One issue I am interested in is Auditory Processing Disorder (APD), also known as Central Auditory Processing Disorder (CAPD) which is defined as a neurological disorder that affects the central auditory nervous system and this disorder makes it difficult for patients to recognize small differences between sounds in words and affects their ability to understand what other people are saying. This disorder affects people with normal hearing causing them to have problems understanding the conversations of others. The disorder also is known to impede the capacity of the hearer to recognize, distinguish, or understand complex sounds. It is very important to understand all problems related to Auditory Processing Disorder because treatment requires …show more content…
In addition the central auditory processing (CAP) skills of the low-achieving gifted group was very similar to skills of children with learning disabilities. This study revealed that the existence of adverse effects and Central Auditory Processing Disorder in students with learning disabilities has been studied and carefully documented. These results indicate that there is an issue with recognizing learning disabilities of CAPD in gifted children because of the similarity and overlapping of symptoms (Rigo, T, …show more content…
Including technology in lessons, for instance with applications and websites, can raise a student’s enthusiasm to learn and make lessons more suitable their specific needs. Students with these types of auditory disorders can also benefit from the use assistive technology so that they may able to adjust better in the classroom setting of typical students, and allow them to perform at their highest potential can be reached in ways that were not available in the past. Teachers must make adjustments for students with various learning styles and disabilities so that they can become productive citizens in a world that is constantly
Age is also a common cause of hearing loss, Over time the hair cells in the cochlea gradually gets damaged, hence hearing deteriorates.Hearing loss occurs in old people as by this time most of the hair cells are damaged.
Based from the information provided by VanTassel-Baska, et. Al. (2009), gifted and talented students face the same issues as their regular peers but they have different way of viewing these issues and it affects them differently as well. The book discussed different issues that gifted learners face and recommendations on how to address these issues were also available for teachers, administrators and other school personnel. Also, Carol Strip Whitney (2011) in her book entitle Helping Gifted Learners Soar discussed stress as a factor that can distract and overpower anyone including gifted learners and for the gifted learners, there are many reasons and causes of stress. In this reflection, I will focus on two causes of stress, which are gifted learners as social capital and issues related to race and achievement.
Noise is ubiquitous in our environment. (Pediatrics , 1997) It is undesirable sound, unwanted sound. Sound is what we hear. It is vibration in a medium, usually air. Sound has intensity, frequency and duration. The ability to hear sounds at certain frequencies is more readily lost in response to noise. (Pediatrics , 1997). The further you are from sound the less effect you hear it but the more closer you are to sound the louder it is.
Technology may offer a variety of options for students who may struggle with written expression or have learning difficulties or disabilities. Programs can simplify website, such as netTrekker; encourage visual expressions of knowledge, such as PowerPoint or Google Slides. Students can add images, words, recorded audio and videos.
Hearing loss is a major global public health issue. Hearnet (2017) defines hearing loss as “a disability that occurs when one or more parts of the ear and/or the parts of the brain that make up the hearing pathway do not function normally” (para. 1). There are many different types of hearing loss, which can have multiple causes, giving each individual experiencing the issue a unique hearing loss case. These types include Auditory Processing Disorders, when the brain has problems processing sound information; Conductive Hearing Loss, a problem with the outer or middle ear which prevents sound making its way to the inner ear; and Sensorineural Hearing Loss, when the Cochlea or auditory nerve is damaged and cannot
The purpose of this research paper is to examine how assistive technology can be fully utilized to enhance the learning experiences of the educational environment for children who are deaf or hard-of-hearing. Presently, there are major issues within our educational system when it comes to finding ways to produce, fund, and implement assistive educational technologies that will “level the playing field” for deaf and hard-of-hearing students and provide them with equal access to a reasonable education. There are a wide array of hearing loss conditions that range from mild to profound. Therefore, each child faces his or her own unique set of obstacles. In the same way that each person with vision problems cannot all be given the same lenses, there are a variety of hearing levels that require different auditory solutions.
National Institute of Health. (2011). National Institute on Deafness and other communication disorders: Improving the lives of people who have communication disorders. National Institute on
Many students in the classroom are visual learners. The teacher finds that integrating technology often yields greater interest in the lesson. The teacher has also found that when incorporating a song into the lesson, students’ attentiveness increases.
Auditory brainstem response (ABR) refers to responses that originate from the brainstem when a short stimulus is played to a patient’s ears. Results are extracted by recording electrical activity in the brain using electrodes that are placed on the scalp, which produce an EEG that consists of different waveforms but the background EEG is separated to detect only the auditory brainstem response. The stimulus presented to the patient is most commonly a click stimulus, which generates a response from the basilar region of the cochlea, as it produces waves that have a high amplitude and clear morphology. The other option is a tone pip stimulus, which is more frequency specific, but has lower amplitude compared to a click stimulus. A response occurs
Congenital hearing loss is described as hearing loss that exists at birth. Factors responsible for this condition include those present during pregnancy (such as hereditary factors), as well as factors present after pregnancy. An inherited congenital hearing loss could be conductive, sensorineural, or even a combination of both. The amount or progression of this type of hearing loss varies according to each individual’s case. According to Richard Smith, congenital hearing loss is “syndromic (associated with malformations of the external ear or other organs or with medical problems involving other organ systems) or nonsyndromic (no associated visible abnormalities of the external ear or any related medical problems)…” Over 400 genetic syndromes are associated with congenital hearing loss. These include Treacher Collins, an autosomal dominant disorder and Down syndrome, an x-linked hearing loss. Although congenital hearing loss can be difficult to live with, hearing aids, surgery, and therapy are all available as forms of treatment. Hearing loss must be treated as soon as possible to prevent as many delays in the child’s language development as possible.
Auditory processing is the process of taking in sound through the ear and having it travel to the language portion of the brain to be interpreted. In simpler terms, “What the brain does with what the ear hears”(Katz and Wilde, 1994). Problems with auditory processing can affect a student’s ability to develop language skills and communicate effectively. “If the sounds of speech are not delivered to the language system accurately and quickly, then surely the language ability would be compromised” (Miller, 2011). There are many skills involved in auditory processing which are required for basic listening and communication processes. These include, sensation, discrimination, localization, auditory attention, auditory figure-ground, auditory discrimination, auditory closure, auditory synthesis, auditory analysis, auditory association, and auditory memory. (Florida Department of Education, 2001) A person can undergo a variety of problems if there is damage in auditory processing . An auditory decoding deficit is when the language dominant hemisphere does not function properly, which affects speech sound encoding. (ACENTA,2003) Some indicators of a person struggling with an auditory decoding deficit would be weakness in semantics, difficulty with reading and spelling, and frequently mishearing information. Another problem associated with auditory processing is binaural integration/separation deficit. This occurs in the corpus callosum and is a result of poor communication between the two hemispheres of the brain. (ACENTA,2003) A person with this will have difficulty performing tasks that require intersensory and/or multi-sensory communication. They may have trouble with reading, spelling, writi...
.... There are devices for the television and the telephone and one-on-one communication. There are remote microphones that can help improve speech understanding in noise, a major obstacle for older individuals. Remote microphones can facilitate tuning in to the conversation for the individual with cognitive issues. For some hearing-impaired individuals implantable hearing aids have become an option. They do not require batteries and they do not have to be removed when sleeping or bathing. There are also rechargeable hearing aids, which removes the necessity for changing batteries, especially for those with memory issues.
The purpose of this paper is to analyze the scenario of Michael, a five year old male who was just diagnosed with a hearing loss and a speech disorder, by answering questions pertaining to his situation. The first section describes Michael’s hearing disorder and the competency based individualized strategies for supporting him in a school setting using the definition laid out in the Individuals with Disabilities Education Act (IDEA). The second section summarizes why it is felt he is unable to make friends and how his disabilities interfere with his social development. The third section explains how hearing impairment can be considered a cultural difference for Michael. The fourth section discusses how Michael can be helped in order to bridge the social and cultural gap to be able to interact more with his peers. The fifth section offers some suggestions for how to evaluate his monthly social progress.
One of the most controversial things about gifted and talented education is the criterion educators use to identify the gifted and talented. In the past, a student’s intelligence, based on an I.Q. score, was considered the best way to determine whether or not they qualified as gifted. As a result of using this method of identification, many gifted and talented students are not discovered nor are they placed in the appropriate programs to develop their abilities. Talents in the arts or an excellent ability to write are not measured on an I.Q. test but are abilities that may certainly qualify a student as gifted or talented.
Bowser and Reed [1995] as cited by Bryant et al [1998] argue that as a child progresses through the Education System, their requirements change and this may necessitate a need for different devices. This is not limited to those children with a physical disability but is relevant to all children with SEN as they progress and the Education System places additional burdens upon them. For children with a visual impairment ICT can provide support in various ways; tools to support communication, to improve access to information and as a means of producing learning materials in alternative. There is a wide range of devices and software, which can