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-affect the hearing abilities.We care for them with all our heart.　　　　　　-Vivian Wang

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-affect the hearing abilities.We care for them with all our heart.　　　　　　-Vivian Wang

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Symptoms : The main symptom is partial or complete hearing loss.

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1.With the help of hearing aids, most hearing impaired students are able to hear and speak without difficulty.

2.Teacher can wear a microphone, which can be connected directly to the hearing aid via Bluetooth, so that the teacher's voice can be transmitted to the child's ears.

3.Real-time speech to text, real-time speech to text on the phone.

4.Sometimes the alarm or doorbells can't be heard, it can be converted to light and vibration. Smoke alarms cannot be heard, can be converted to scent, light etc.

It would be helpful if many places had electronic boards to display information.

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Show understanding to students with hearing problems
1. Many times, students do not know how to express themselves yet, so we have to be observant in our lives and help to care for them.

2.Respect students and make them feel equal and that they are not different, so that they can be more integrated into the community.

3.avoiding their exposure to harmful noise, as it is difficult for them to detect it, so we need to be aware of what is going on around us at all times.

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Providing Services and Accommodations for Deaf and Hard of Hearing Students in a Mainstream Setting

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Deafness and hearing loss (who.int)

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Overview

Over 5% of the world's population - or 430 million people - require rehabilitation to address their disabling hearing loss (432 million adults and 34 million children). It is estimated that by 2050 over 700 million people - or 1 in every 10 people - will have disabling hearing loss.

'Disabling' hearing loss refers to hearing loss greater than 35 decibels (dB) in the better hearing ear. Nearly 80% of people with disabling hearing loss live in low- and middle-income countries. The prevalence of hearing loss increases with age, among those older than 60 years, over 25% are affected by disabling hearing loss.

Hearing loss and deafness

A person who is not able to hear as well as someone with normal hearing - hearing thresholds of 20 dB or better in both ears - is said to have hearing loss. Hearing loss may be mild, moderate, severe, or profound. It can affect one ear or both ears and leads to difficulty in hearing conversational speech or loud sounds.

'Hard of hearing' refers to people with hearing loss ranging from mild to severe. People who are hard of hearing usually communicate through spoken language and can benefit from hearing aids, cochlear implants, and other assistive devices as well as captioning.

'Deaf' people mostly have profound hearing loss, which implies very little or no hearing. They often use sign language for communication.

Causes of hearing loss and deafness

Although these factors can be encountered at different periods across the life span, individuals are most susceptible to their effects during critical periods in life.

Prenatal period

genetic factors including hereditary and non-hereditary hearing loss

intrauterine infections - such as rubella and cytomegalovirus infection.

Perinatal period

birth asphyxia (a lack of oxygen at the time of birth

hyperbilirubinemia (severe jaundice in the neonatal period)

low-birth weight

other perinatal morbidities and their management.

Childhood and adolescence

chronic ear infections (chronic suppurative otitis media)

collection of fluid in the ear (chronic nonsuppurativeotitis media)

meningitis and other infections.

Adulthood and older age

chronic diseases

smoking

otosclerosis

age-related sensorineural degeneration

sudden sensorineural hearing loss.

Factors across the life span

cerumen impaction (impacted ear wax)

trauma to the ear or head

loud noise/loud sounds

ototoxic medicines

work related ototoxic chemicals

nutritional deficiencies

viral infections and other ear conditions

delayed onset or progressive genetic hearing loss.

The impact of unaddressed hearing loss

When unaddressed, hearing loss impacts many aspects of life at individual level:

communication and speech

cognition

education and employment: In developing countries, children with hearing loss and deafness often do not receive schooling. Adults with hearing loss also have a much higher unemployment rate. Among those who are employed, a higher percentage of people with hearing loss are in the lower grades of employment compared with the general workforce.

social isolation, loneliness and stigma

impact on society and economy

effects on years lived with disability (YDLs) and disability adjusted life years (DALYs).

WHO estimates that unaddressed hearing loss poses an annual global cost of US$ 980 billion. This includes health sector costs (excluding the cost of hearing devices), costs of educational support, loss of productivity, and societal costs. Of these costs, 57% are attributed to low- and middle-income countries.

Prevention

Many of the causes that lead to hearing loss can be avoided through public health strategies and clinical interventions implemented across the life course.

Prevention of hearing loss is essential throughout the life course, from prenatal and perinatal periods to older age. In children, nearly 60% of hearing loss is due to avoidable causes that can be prevented through implementation of public health measures. Likewise, most common causes of hearing loss in adults, such as exposure to loud sounds and ototoxic medicines, are preventable.

Effective strategies for reducing hearing loss at different stages of the life course include:

immunization;

good maternal and childcare practices;

genetic counselling;

identification and management of common ear conditions;

occupational hearing conservation programmes for noise and chemical exposure;

safe listening strategies for the reduction of exposure to loud sounds in recreational settings; and

rational use of medicines to prevent ototoxic hearing loss.

Identification and management

Early identification of hearing loss and ear diseases is key to effective management.

This requires systematic screening for detection of hearing loss and related ear diseases in those who are most at risk. This includes:

newborn babies and infants

pre-school and school-age children

people exposed to noise or chemicals at work

people receiving ototoxic medicines

older adults.

Hearing assessment and ear examination can be conducted in clinical and community settings. Tools such as the WHO "hearWHO" app and other technology-based solutions make it possible to screen for ear diseases and hearing loss with limited training and resources.

Once hearing loss is identified, it is essential that it is addressed as early as possible and in an appropriate manner, to mitigate any adverse impact.

Measures available to rehabilitate people with hearing loss include:

the use of hearing technologies, such as hearing aids, cochlear implants and middle ear implants;

the use of sign language and other means of sensory substitution,such as speech reading, use of print on palm or Tadoma, signed communication; and

rehabilitative therapy to enhance perceptive skills and develop communication and linguistic abilities.

The use of hearing assistive technology, and services such as frequency modulation and loop systems, alerting devices, telecommunication devices,captioning services and sign language interpretation, can further improve access to communication and education for people with hearing loss.

WHO response

WHO's work on ear and hearing care is to promote integrated people-centred ear and hearing care (IPC-EHHC).

WHO's work is guided by the recommendations of the WHO World report on hearing (2021) and the World Health Assembly resolution on prevention of deafness and hearing loss.

WHO's work includes:

guiding, assisting and supporting Member States to increase awareness on EHC issues;

facilitating data generation and dissemination of ear and hearing care related data and information;

providing technical resources and guidance to facilitate planning and health systems capacity building for ear and hearing care;

supporting heath workforce training in ear and hearing care;

promoting safe listening to reduce the risk of recreational noise-induced hearing loss through the WHO Make Listening Safe initiative;

observing and promoting World Hearing Day as an annual advocacy event;

building partnerships to develop strong hearing care programmes, including initiatives for affordable hearing aids, cochlear implants and services; and

advocating for ear and hearing care through the World Hearing Forum.

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Deafness and hearing loss fact sheet from WHO: providing key facts and information on causes, impact, prevention, identification, management and WHO response.

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Exaggeration, confusion and diminution of normal emotional responses-Vivian Wang

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Exaggeration, confusion and diminution of normal emotional responses-Vivian Wang

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1.Emotional track tools-to supervise the students learning and thinking process.

2.Video player-to help relax and calm down when need

3.Activity reminder-to make a signal or suggestions when the student has to involve some activities.

4.High tech sensory support-technically improve the students' communication skills.

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1.To train children in basic communication, emotional control, stress management, cooperation, problem solving and conflict management.

2.Learning relaxation techniques, learning emotional expression.

3.Consult a doctor, to find out the psychological causes that trigger emotional disorders, as well as their own irrational perceptions of things and the causes of internal conflicts, and under the guidance of professional psychologists, change their perceptions of problems and make psychological preparations and efforts to overcome emotional disorders.

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Accommodations for Students with Emotional Disabilities

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Assistive Technology for Emotional and Behavioral Disorders by Whitney Pace (prezi.com)

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Assistive Technology for Emotional and Behavioral Disorders

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Students with EBD Other common characteristics and behaviors include: Hyperactivity (short attention span, impulsiveness) Aggression or self-injurious behavior (acting out, fighting) Withdrawal (failure to initiate interaction with others; retreat from exchanges of social

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Symptoms can begin around 6 months of age and become established by 2-3 years of age.

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Autism:The definition of autism is a complex process. By Cindy Yi

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Autism:The definition of autism is a complex process. By Cindy Yi

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Most experts agree that autism is a development disorder characterized by impaired social interactions, limited communication and repetitive behaviors.

Symptoms of autism

Impairments in social interaction

Impairments in communication

Repetitive behaviors

Restricted interests

Atypical eating and sleep disorder

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To receive a diagnosis, a child must have at least six symptoms. Two must be from the social interaction list, one from the impairment of communication list and one demonstrating restricted and repetitive behavior. The onset of symptoms must occur before age 3.

Special education services:Applied behavior analysis (ABA), structured teaching, speech and language therapy, social skills therapy and occupational therapy are all part of special education services available to autistic children.

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The definition of autism is a complex process. Most experts agree that autism is a brain development disorder characterized by impaired social interactions, limited communication and repetitive behaviors. Signs usually appear before age 3. The cause isn't clear, but recent scientific studies believe there is a strong genetic base. New research comes out almost every day on possible causes. Some groups advocate for environmental causes such as induced labor, heavy metals, pesticides and childhood vaccinations.

Autism occurs four times more in boys than in girls. The diagnosis of autism spectrum disorders has drastically risen since the 1980's. Some studies now claim 1-150 children are diagnosed as autistic with occurrence in as many as 1-94 boys. It is unclear if this is due to the different definitions of autism used today, diagnostic practices or if the actual amount of cases has increased.

There has also been an increase in the diagnosis of Asperger's syndrome. Some parents claim their child seemed different from birth while others say their child developed normally and than later in life, lost skills.

SYMPTOMS of AUTISM:

Signs usually are noticed during the first two years of life. Symptoms can begin around 6 months of age and become established by 2-3 years of age. They usually continue throughout adulthood. Autism is not distinguished by a single symptom, but a group of symptoms that include the following:

Social and communication impairments include a lack of response to social stimuli, lack of smiling or eye contact and not responding to one's name. Other characteristics are lack of pretend play, lack of imitation, inability to sustain conversation, aloofness and acting like they don't seem to hear.

Repetitive behaviors are called stereotypy and involve repeated movements such as hand flapping, making sounds, head rolling and body rocking. Compulsive behavior involves arranging objects or toys in stacks or lines.

Restricted interests include an unvarying pattern of daily activities and limited interests like a pre-occupation with a single TV show, toy or game.

Self injuries are movements that injure or can injure the child like eye poking, skin picking, hand biting and head banging.

Sleep problems can include insomnia, nocturnal awakening and early morning wakening.
The DEFINATION OF AUTISM CAN RANGE FROM MILD to SEVERE.
Determining how severe a child's symptoms are can be based on their overall IQ and on how much daily support the child needs.

DIAGNOSING AUTISM:

No babbling by 12 months

No gesturing by 12 months

No single words by 16 months

No two word spontaneous sentences by 24 months

Any loss of language or social skills.

Doctors now recommend screening for autistic symptoms at baby well checks beginning around 12 months. Speak to your pediatrician if you notice the following:

The definition of autism is based on a child's behavioral symptoms. To receive a diagnosis, a child must have at least six symptoms. Two must be from the social interaction list, one from the impairment of communication list and one demonstrating restricted and repetitive behavior. The onset of symptoms must occur before age 3.

SPECIAL EDUCATION SERVICES:

Autism is one of the qualifying conditions outlined in the of special education as defined by the Individuals with Disabilities Education Act (IDEA) Beginning at age 3, a child with an official definition of autism is entitled to a free appropriate education (FAPE) in the least restrictive environment. What is appropriate depends on your child's unique needs.

Early intervention for children with autism has been found to be key to improving functioning. County regional centers and public school districts must provide, at no cost to you, an Individual Family Service Plan (IFSP). This plan is a written document that describes your child's current level of functioning and the anticipated outcome. It also lists the specific services that will be provided in order to meet the needs of your child.

All school districts must offer preschool early intervention programs for children with disabilities and continue services through age 23. This includes transition services to the elementary school. The most important goal of any educational program should be to help the child become more functionally independent.
IEP GOALS:
Applied behavior analysis (ABA), structured teaching, speech and language therapy, social skills therapy and occupational therapy are all part of special education services available to autistic children. Intensive ABA has shown to be effective in improving the functioning of pre-school children and is well established at improving intellectual
performance.

Sample goals for a child with receives a definition of autism might focus on social skills, expressive verbal language, increased engagement, improvement of fine and gross motor skills, increase in pretend play and increased independent skills. Medications and alternative therapies are also available from private therapists but parents may find these to be expensive.

School districts are legally responsible to pay for an outside service ONLY if it can be shown by the IEP team that the service is needed to meet the goals outlined in the IEP AND the district itself cannot provide the service.

Private placements are NOT usually granted and are often a point of contention. School districts usually receive adequate funding and have the capability to provide most agreed upon services.

If your child does not meet the specific definition of autism, instead they might have a specific learning disorder, a communication disorder, Asperger's syndrome, ADHD, obsessive-compulsive disorder, or another

If your child does not have one of the 13 categories of special education, don't give up on finding a diagnosis. Even if your child does not meet the official definition of autism the IEP team can decide that a child qualifies for special education services.

IDEA was specifically written to give IEP teams the power to determine eligibility on a case-by-case basis.

For example, even if a child does not receive a diagnosis of autism from their physician, if they possess characteristics that severely impacts their ability to learn, the IEP team can recommend that the child qualifies for special education. The team can agree that the behaviors are pronounced enough to warrant a definition of autism as the qualifying condition or they can choose to qualify the child under the heading of Other Health Impaired.

Not everyone agrees on what defines autism. Because the definition of autism relies on a subjective analysis of symptoms and not on a medical test, it is possible for different evaluations to come up with different recommendations. At the IEP meeting, agreeing on appropriate services for your child can be frustrating. Remember, that is a collaborative process between you and the school district.

Agreeing on appropriate services may involve significant negotiations. Non-profit organizations like Autism Speaks and the Autism Society of America can assist you with learning about the latest available therapies, treatment and research. Resources like the child behavior guide can provide you with information and strategies related to child behavior, pervasive developmental disorders and ADHD.

REMEMBER...being able to clearly state why you believe a service is necessary for your child will help you to be able to convince an IEP team.

You can check out the if you think having this information in a workbook format would be helpful to you. You can view the to see if you feel it would be valuable to your family.

Also, visit the section on parent support to learn collaboration skills, mediation techniques and more about your due process rights.

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The definition of autism is a complex process. Most experts agree that autism is a brain development disorder characterized by impaired social interactions, limited communication and repetitive behaviors. Signs usually appear before age 3. The cause isn't clear, but recent scientific studies believe there is a strong genetic base.

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Assistive technology can be used to support and enhance communication for people with autism, regardless of speech ability.
Augmentative and alternative communication (AAC) is a specific type of assistive technology that can benefit people with autism of all ages by promoting independence, expanding communication, and increasing social interactions.

Dedicated System: Devices dedicated to communication only, more likely to be covered by insurance
Open System: Devices used for communication and other purposes (wi-fi, etc.)

Some assistive technology are:
ie. communication boards or books, picture exchange communication system, voice output communication aides (VOCA), Speech generating devices with dynamic display, most customisable options and apps.

IEP Goals:
Sample goals for a child with receives a definition of autism might focus on social skills, expressive verbal language, increased engagement, improvement of fine and gross motor skills, increase in pretend play and increased independent skills. Medications and alternative therapies

Private placements:
ONLY if it can be shown by the IEP team that the service is needed to meet the goals outlined in the IEP AND the district itself cannot provide the service.

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1) Applied Behavior Analysis (ABA)
ABA therapy applies our understanding of how behavior works to real situations. The goal is to increase behaviors that are helpful and decrease behaviors that are harmful or affect learning.

2) Early Start Denver Model (ESDM)
Parents and therapists use play to build positive and fun relationships. Through play and joint activities, the child is encouraged to boost language, social and cognitive skills.

3) Floortime
Floortime is a relationship-based therapy for children with autism. The intervention is called Floortime because the parent gets down on the floor with the child to play and interact with the child at their level.

4) Occupational Therapy (OT)
Occupational therapy (OT) helps people work on cognitive, physical, social, and motor skills. The goal is to improve everyday skills which allow people to become more independent and participate in a wide range of activities.

5) Pivotal Response Treatment (PRT)
Goals of this approach include:

Development of communication and language skills

Increasing positive social behaviors

Relief from disruptive self-stimulatory behaviors

6) Relationship Development Intervention (RDI)
RDI helps people with autism form personal relationships by strengthening the building blocks of social connections. This includes the ability to form an emotional bond and share experiences with others.

7) Speech Therapy
Examples of the skills that speech therapy may work on include:

Strengthening the muscles in the mouth, jaw and neck

Making clearer speech sounds

Matching emotions with the correct facial expression

Understanding body language

Responding to questions

Matching a picture with its meaning

Using a speech app on an iPad to produce the correct word

Modulating tone of voice

8) TEACCH
TEACCH uses a method called “Structured TEACCHing.” This is based on the unique learning needs of people with ASD, including:

Strengths in visual information processing

Difficulties with social communication, attention and executive function

9) Verbal Behavior

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Speech/Language Impairment  - by Cindy Yi

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Speech/Language Impairment  - by Cindy Yi

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Speech disorders are defined as an impairment in the ability to send, receive, process and comprehend verbal, non-verbal and graphic symbol systems

Special education services:
they may take place in the regular education environment, special education classroom, a speech and language treatment room, resource room, the home or at a community facility.

IEP Goals
hey may include physical strengthening exercises, practice and drilling, audio/visual aides and sign language.

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Great resources:

Virtual Speech Center

icommunicate

Another great site that specializes in speech therapy ideas, materials and activities is home-speech-home.

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There are many companies that offer taking speech and language therapy apps. Many of them featured puzzles, board games, and games to help children practice the pronunciation of English phonemes, articulation, improve auditory comprehension of multi-step directions.

Other games helps Children improving auditory attention and memory and auditory processing of verbal directions.

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https://www.virtualspeechcenter.com/

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There are many different types of learning disorders. In general, they is defined by the Individuals with Disabilities Education Act (IDEA) as the following:

"A disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written that may manifest itself in the imperfect ability to listen, speak, read, write, spell or do mathematic equations."

Children with a specific disability may have trouble performing specific types of skills or tasks. What special education attempts to do is to provide support and interventions needed to help these children succeed in school so they can go on to be successful in their adult life.

If your child is struggling in a single class or suddenly begins to have difficulty with school after being successful, I encourage you to schedule a parent teacher conference immediately.

Learning disorders affect the brain's ability to receive and process information. They are not an indicator of your child's intelligence. In fact, children with disabilities often have average or above average intelligence. Disabilities are also very common. According to the US Department of Health, 6 million children have some type of problem with learning and receive special education services.

The most common types are difficulties with basic reading and language skills and speech disorders. 80% of children with learning disorders have reading problems . ﻿﻿

A learning disability should not be confused with other disabilities such as mental retardation, , , or behavioral disorders.

A child who has had a lack of educational opportunities, has frequently changed schools, has attendance problems or who is learning English may be misdiagnosed with a learning disorder.

Most learning disorders can be categorized into four areas of information processing. These include input, integration, storage and output.

INPUT: This is the information perceived through the senses such as visual and auditory perception. A disability in this area results in a child having difficulty with recognizing shapes, position or size of items. They can also have problems with sequencing. Auditory perception problems result in the child having a hard time screening out competing sounds in order to focus on one of them, like a teacher's voice.

INTEGRATION: Integration is the stage during which perceived input is interpreted, categorized, placed in a sequence or related to previous learning. A child with problems in this area may be unable to tell a story in a correct sequence, unable to memorize sequences of information such as days of the week, or be unable to learn facts. They may also have a poor vocabulary.

STORAGE: A child with memory problems has difficulty learning new material without a series of repetitions. It can also be difficult to learn how to spell.

OUTPUT: Information comes out of the brain through words, gesturing, writing or drawing. Difficulties with language output results in a problem with spoken language like answering a question on demand. It can also cause problems with written language. Difficulties with motor abilities can cause either gross or fine motor problems. A child with gross motor delay may be clumsy and prone to stumble, fall or bump into things. They may also have problems running, climbing or learning to ride a bike. A child with fine motor difficulties may struggle with buttoning shirts, tying shoelaces or with handwriting.

Trouble learning the alphabet, rhyming words, and connecting letters to sounds.

Making many mistakes when reading aloud

Not understanding what they are reading

Awkward pencil grip and poor handwriting skills

Trouble understanding jokes and sarcasm

Trouble following multiple directions

Trouble organizing thoughts and what they want to say

Not following social rules of conversation

Confusing mathematical symbols and numbers

Not being able to tell a story in order

Not knowing where to begin a task

Emotional and/or social issues

Trouble sleeping or getting along with family

No one knows for sure what causes learning disorders. Sometimes there is no apparent reason.

Studies have shown that possible risk factors include:

Heredity: Learning problems can run in families

Problems during Pregnancy or Birth: Disabilities can result from fetal exposure to alcohol or drugs, low birth weight, oxygen deprivation or by premature birth.

Accidents After Birth: Head injury, malnutrition or toxic exposure can increase a child's risk of a learning disorder.

Social-Environment Factors: Living in a high-risk neighborhood and poor living conditions have been linked to children being more vulnerable to disabilities.

Gender: No significant differences have been found between boys and girls. However, there are more then twice the amount of boys in special education programs than girls. Boys are more likely to be evaluated, identified and placed in special education than girls.

If you child does not qualify for special education services, they may qualify for accommodations under

To read more about these common disorders and other learning disabilities that affect children, visit these pages:

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There are many different types of learning disorders. In general, they is defined by the Individuals with Disabilities Education Act (IDEA) as the following: "A disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written that may manifest itself in the imperfect ability to listen, speak, read, write, spell or do mathematic equations."