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*Emphasize the strengths of 2e students first

*Address the needs of 2e students

*Support the social-emotional needs of 2e students

*Recognize the difference between 2e students and gifted underachievers

*Collaborate and communicate to provide optimal support of 2e students

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-Provide instruction that capitalizes on the student’s strengths first.

-Provide instruction that addresses the needs of 2e students second.

-Support the social-emotional needs of 2e students.

-Require ongoing communication and collaboration between special education teachers, gifted specialists, and families.

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EVERYONE

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Identification - National Association for Gifted Children

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While some commonalities exist across giftedness, one size does not fit all. Gifted learners exhibit different characteristics, traits, and ways to express their giftedness. Various issues must be considered for identification:

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~Identification needs to occur over time, with multiple opportunities to exhibit gifts.

~Early identification in school improves the likelihood that gifts will be developed into talents.

~It’s estimated that African American, Hispanic American, and Native American students are underrepresented by at least 50% in programs for the gifted.

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1. Collect information on both performance and potential through a combination of objective and subjective identification instruments.

2. Recognize that giftedness can be demonstrated in various areas, such as leadership, intellect, or artistic ability.

3. Follow a systematic, multi-phased process for identifying gifted students, including nomination, screening, and placement phases.

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EVERYONE

~TEACHERS

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~ADMINISTRATORS

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When Should Bilingual Students Be in Special Education?

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How can we avoid the inappropriate provision of special education services to culturally and linguistically diverse students?

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**Schools: provide training to ensure staff comprehensively understand the exclusionary clause, the criteria for determining whether a student has received sufficient learning opportunities, & the implementation of effective prereferral strategies.

**Expert in English-language: participate in IEP committee meetings & child study team discussions regarding prereferral interventions & eligibility assessments.

**Members of the child study team & IEP team: consider the classroom environment when discussing students' behavior & learning outcomes.

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In educational institutions throughout the United States, there is an increasing proportion of students from various cultural backgrounds. According to estimates from the U.S. Department of Education (2003), over 3.5 million students in American schools are classified as having limited proficiency in the English language.

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EDUCATORS

ADMINISTRATORS

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AdaptedMind is a customized online math curriculum, problems, and worksheets that will significantly improve your child’s math performance, guaranteed. We make learning fun, game-oriented, and give you ways to get involved.

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*It is fun and exciting and will grab child's attention.

*Real teacher explains each question the child misses.

*Boosts confidence and adaptability.

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All a child needs are 20 minutes a day, 3 times a week and this educational game will allow them to see that learning is fun.

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CHILDREN

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What are the symptoms of intellectual disability?

The symptoms of intellectual disability revolve around difficulties in different skill sets, including academic skills, social skills and domestic skills. Intellectual disability affects:

Intelligence-related symptoms

"Intelligence" is the umbrella term for your ability to understand and interact with the world around you. It goes beyond the traditional language and math skills an IQ test measures. Intelligence-related symptoms of intellectual disability can mean you have any of the following:

Delayed or slowed learning of any kind (such as in school or from real-life experiences).

Slowed reading speed.

Difficulties with reasoning and logic.

Problems with judgment and critical thinking.

Trouble using problem-solving and planning abilities.

Distractibility and difficulty focusing.

Adaptive behaviors

Adaptive behaviors revolve around abilities and learned skills you need to live and support yourself independently. Symptoms of adaptive behavior-related limitations can mean you have any of the following:

Slower learning of toilet training and self-care activities (bathing, dressing, etc.).

Slower social development.

Little or no fear or apprehension of new people (lack of "stranger danger" behaviors).

Needing help from parental figures or other caregivers with basic daily activities (bathing, using the bathroom, etc.) past the expected age.

Difficulty learning how to do chores or other common tasks.

Trouble understanding concepts like time management or money.

Needing help managing healthcare appointments or medications.

Trouble understanding social boundaries.

Difficulty with or limited understanding of social interactions, including friendships and romantic relationships.

What causes intellectual disability?

Intellectual disabilities can happen for many reasons. Experts also suspect that in many cases, there are multiple causes and contributing factors. Causes and contributing factors can influence the development of intellectual disability before or during birth or during the earliest years of childhood.

Prebirth causes or contributing factors include, but aren't limited to, the following:

Genetics and inheritance. Many conditions that cause intellectual disability happen because of genetic mutations. Some of these mutations can be passed from generation to generation. Examples include Down syndrome, Fragile X syndrome or Prader-Willi syndrome.

Infections. Some infections - like toxoplasmosis and rubella - can disrupt fetal development, resulting in conditions that can cause intellectual disability, such as cerebral palsy.

Teratogens. These are substances that can disrupt fetal development. Examples include alcohol, tobacco, certain medications, radiation exposure and more.

Medical conditions. Having certain medical conditions while pregnant can cause developmental differences in a fetus. Those can later result in intellectual disability. Examples include hormonal conditions like hypothyroidism.

Causes that can happen during birth include:

Causes that can happen during early childhood include:

Injuries or accidents. These can cause intellectual disability if they result in brain damage.

Toxic exposures. Heavy metals like lead and mercury can damage your brain and cause intellectual disability.

Infections. Common infections that spread to your nervous system, such as measles or meningitis, can cause intellectual disability.

Tumors or growths in the brain. This includes cancers and benign (noncancerous) growths.

Medical conditions. Seizures and various types of epilepsy, such as Lennox-Gastaut syndrome, can cause brain damage. That can cause intellectual disability.

What conditions can cause or happen along with intellectual disability?

Many of the differences in the brain that cause or contribute to intellectual disability can also cause or contribute to other conditions or mental health issues. Some of the medical and mental health conditions that can occur alongside intellectual disability (but can also occur in an individual without an intellectual disability) include:

People with intellectual disability due to a specific genetic disorder may also have a higher chance of developing certain health problems related to the underlying condition. Your healthcare provider can tell you more about what conditions your child might have a greater risk of and what you can do to help your child avoid more severe issues.

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Intellectual Disability: Supporting Strengths & Adapting to Challenges

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Intellectual disability is a condition that involves limitations on intelligence, learning and everyday abilities necessary to live independently.

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Limitations in mental abilities can impact intelligence, learning, and daily life skills.

Some people may be able to live on their own, while others require help throughout their lives.

This condition is marked by major difficulties in thinking and adapting, usually noticed in childhood.

It includes a low IQ, challenges with daily activities, and may also involve issues with learning, speech, social interactions, and physical abilities.

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Intellectual disabilities can occur for various reasons. Experts believe that often there are several causes and factors involved.

These causes and factors can affect the development of intellectual disabilities before birth, at birth, or in the early years of a child's life.

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EVERYONE

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Since 1963,LDA has provided support to people with learning disabilities, their parents, teachers and other professionals with cutting edge information on learning disabilities, practical solutions, and a comprehensive network of resources. These services make LDA the leading resource for information on learning disabilities.

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Learning Disabilities Association of America - Support. Educate. Advocate.

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Since 1963 ,LDA has provided support to people with learning disabilities, their parents, teachers and other professionals with cutting edge information on learning disabilities, practical solutions, and a comprehensive network of resources. These services make LDA the leading resource for information on learning disabilities.

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The site is packed with tons of resources for parents, teachers, and professionals. You’ll find webinars, articles, and top tips for spotting and helping those with learning disabilities.

LDA has been a top source for info on learning disabilities since 1963, assisting folks in dealing with the hurdles that come with these challenges.

LDA is all about helping people with learning disabilities, along with their families, teachers, and professionals. They share the latest info, offer real-world solutions, and connect everyone to a wide range of resources.

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LDA has more than 35 state groups that are made up of volunteers. These volunteers help people with learning disabilities and their families find local resources.

LDA started in 1963 when a bunch of parents and experts saw that kids with learning disabilities needed more help and support.

LDA organizes a yearly global conference that includes talks about executive functioning, important speeches from guest speakers, and hands-on workshops covering different subjects about learning disabilities.

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EVERYONE

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ADHD symptom tests, ADD medication & treatment, behavior & discipline, school & learning essentials, organization and more information for families and individuals living with attention...

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ADDitude offers a lot of detailed information about ADHD, covering its symptoms, different types, and various treatment choices.

The ADDitude Symptom Checker helps people see how their symptoms match up with 17 common mental health and learning issues. This tool can help them figure out if they have similar problems or if they might have more than one condition at the same time.

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The website highlights how crucial it is to understand and support people who have ADHD.

ADDitude puts out a magazine filled with detailed articles, expert tips, and personal experiences about ADHD. People who subscribe can read both the latest and older issues, which provide helpful information and strategies for dealing with ADHD.

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They provide information about autism spectrum disorder, how to recognize the signs of autism, resources for those who have just been diagnosed, and a detailed guide to help find specialists and services in the local area.

Autism Speaks works hard to promote and support laws at both the state and national levels that help people with autism.

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They collaborate with Congress, the White House, state lawmakers, agencies, and regulators to improve care and support for people with autism.

Autism Speaks provides money for research to learn more about what causes autism, create better treatments, and enhance the lives of people with autism.

They back creative projects and work together with scientists from around the globe to increase our understanding of the condition.

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Blogs and websites about inclusion

Blogsomemore

Brookes Inclusion Lab

Inclusion from Square One: Not "Why?" But "How?"

The Inclusive Class

The Inclusive Schools Network

National Center on Universal Design for Learning

Think Inclusive

Differentiation Daily

Inclusion Rules

Ollibean

Videos about inclusion

Inclusive learning: everyone's in

This video overview is part of the Edmonton Public Schools' "Inclusive Learning: Everyone's In" initiative. The District was selected as a change agent for Alberta's "Action on Inclusion" initiative - to share information about best practices to welcome, include and support students' needs in the classroom and community. Leona Morrison, a Supervisor in the Inclusive Learning unit, talks about a new district document that spotlights the strengths-based approach - a model of teaching and learning that helps students experience success by focusing on their strengths and what they can do, rather than on the limits of a diagnosed condition.

View all of the Inclusive Learning: Everyone's In video . You can also access the accompanying Learning Guide . (Edmonton Public Schools, Alberta, CA)

Montrose School, K-6: meeting the needs of the whole child

This video overview is part of the Edmonton Public Schools' "Inclusive Learning: Everyone's In" initiative. Montrose School is a K-6 school with an enrollment of approximately 190 students, 70 having identified special learning needs. Montrose provides a positive inclusive learning environment that ensures quality teaching and engaging learning experiences for all students. The foundational belief at Montrose School is that, "everyone belongs to all of us." The school, family and community partners work together effectively to help each child do their best. Staff and community partners model caring, supportive relationships, positive cultural beliefs and expectations, while providing opportunities and skills for students to participate and contribute in meaningful ways.

View all of the Inclusive Learning: Everyone's In video . You can also access the accompanying Learning Guide . (Edmonton Public Schools, Alberta, CA)

Creating a positive school environment

Classroom activity to identify and celebrate students' sStrengths

Inclusion

The Coralwood School in Decatur, Georgia, runs an inclusion model that mixes special needs students with typically developing students and provides many of its therapies in the classroom. One of their most excited students is five-year-old Avery, who has Down syndrome. From our Launching Young Readers program, Toddling Toward Reading.

The trend toward inclusive general education classrooms

The UDL guidelines

UDL: principles and practice

UDL in action in the classroom

Accommodations vs. modifications

"Is assistive technology cheating?" (and other assistive technology myths)

Assistive technology (AT) refers to a device or software that makes it easier to complete everyday tasks. Common forms of assistive tech for kids with learning and attention issues, like dyslexia or dysgraphia, include text-to-speech or dictation. But is assistive technology "cheating"? Does it give some kids an unfair advantage by making it easier for them than for others? Hear from Jamie Martin, assistive technology consultant, on these and other common myths about assistive technology tools. (From Understood )

"I don't want to look any different"

In an inclusive classroom, every student gets the same opportunity as all his peers to choose the tool that meets his learning needs. See our full video interview with public school assistive technology expert Beth Poss ›

A teacher's view of assistive technology

In this video, teachers of students with a range of learning needs discuss the ways in which assistive technology can help. Teachers provide examples of low- to high-tech tools that are easily integrated into a classroom environment. You can also sit in on an IEP meeting where assistive technology supports are discussed.

News stories and social media about inclusion

Students With Disabilities Deserve Inclusion. It's Also the Best Way to Teach (Education Week)
Inclusion is the least expensive, most effective method of teaching students. It starts from the top, with administrators making this a priority. When administrators model inclusivity and support teachers in its implementation, the entire school (and school system) culture changes. Test scores are rarely negatively impacted and often go up. More importantly, children become better citizens. Inclusion is best practice. It is also, quite simply, the right way to teach.

Tips, Tricks and Tools to Build Your Inclusive Classroom Through UDL (Ed Surge)
The ultimate goal of Universal Design for Learning (UDL) is to develop expert learners, which CAST defines as "purposeful and motivated; resourceful and knowledgeable; and, strategic and goal directed. Intrigued? Let's dig deeper into the three principles and discuss some real world classroom applications to lead to a more inclusive learning experience for all students.

10 of the Best Pinterest Boards About Inclusion
Pinterest has become a popular way for teachers to share and find resources for their classroom. From The Inclusive Class blog, here is a list of favorite Pinterest boards, with lots of ideas to enrich and enhance your inclusive classroom.

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Websites, Blogs, and Media About Inclusive Classrooms

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Stay informed about best practices in inclusive education by visiting the blogs and websites listed here. We've also include a selection of videos related to inclusive classrooms.

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Inclusive classrooms help students learn how to collaborate, appreciate different viewpoints, think deeply, and become effective learners.

The website has lots of different resources, blogs, and media about inclusive education. These materials share great ideas, tips, and information on how to make classrooms welcoming for all kinds of students.

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Reading Rockets includes videos and guides to help educators implement inclusion programs in their classrooms and schools.

The website showcases knowledgeable experts and studies about inclusive education. It has video interviews, webcasts, and question-and-answer sessions with professionals in the area, providing helpful information and advice for teachers.

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EVERYONE

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George Lucas Educational Foundation

The benefits of movement in the classroom aren't limited to younger students. Pairing new words and concepts with gestures or dance moves locks in understanding-and active brain breaks prime students to learn even more.

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A free source of information, inspiration, and practical strategies for learning and teaching in preK-12 education.

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Using picture books at the beginning of math lessons can really get students excited about learning.

When we read these books, it helps kids learn new words and think more deeply about math.

Asking interesting questions while reading and linking the story to math ideas makes it easier for students to understand and stay involved.

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Using picture books to teach math can really make a difference for students in various grades. The important part is to choose a book that matches the math topic you’re working on.

This method works in steps, starting with everyone learning about math concepts together with hands-on tools. Then, students move into smaller groups for more focused and personalized learning. This way, everyone gets a solid understanding of the math ideas.

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Speech and Language Impairments Defined | Special Education Guide

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We researched speech and language impairments to provide advice for parents and special education teachers, as well as the official definition under IDEA.

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This website offers a comprehensive look at speech and language disorders, covering definitions, typical characteristics, and the educational hurdles they present.

It discusses the impact of these disorders on students' academic performance and provides helpful advice for both teachers and parents.

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The website showcases the importance of speech-language pathologists and stresses the need for early diagnosis and intervention to achieve better results.

It also covers specific areas such as stuttering, articulation problems, and voice disorders.

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TEACHERS

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Hearing impairment, deafness, or hearing loss refers to the total or partial inability to hear sounds. There are many causes and types of deafness.

A patient with a mild hearing impairment may have problems understanding speech, especially if there is a lot of noise around, while those with moderate deafness may need a hearing aid.

Some people are severely deaf and rely on lip-reading to communicate with others. People who are profoundly deaf can hear nothing at all and can find themselves totally reliant on lip-reading or sign language.

In the United States, around of people over the age of 18 years report some level of hearing loss.

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Hearing loss refers to either partial or total reduction in the ability to hear sounds.

Some diseases or circumstances that can cause deafness include:

The inner ear is home to some of the most delicate bones in the body, and damage to the eardrum or middle ear can cause hearing loss and deafness in a range of ways.

It is important to distinguish between the different levels of hearing loss.

Hearing loss: This is a reduced ability to hear sounds in the same way as other people.

Deafness: This occurs when a person cannot understand speech through hearing, even when sound is amplified.

Profound deafness: This refers to a total lack of hearing. An individual with profound deafness is unable to detect sound at all.

The severity of hearing impairment is categorized by how much louder volumes need to be set at before they can detect a sound.

Some people define profoundly deaf and totally deaf in the same way, while others say that a diagnosis of profound deafness is the end of the hearing spectrum.

Sound waves enter the ear, move down the ear or auditory canal, and hit the eardrum, which vibrates. The vibrations from the eardrum pass to three bones known as the ossicles in the middle ear.

These ossicles amplify the vibrations, which are then picked up by small hair-like cells in the cochlea.

These move as the vibrations hit them, and the movement data is sent through the auditory nerve to the brain. The brain processes the data, which a person with functional hearing will interpret as sound.

There are three different types of hearing loss:

1) Conductive hearing loss

This means that the vibrations are not passing through from the outer ear to the inner ear, specifically the cochlea. This type can occur for many reasons, including:

an excessive build-up of earwax

an ear infection with inflammation and fluid buildup

a perforated eardrum

malfunction of the ossicles

a defective eardrum

Ear infections can leave scar tissue, which might reduce eardrum function. The ossicles may become impaired as a result of infection, trauma, or fusing together in a condition known as ankylosis.

2) Sensorineural hearing loss

Hearing loss is caused by dysfunction of the inner ear, the cochlea, auditory nerve, or brain damage.

This kind of hearing loss is normally due to damaged hair cells in the cochlea. As humans grow older, hair cells lose some of their function, and hearing deteriorates.

Long-term exposure to loud noises, especially high-frequency sounds, is another common reason for hair cell damage. Damaged hair cells cannot be replaced. Currently, research is looking into using stem cells to grow new hair cells.

Sensorineural total deafness may occur as a result of congenital deformities, inner ear infections, or head trauma.

3) Mixed hearing loss

This is a combination of conductive and sensorineural hearing loss. Long-term ear infections can damage both the eardrum and the ossicles. Sometimes, surgical intervention may restore hearing, but it is not always effective.

Hearing loss can affect speech ability depending on when it occurs.

Prelingual deafness

This is an inability to fully or partially hear before learning how to utter or understand speech.

An individual with prelingual deafness was born with a congenital deformity or will have lost hearing during infancy.

In the majority of cases, people with prelingual deafness have hearing parents and siblings. Many are also born into families who did not already know sign language. They consequently also tend to have slow language development. The few who were born into signing families tend not to face delays in language development.

If children with prelingual deafness are given cochlear implants before the age of 4 years, they can acquire oral language successfully.

Oral language and the ability to use social cues are very closely interrelated. That is why children with hearing loss, especially those with severe symptoms, may not only experience delayed language development, but also slower social development.

As a result, children with prelingual deafness risk becoming socially isolated, unless they attend a school that has a well-run special needs department with other children who have the same condition.

Children who identify with a "deaf subculture," or those who have learned how to use sign language, might feel less isolated. However, some young people might experience isolation if their parents have not yet learned sign language.

There are cases of children with profound deafness who find themselves on the outer fringes of their hearing peers' social circles while not being fully accepted by peers with total deafness, due to a lack of fluency in sign language.

Post-lingual deafness

Most people with hearing loss have post-lingual deafness. They acquired spoken language before their hearing was diminished. A medication side effect, trauma, infection, or disease may have caused losing their sense of hearing.

In most people with post-lingual deafness, hearing loss onsets gradually.

Household members, friends, and teachers may have noticed a problem before they acknowledged the disability. Depending on the severity of hearing loss, the individual may have had to use hearing aids, receive a cochlear implant, or learn how to lip-read.

People who experience hearing loss face different challenges, depending on when it occurs and how long it takes to develop. They might have to become familiar with new equipment, undergo surgery, learn sign language and lip reading, and use various communication devices.

A feeling of isolation is a common problem, which can sometimes lead to depression and loneliness. A person with post-lingual hearing loss also has to face the often-distressing process of coming to terms with a disability. The condition may also pose challenges for household members, loved ones, and close friends, who have to adapt to the hearing loss.

Miscommunication can place a strain on relationships, not only for the person with the hearing impairment, but also the people around them. If the hearing loss is gradual and has not yet been diagnosed, family members may mistakenly believe that the individual with the condition is becoming more distant.

Single-sided deafness (SDD), or unilateral deafness, refers to hearing impairment in just one ear, while bilateral deafness is hearing impairment in both.

People with a unilateral hearing impairment may find it hard to carry on a conversation if the other person is on their affected side. Pinpointing the source of a sound may be more difficult, when compared with those who can hear well in both ears. Understanding what others are saying when there is a lot of environmental noise might be hard.

With little to no background noise, a person with unilateral deafness has virtually the same communicative abilities as a person with functional hearing in both ears.

Babies born with unilateral deafness tend to have developmental speech delays. They may find it harder to concentrate when they go to school. Social activities may be more challenging than it is for children with no hearing problems.

The symptoms of hearing impairment depend on its cause. Some people are born without being able to hear, while others suddenly become deaf due to an accident or illness. For most people, symptoms of deafness progress gradually over time.

Some conditions may have hearing loss as a symptom, such as tinnitus or stroke.

Hearing impairment in infants

The following signs may indicate a hearing problem:

Before the age of 4 months, the baby does not turn their head toward a noise.

By the age of 12 months, the baby still has not uttered a single word.

The infant does not appear to be startled by a loud noise.

The infant responds to you when they can see you, but respond far less or do not respond at all when you are out of sight and call out their name.

The infant only seems to be aware of certain sounds.

Hearing impairment in toddlers and children

These signs might become more evident in slightly older children:

The child is behind others the same age in oral communication.

The child keeps saying "What?" or "Pardon?"

The child talks in a very loud voice, and tends to produce louder-than-normal noises.

When the child speaks, their utterances are not clear.

There are four levels of deafness or hearing impairment. These are:

Mild deafness or mild hearing impairment: The person can only detect sounds between 25 and 29 decibels (dB). They may find it hard to understand the words other people are saying, especially if there is a lot of background noise.

Moderate deafness or moderate hearing impairment: The person can only detect sounds between 40 and 69 dB. Following a conversation using hearing alone is very difficult without using a hearing aid.

Severe deafness: The person only hears sounds above 70 to 89 dB. A severely deaf person must either lip-read or use sign language in order to communicate, even if they have a hearing aid.

Profound deafness: Anybody who cannot hear a sound below 90dB has profound deafness. Some people with profound deafness cannot hear anything at all, at any decibel level. Communication is carried out using sign language, lip-reading, or reading and writing.

Patients who suspect something is wrong with their hearing will initially go and see their doctor.

The doctor will talk to the patient and ask several questions regarding the symptoms, including when they started, whether or not they have gotten worse, and whether the individual is feeling pain alongside the hearing loss.

A physical examination

The doctor will look into the ear using an otoscope. This is an instrument with a light at the end. The following may be detected during the examination:

a blockage caused by a foreign object

a collapsed eardrum

an accumulation of earwax

an infection in the ear canal

an infection in the middle ear if a bulge is present in the eardrum.

cholesteatoma, a skin growth behind the eardrum in the middle ear.

fluid in the ear canal

a hole in the eardrum

The doctor will ask questions about the person's experiences with hearing, including:

Do you often find yourself asking people to repeat what they said?

Do you find it hard to understand people on the telephone?

Do you miss the doorbell when it rings? If so, does this happen frequently?

When you chat with people face-to-face, do you have to focus carefully?

Has anybody ever mentioned to you that you might have a problem with your hearing?

Do you find more people mumble today than they used to?

internal you hear a sound, do you often find it hard to determine where it is coming from?

When several people are talking, do you find it hard to understand what one of them is telling you?

Are you often told that the television, radio, or any sound-producing device is too loud?

Do you find male voices easier to understand than female voices?

Do you spend most of each day in a noisy environment?

Have you often found yourself misunderstanding what other people say to you?

Do you hear rushing, hissing, or ringing sounds?

Do you avoid group conversations?

If you answered "yes" to most of the above questions, see a doctor and have your hearing checked.

General screening test

A doctor may ask the patient to cover one ear and describe how well they hear words spoken at different volumes, as well as checking sensitivity to other sounds.

If the doctor suspects a hearing problem, they will probably be referred to either an ear, nose, and throat (ENT) specialist or an audiologist.

Further tests will be carried out, including:

A tuning fork test: This is also known as the Rinne test. A tuning fork is a metal instrument with two prongs that produces a sound when it is struck. Simple tuning fork tests may help the doctor detect whether there is any hearing loss, and where the problem is.

A tuning fork is vibrated and placed against the mastoid bone behind the ear. The patient is asked to indicate when they no longer hear any sound. The fork, which is still vibrating, is then placed 1 to 2 centimeters (cm) from the auditory canal. The patient is asked again whether they can hear the fork.

As air conduction is greater than bone conduction, the patient should be able to hear the vibration. If they cannot hear it at this point, it means that their bone conduction is superior to their air conduction.

This suggests a problem with sound waves getting to the cochlea through the ear canal.

Audiometer test: The patient wears earphones, and sounds are directed into one ear at a time. A range of sounds is presented to the patient at various tones. The patient has to signal each time a sound is heard.

Each tone is presented at various volumes, so that the audiologist can determine at which point the sound at that tone is no longer detected. The same test is carried out with words. The audiologist presents words at various tones and decibel levels to determine where the ability to hear stops.

Bone oscillator test: This is used to find out how well vibrations pass through the ossicles. A bone oscillator is placed against the mastoid. The aim is to gauge the function of the nerve that carries these signals to the brain.

Routine screening of children

The American Academy of Pediatrics (AAP) recommends that children have their hearing tests at the following times:

when they start school

at 6, 8, and 10 years of age

at least once when they are in middle school

once during high school

Testing newborns

The otoacoustic emissions (OAE) test involves inserting a small probe into the outer ear; it is usually done while the baby is asleep. The probe emits sounds and checks for "echo" sounds bouncing back from the ear.

If there is no echo, the baby might not necessarily have a hearing problem, but doctors will need to carry out further tests to make sure and to find out why

Help is available for people with all types of hearing loss. Treatment depends on both the cause and severity of the deafness.

Sensorineural hearing loss is incurable. When the hair cells in the cochlea are damaged, they cannot be repaired. However, various treatments and strategies can help improve quality of life.

Hearing aids

These are wearable devices that assist hearing.

There are several types of hearing aid. They come in a range of sizes, circuitries, and levels of power. Hearing aids do not cure deafness but amplify the sound that enters the ear so that the listener can hear more clearly.

Hearing aids consist of a battery, loudspeaker, amplifier, and microphone. Today, they are very small, discreet, and can fit inside the ear. Many modern versions can distinguish background noise from foreground sounds, such as speech.

A hearing aid is not suitable for a person with profound deafness.

The audiologist takes an impression of the ear to make sure the device fits well. It will be adjusted to suit auditory requirements.

Examples of hearing aids include:

Behind-the-ear (BTE) hearing aids: These consist of a dome called an earmold and a case, with a connection linking one to the other. The case sits behind the outer ear, with the connection to the dome coming down the front of the ear. The sound from the device is either electrically or acoustically routed to the ear.

BTE hearing aids tend to last longer than other devices, as the electrical components are located outside the ear, meaning that there is less moisture and earwax damage These devices are more popular with children who need a sturdy and easy-to-use device.

In-the-canal (ITC) hearing aids: These fill the outer part of the ear canal and can be seen. Soft ear inserts, usually made of silicone, are used to position the loudspeaker inside the ear. These devices fit most patients straight away and have better sound quality.

Completely in the canal (CIC) hearing aids: These are tiny, discreet devices but not recommended for people with severe hearing loss.

Bone conduction hearing aids: These assist people with conductive hearing loss, as well as those unable to wear conventional type hearing aids. The vibrating part of the device is held against the mastoid with a headband. The vibrations go through the mastoid bone, to the cochlea. These devices can be painful or uncomfortable if worn for too long.

Cochlear implants

If the eardrum and middle ear are functioning correctly, a person may benefit from a cochlear implant.

This thin electrode is inserted into the cochlea. It stimulates electricity through a tiny microprocessor placed under the skin behind the ear.

A cochlear implant is inserted to help patients whose hearing impairment is caused by hair cell damage in the cochlea. The implants usually improve speech comprehension. The latest cochlear implants have new technology that helps patients enjoy music, understand speech better even with background noise, and use their processors while they are swimming.

According to the National Institutes of Health (NIH), there were about 58,000 adults and 38,000 children with cochlear implants in the U.S. as of 2012. The World Health Organization (WHO) says approximately 219,000 people globally use one, most of them in industrial countries.

On the outside, a cochlear implant consists of:

A microphone: This gathers sound from the environment.

A speech processor: This prioritizes the sounds that matter more to the patient, such as speech. The electrical sound signals are split into channels and sent through a very thin wire to the transmitter.

A transmitter: This is a coil secured with a magnet. It is located behind the outer ear and transmits the processed sound signals to the internally implanted device.

On the inside:

A surgeon secures a receiver and stimulator in the bone beneath the skin. The signals are converted into electrical impulses and sent through internal wires to the electrodes.

Up to 22 electrodes are wound through the cochlea. The impulses are sent to the nerves in the lower passages of the cochlea and then directly to the brain. The number of electrodes depends on manufacturers of the implant.

Children will usually have cochlear implants in both ears, while adults tend to have just one.

Some people with hearing impairment may have speech problems, as well as difficulties in understanding speech from other people.

A high percentage of people with hearing impairment can learn other ways of communicating.

Lip reading and sign language can replace or complement oral communication.

There is a range of sign languages that are, in some cases, wildly different to one another.

Lip reading

Also known as speechreading, lip reading is a method for understanding spoken language by watching the speaker's lip, facial and tongue movements, as well as extrapolating from the data provided by the context and any residual hearing the patient might have.

People who became hearing impaired after they learned to speak can pick up lip reading rapidly; this is not the case for those who are born hearing-impaired.

Sign language

This is a language that uses signs made with the hands, facial expressions, and body postures, but no sounds. It is used mainly by those who are deaf.

There are several different types of sign languages. British Sign Language (BSL) is very different from American Sign Language (ASL). For instance, BSL uses a two-handed alphabet, whereas American sign language uses a one-handed alphabet.

Some countries use the sign language introduced by missionaries from far away. Norwegian sign language, for example, is used in Madagascar.

Sign language is completely different from the spoken form, word order, and grammar in BSL is not the same as it is in spoken English. ASL is more grammatically similar to spoken Japanese than spoken English.

Nothing can prevent the hearing problems that occur from birth or hearing impairments due to illnesses or accidents.

However, some measures can be taken to reduce the risk of losing some of your sense of hearing.

The structures in the ears can be damaged in several different ways. Long-term exposure to noise above 85 dB - the volume of a typical lawnmower - can eventually cause hearing loss.

The following measures may help protect your hearing:

TV, radio, music players, and toys: Do not set the volume too high. Children are especially sensitive to the damaging effects of loud music. Noisy toys can put children's hearing at risk.

Headphones: Focus on isolating the sounds you want to hear and blocking out as much environmental sound as is possible, instead of drowning it out with high volume.

Occupational health: If you work in a noisy environment, such as discos, nightclubs, and pubs, wear earplugs or earmuffs.

Leisure venues: If you go to pop concerts, motor racing, drag racing, and other noisy events, wear earplugs.

Cotton swabs: Do not prod them into adult or infant ears. The same applies to Q-tips or tissues.

Hearing can often deteriorate with age, but the risk can be reduced by taking the correct preventive measure early on.

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Deafness and hearing loss: Causes, symptoms, and treatments

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People with a hearing impairment, hearing loss, or deafness will have either a partial or a total inability to hear sound. Some will rely on lip reading to communicate. Here, we explain the difference between hearing loss and deafness, and the types, causes, and symptoms of both.

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Skip to content

Our mission is to serve as the collective voice of the assistive technology industry so that the best products and services are delivered to people with disabilities. Learn more about ATIA.

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Testing Accommodations for Students with Disabilities: Policy and Tools to Guide Decision-Making and Implementation

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Guide offers detailed insights into testing accommodations for students with disabilities.

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