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Hearing Impairments, including DeafnessDISABILITY CATEGORY: Hearing Impairments, including Deafness TYPES: Congenital, conductive, sensorineural, central auditory processing disorder DEFINITION(S): Our nation’s special education law, the Individuals with Disabilities Education Act (IDEA) defines deafness as... “a hearing impairment so severe that a child is impaired in processing linguistic information through hearing, with or without amplification, that adversely affects a child's educational performance.” Our nation’s special education law, the Individuals with Disabilities Education Act (IDEA) defines hearing impairment as... “an impairment in hearing, whether permanent or fluctuating, that adversely affects a child's educational performance but that is not included under the definition of deafness (as listed above).” Other definitions: Deafness may be viewed as a condition that prevents an individual from receiving sound in all or most of its forms. In contrast, a child with a hearing loss can generally respond to auditory stimuli, including speech. (Source: National Dissemination Center for Children with Disabilities). Congenital deafness refers to hearing loss that is present at birth. Conductive deafness is hearing loss resulting from interference with the transmission of sound waves through either the outer or the middle ear. Sensorineural, or nerve deafness arises from the inability of nerve impulses to reach the auditory center of the brain because of nerve damage either to the inner ear or to the brain. Central Auditory Processing Disorder is when there is no specific damage to the ear itself, but the neural system involved in understanding what is heard is impaired (Source: Information Center on Disabilities and Gifted Education) FACTS AND STATS: Hearing loss and deafness affect individuals of all ages and may occur at any time from infancy through old age. The U.S. Department of Education (2002) reports that, during the 2000-2001 school year, 70,767 students aged 6 to 21 (or 1.3% of all students with disabilities) received special education services under the category of “hearing impairment.” However, the number of children with hearing loss and deafness is undoubtedly higher, since many of these students may have other disabilities as well and may be served under other categories. (Source: National Dissemination Center for Children with Disabilities) CAUSES: Congenital – Usually hereditary but can be attributed to other factors present either in utero or at the time of birth Conductive - Conductive deafness can have many causes, perhaps the most common of which is earwax (cerumen) that obstructs the ear canal and prevents sound waves from reaching the inner ear. Another common cause of conductive deafness is infection of the middle ear (otitis media), which often arises from various childhood diseases, particularly those involving the upper respiratory tract. Sensorineural - Diseases are a common cause of sensorineural deafness. The diseases include arteriosclerosis, chicken pox, influenza, Meniere's disease, meningitis, mononucleosis, mumps, Rh disease, and syphilis. Many children born with sensorineural deafness have mothers who contracted rubella (German measles) during the first three months of pregnancy. Other causes of sensorineural deafness include tumors of the brain or the middle ear, concussion, blows to the ear, and repeated loud sounds. The toxic effects of certain drugs can also cause sensorineural deafness in some persons. Central Auditory Processing Disorder (CAPD) - The possible causes of CAPD are varied and can include head trauma, lead poisoning, chronic ear infections, and unknown reasons (Source: http://www.hearinglossweb.com/Medical/medical.htm#deaf) PREVENTION: The National Organization for Hearing Research Foundation provides suggestions in preventing hearing loss. Loud noise is the leading cause of preventable hearing loss and the use of ear plugs and ear protection can help prevent injury. Regular medical examinations and proper immunizations can help prevent diseases and infections that may lead to hearing loss. With proper preventive measures, factors that contribute to permanent hearing loss can be detected early and remedied. CHARACTERISTICS: The signs and symptoms of hearing loss are different for different children. If you see any of these signs, call your child's doctor or nurse:
MEDICAL TREATMENT:The treatment of hearing loss depends on the cause. A bacterial infection of the middle ear can be treated with antibiotics; blockages of the outer and middle ears can be cleared; damaged eardrums can be repaired surgically; and ossicles affected by otosclerosis can be replaced with artificial bones. Some causes of sensorineural hearing loss can also be improved. For example, an acoustic neuroma can be removed surgically. If there is no cure for the hearing loss (as with age-related hearing loss), a hearing aid for one or both ears usually helps most people, whether the hearing loss is the result of conductive or sensorineural problems. Many different types of hearing aids are available and the audiologist will advise as to which type best suits your needs. Cochlear implants can be particularly valuable for deaf children when they are implanted around the age of two or three, the time when language skills are developing fastest. PROGNOSIS: Children who are hard of hearing will find it much more difficult than children who have normal hearing to learn vocabulary, grammar, word order, idiomatic expressions, and other aspects of verbal communication. For children who are deaf or have severe hearing losses, early, consistent, and conscious use of visible communication modes (such as sign language, fingerspelling, and Cued Speech) and/or amplification and aural/oral training can help reduce this language delay. By age four or five, most children who are deaf are enrolled in school on a full-day basis and do special work on communication and language development. It is important for teachers and audiologists to work together to teach the child to use his or her residual hearing to the maximum extent possible, even if the preferred means of communication is manual. Since the great majority of deaf children (over 90%) are born to hearing parents, programs should provide instruction for parents on implications of deafness within the family. People with hearing loss use oral or manual means of communication or a combination of the two. Oral communication includes speech, speechreading and the use of residual hearing. Manual communication involves signs and fingerspelling. Total Communication, as a method of instruction, is a combination of the oral method plus signs and fingerspelling. (Source: National Information Center for Children and Youth with Disabilities) EDUCATIONAL IMPLICATIONS: 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:
(Source: National Information Center for Children and Youth with Disabilities)
ORGANIZATIONS: Alexander Graham Bell Association for the Deaf and Hard of Hearing The Alexander Graham Bell Association for the Deaf and Hard of Hearing (AG Bell) is a lifelong resource, support network and advocate for listening, learning, talking and living independently with hearing loss. Through publications, advocacy, training, scholarships and financial aid, AG Bell promotes the use of spoken language and hearing technology. Headquartered in Washington, D.C., with chapters located in the United States and a network of international affiliates, AG Bell's global presence provides its members and the public with the support they need – close to home. With over a century of service, AG Bell supports its mission: Advocating Independence through Listening and Talking! American Sign Language Teachers Association The American Sign Language Teachers Association - ASLTA is the only national organization dedicated to the improvement and expansion of the teaching of ASL and Deaf Studies at all levels of instruction. ASLTA is an individual membership organization of more than 1,000 ASL and Deaf Studies educators from elementary through graduate education as well as agencies. American Society for Deaf Children (ASDC) The American Society for Deaf Children supports and educates families of deaf and hard of hearing children and advocates for high quality programs and services. ASDC was founded in 1967 as a parent-helping-parent organization. Today, ASDC is a national, independent non-profit organization whose purpose is providing support, encouragement, and information to families raising children who are deaf or hard of hearing. American Speech-Language Hearing Association ASHA is the professional, scientific, and credentialing association for more than 123,000 members and affiliates who are audiologists, speech-language pathologists, and speech, language, and hearing scientists. Gaullaudet University Laurent Clerc National Deaf Education Center Gaullaudet University’s Laurent Clerc National Deaf Education Center shares the concerns of parents and professionals about the achievement of deaf and hard of hearing students in different learning environments across the country. We all know that deaf and hard of hearing students can and do excel, but we also know that not all deaf and hard of hearing students are achieving their full potential. National Association of the Deaf
The National Association of the Deaf (NAD), established in 1880, is the oldest and largest constituency organization safeguarding the accessibility and civil rights of 28 million deaf and hard of hearing Americans in education, employment, health care, and telecommunications. A private, non-profit organization, the NAD is a dynamic federation of 51 state association affiliates including the District of Columbia, organizational affiliates, and direct members. RESOURCES Web sites: http://www.hearinglossweb.com/Medical/medical.htm#deaf A website focusing on the medical aspects of hearing loss. Includes definitions, descriptions and causes. http://clerccenter.gallaudet.edu/KidsWorldDeafNet/index.html KidsWorld Deaf Net (KWDN), a national communication network for parents and professionals involved in the education of deaf and hard of hearing children. http://www.as.wvu.edu/~scidis/hearing.html A website with strategies for teaching students with hearing impairments. Includes adaptations and suggestions for creating a productive classroom environment. A comprehensive website discussing current research, news and other interest involving hearing, hearing loss and hearing aids. http://www.raisingdeafkids.org/resources/index.jsp A comprehensive website that offers links to organizations, publications, books and various resources pertaining to Deaf and hard of hearing. Publications: National Association of State Directors of Special Education. (1994). Deaf and Hard of Hearing Students: Educational Service Guidelines. Alexandria, VA: National Association of State Directors of Special Education. This program guidelines document describes in detail program elements that must be considered when designing and managing appropriate services to meet the unique needs of students who are deaf or hard of hearing. National Center for Law and Deafness. (1992). Legal Rights: The Guide for Deaf and Hard of Hearing People. Washington, DC: Gallaudet University Press. This book discusses the legal rights of deaf and hard of hearing people as they seek equal access to education, employment, medical care and social services. Stewart, D., & Leutke-Stahlman, B. (1998). The Signing Family: What Every Parent Should Know about Sign Communication. Washington, DC: Gallaudet University Press. The authors show parents how to create a set of goals for signing centered around the needs of their deaf child. Discusses American Sign Language, Signed English, Seeing Exact English, and Contact Sign, how each option originated, and in the case of English-based signing systems why they were created and what they are meant to impart to the child. Includes information about legal rights in the education of a deaf child and how to work with schools to provide the preferred sign option in the deaf child's classroom. ______________________________________
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