The Hearing Loss And Deafness Essay

The Hearing Loss And Deafness Essay

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According to the Individuals with Disabilities Education Act, the official definition of deafness is “a hearing impairment that is so severe that the child is impaired in processing linguistic information through hearing, with or without amplification” (“Hearing Loss and Deafness,” 2012). The terminology “with or without amplification” is important to remember when defining deafness, because it specifies that “a hearing aid will not provide sufficient accommodation so that the student can succeed in the classroom” (“Hearing Loss and Deafness,” 2012). Students who are deaf face a myriad of difficulties, which can make the following responsibilities challenging: learning through lectures, presenting verbally, note taking, viewing educational films, being a participant in discussions in the classroom, and taking exams orally. However, it is a teacher’s responsibility to help every child succeed in the classroom. Teachers need to be creative and innovative in their methods of instructing their classroom. For teaching children who are deaf, teachers can have the assistance of a note taker, sign language interpreter, PowerPoint, and captions.
The families of children who are deaf face important decisions, specifically when it comes to deciding what form of communication their child will use. The form of communication they choose will affect the child for the rest of their life. One form of communication available to children who are deaf is American Sign Language. “Though many different sign languages exist, American Sign Language is considered the most widely used manual language in the United States” (Hardin, Blanchard, Kemmery, Appenzeller, & Parker, 2014) with approximately 250,000-500,000 users. However, it is difficult to place...

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...tiple methods to help that child succeed such as having a note taker or sign language interpreter in class, using PowerPoint presentations to visually explain lectures and presentations, and putting on captions during educational films. Furthermore, teachers need to be aware of the different types of communication a child who is deaf might use including American Sign Language, lip reading, and code switching. It is important for the teacher to meet with the child’s family and discuss their preferred form of communication, what assistance they might need, and other things to help make the child more comfortable in an inclusive classroom. The family has also known the child since they became deaf, and so the family can give opinions, suggestions, and other helpful advice to help the teacher build a relationship with the child and to help them succeed in the classroom.

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