY Have smaller vocabularies compared to people with normal hearing Learn more concrete words easily than abstract ones Have difficulty with function words such as linking verbs, articles etc. Tendency to omit word endings Difficulty in learning words with multiple meanings Encounter problems in differentiating questions from statements , and understanding and writing sentences in passive voice.

33. SPEAKING Cannot hear their own voice which makes it difficult to asses and monitor Tends to speak loudly or not loudly enough Have problems in terms of having abnormally high pitch or improper stress or inflection ACADEMIC ACHIEVEMENT Performs poorly than their peers with normal hearing Note that academic performance does not equate to intelligence Some students with difficulty hearing excel in their studies ( Hellen Keller)

34. Helen Adams Keller was an American author, disability rights advocate, political activist and lecturer. Born in West Tuscumbia, Alabama, she lost her sight and her hearing after a bout of illness at the age of 19 months. She then communicated primarily using home signs until the age of seven, when she met her first teacher and life-long companion Anne Sullivan . Sullivan taught Keller language, including reading and writing. After an education at both specialist and mainstream schools, Keller attended Radcliffe College of Harvard University and became the first deafblind person to earn a Bachelor of Arts degree.

35. SOCIAL FUNCTIONING Hearing loss may result to feelings of isolation, having no friends, and unhappiness in school Learners with difficulty hearing are more likely to have behavioural difficulties

36. TYPES AND CAUSES OF HEARING LOSS Conductive Hearing Impairment- Involves a problem with the conduction or hearing transmission of sound vibration to the inner ear Sensory Hearing Impairment Refers to damage to the cochlea Neural Hearing Impairment Refers to the abnormality of the auditory nerve pathway Mixed Hearing Impairment Refers to any combination of conductive, sensory, and neural hearing loss

37. Unilateral Hearing Loss- hearing loss in one ear Bilateral Hearing Loss- hearing loss in both ears Congenital Hearing Loss- hearing loss present at birth Acquired Hearing Loss - hearing loss that developed after birth Prelingual Hearing Loss- hearing loss before the development of spoken language Post lingual Hearing Loss- hearing loss happened after the development of spoken language

38. CLASSIFICATION OF HEARING LOSS Degree of Hearing Loss: 27 to 40dB Classification: Slight Impact on Speech and Language No difficulty understanding speech in quiet settings but noisy environments pose problems to learning May benefit from favorable setting and sound field amplification

39. Degree of Hearing Loss: 41 to 55dB Classification: Mild Can understand face to face conversation with little difficulty Misses much of classroom discussion May have some classmates who are unaware he/she has a hearing loss Benefits from a hearing aid Most benefit from speech and language assistance from a speech-language pathologist

40. Degree of Hearing Loss: 56 to 70 dB Classification: Moderate Without hearing aid can hear conversational speech only if it is near, loud, and clear Finds it extremely difficult to follow group discussions Full time amplification is necessary Speech noticeably impaired but intelligible Many benefit from time in a special class where intensive instruction in language and communication can be provided

41. Degree of Hearing Loss: 71 to 90dB Classification: Severe Can hear voices if they are very loud and 1 foot or less from the ear Wears a hearing aid but is unclear how much it helps Can hear loud sounds such as slamming door, vacuum cleaner, and airplane flying overhead May distinguish most vowel sounds but few if any cosonants Communicates by speech and sign May split school day between a special class and a general education classroom with an educational interpreter

42. Degree of Hearing Loss: 91 dB or more Classification: Profound Cannot hear conversational speech Hearing aid enables awareness of certain very loud sounds such as bass drum Vision is primary modality in learning American Sign language likely to be the first language and principal means of communication Has not develop intelligible speech Most require full-time special education program for students who are deaf

43. IDENTIFYING LEARNERS WITH DIFFICULTY HEARING

44. SPEECH PROBLEMS Inability to say words correctly, delays in language learning and communication, and opting to use non verbal gestures over verbal communication a lisp is usually not an indicator of hearing problem INNATENTIVENESS When a child does not respond when being called Child consistently looks confused, is slow to answer, answers incorrectly, or asks things to be repeated If a child looks closely on a persons lips when talking (lip reading)

45. INCREASING VOLUME Child puts volume on tv , radio, or computer too high Speaks louder than most children NOT FOLLOWING DIRECTIONS -confused by directions, find it difficult to follow directions Consistently asks for instructions to be repeated Trouble expressing themselves

46. LEARNING DIFFICULTIES Student does not pay attention, does not listen, does not follow instructions Difficulty in learning vocabulary, grammar, word order, and idiomatic expressions SOCIAL WITHDRAWAL -avoids social situations and participate in social activities like sports, parties, or family gatherings -difficulty in explaining their situation to others

47. ASSESMENT OF HEARING LOSS Assessment of Infants. EXPECTED AUDITORY BEHAVIORS DURING THE FIRST YEAR Birth To 3 Months Startles to Loud Noises Coos and makes pleasurable gurgling sounds Turns to Voices Quiet downs or smiles when spoken to Stirs or awakens from sleep to a loud sound relatively close

48. 4 TO 6 MONTHS Engages in vocal play when alone, gurgles Babbles with speech like sounds Turns eye toward direction of sound Notice Toys that make sounds Laughs and chuckles

49. 7 months to 1 year Responds differently to a cheerful voice versus an angry voice Responds to music or singing Vocalizes emotions Babbling acquires inflection and contains short and long groups of speech sounds ( tata,upup,bibibi ) Tries to imitate speech sounds of others Turns head in the direction of the source of sound Ceases Activity when parent’s voice is heard Responds to own name and requests such as want more or come here Uses a few words (mama, dada, doggie) by first birthday

50. ASSESMENT OF HEARING LOSS Pure Tone Audiometry – used to assess hearing of older children Audiometer -an electronic device that generates pure sound Speech Reception Test -tests a person’s detection and understanding of speech sounds Alternative Audiometric Techniques Includes Play Audiometry which the child is taught to perform simple but distinctive activities whenever one hears the signal speech Operant Conditioning Audiometry Child receives token when a button is pushed in the presence of light paired with sound

51. Thank you and GODBLESS! 