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A general check up with a doctor is the first step to being diagnosed as a person who is deaf or hard of hearing.  If a hearing problem is suspected by the doctor, they will then be referred to an audiologist.   During this referral, several tests will take place, for example an audiometer test.  An audiometer test is when 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 signals 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.

Types of hearing loss:

A conductive hearing loss occurs when one or more of the structures of the outer or middle ear are not working properly. For example, conductive hearing loss may be caused by the following conditions:

-wax buildup in the ear canal
-a hole in the eardrum
-fluid in the middle ear
-problems with the bones of the middle ear

Having a conductive hearing loss is like wearing earplugs: you only hear loud sounds. Most types of conductive hearing loss can be medically corrected.

Otitis media is a medical term that refers to middle ear infections or inflammation of the middle ear. Fluid in the middle ear is usually, but not always, found with this condition. This fluid may be watery or like mucus, and may or may not be associated with infection.

Otitis media is very common in children, especially young children, and is the most common cause of conductive hearing loss.The symptoms of otitis media may include the following:

fever
ear pulling
irritability
inattentiveness
earaches
difficulty hearing in one or both ears

Frequent otitis media is cause for concern because of the long-term effects on a person’s ability to listen, process sounds, communicate, and socialize.

he cochlea
the auditory nerve
the hearing centres of the brain

Damage to the hair cells in the cochlea is the most common reason for sensorineural hearing loss. If damaged, the hair cells cannot detect sounds.

Most types of sensorineural hearing loss are permanent and cannot be corrected by surgery or medication.

Mixed Hearing Loss

A hearing loss is classified as mixed when both conductive and sensorineural hearing loss are present. For example, someone with a permanent sensorineural hearing loss with a middle ear infection may have additional hearing loss (called “conductive overlay”). After the ear infection clears, and the conductive overlay disappears, the person would be said to have only a sensorineural hearing loss.

Unilateral Hearing Loss
If only one ear is affected with a hearing loss, it is referred to as a unilateral

hearing loss.

A review of the literature indicates that some students with unilateral hearing loss may be at risk for speech and language delays and/or academic challenges. It is not known at precisely what age the unilateral hearing loss has an impact. While some students will never exhibit an effect from the unilateral hearing loss, others may experience some challenges.

Bilateral Hearing Loss
When both ears are affected, it is known as bilateral hearing loss.

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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.

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·Inclusion for Students Who Are Deaf/Using ASL The following ideas can assist in providing appropriate educational programming for students who are D/HH: The school team members(e.g., classroom teachers, administrators) learn basic everyday signs such as “Hello” and “How are you?” so that they are able to communicate directly with the students who are D/HH. Students in the classroom/school learn sign language. A language is best learned from a native speaker of that language. If a student who is D/HH runs the Sign Club, an adult who is Deaf can work with the student to ensure cultural and linguistic accuracy. An interpreter (or another hearing person) does not have ASL as a first language. Regular interaction with peers and adults who are D/HH is important so that the student has positive adult role models who are D/HH to develop a healthy sense of self and to be able to transition successfully to adulthood.  Bring Deaf and/or hard of hearing resources such as The Canadian Dictionary of ASL or Deaf Heritage in Canada: A Distinctive, Diverse, and Enduring Culture into the classroom. Provide communication access (e.g., interpreters, note takers) for all school-related activities including intramurals, fieldtrips, guest speakers, meetings, clubs, sports activities, and soon.

·Deafness/hearing loss affects communication, and communication is crucial for developing social relationships. However, you can be sure that your deaf or hard-of-hearing child will find ways to express themselves and reach out to others and friendships will form. Perhaps these friendships may be different in some ways from those you had as a child, or from those that your hearing children have, but if your child is happy, confident, and has enriching relationships, that is what is important.

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Were you aware there is a Deaf community in Manitoba, Canada and Globally?

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Were you aware there is a Deaf community in Manitoba, Canada and Globally?

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Diagnosis, Causes and Prevalence of Hearing Loss

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Diagnosis, Causes and Prevalence of Hearing Loss

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An individual education plan(IEP)is a document that is tailored to the individual student’s educational and socio-emotional needs in the school environment. When trying to decide which areas to address in programming for a student with a hearing loss, consider the following: educational implications of the student’s hearing loss,  teacher observations/student’s classwork, verbal/ASL/written expression, formal assessments(from speech-language pathologist, psychologist, ASL tutor, occupational therapist[OT],physiotherapist[PT]), student’s values and goals, parents’ values and goals for the student, age appropriateness, urgency often need, social development,  instructional time and available resources

The student’s current level of performance in each targeted domain is described in the IEP and is used by the team to:

· Select appropriate student-specific outcomes

·Determine ways to adapt materials, instructional strategies and assessment procedures

· Assess students progress

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Manitoba Services for Students who are Deaf and Hard of Hearing

https://www.edu.gov.mb.ca/k12/specedu/dhh/

Manitoba Education Resource Guide:  Supporting Students who are Deaf and Hard of Hearing:

https://www.edu.gov.mb.ca/k12/docs/support/dhh_resource/index.html

Canadian Association of the Deaf

-National Association of the Deaf (USA)

-Laurent Clerc National Deaf Education Center (Gallaudet University)

- Success for Kids with Hearing Loss   https://successforkidswithhearingloss.com/

Specifically for hard of hearing kids, you can also access

-Clarke Schools for Hearing and Speech

-Central Institute for the Deaf

-AG Bell Association for the Deaf and Hard of Hearing

Click on the ‘Resources’  and/or ‘Professionals’ tabs on these websites to access well documented info for teachers.

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· The classroom teacher should meet with the EA’s or interpreter prior to delivering lessons for terminology, new signs/ASL and work expected from the student.

·Minimize noise so encourage quite in the classroom, seat the students away from noise sources

·Maximise speakers voice- use a voice amplifier and encourage others to use it to help those who are hard or hearing

·Maximize visual access-, face the classroom as much as possible, look for closed caption videos, use visual aids, use flashing lights for safety alarm

·Use nonverbal cues- so maybe learning a little bit of basic ASL

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Imagine trying to learn a lesson in a classroom trapped inside of a clear sound-proof box. The only way you can gather information is visually and you will be tested on what you’ve learned – or were supposed to have learned – at the end of the day. Seems a bit unfair, doesn’t it?

This could be anything from the basic ABC’s to complex mathematical equations – deaf and hard-of-hearing students face many challenges in their day-to-day lives. So much so that their challenges in the classroom are all too often over-looked.

·        Deaf or hard-of-hearing students need full visual access, so the best seating arrangement for full participation, engagement and access by these students is to arrange desks in a “U” shape. This will allow the students to see who is speaking, and participate fully in the conversation.

·        Lighting: Fluorescent lights emit a special sound that interferes with hearing aids and cochlear implants, making it even more difficult when trying to distinguish what peers or the teacher are saying. Consider the placement of the window in relation to the teacher, the interpreter and the deaf or hard-of-hearing student. Windows and light should not be behind the interpreter or teacher because this makes it difficult, if not impossible, to see the signs produced by the interpreter or the teacher’s lesson.

·        Language Deficiencies: Keep in mind that some deaf students’ first (or second!) language may not be English. Be sure to provide an appropriate interpretation service that will effectively communicate the lesson in their primary language.

·        Curriculum and Instruction: Some teachers require all students to take lecture notes during class. A suggestion to assist the deaf student with this requirement would be to provide them with a written or digital copy of the lecture information beforehand.

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TOP 10 Tips for Teachers of Students with a Hearing Loss

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Top 10 Tips for Teachers of Students with Hearing Loss

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Tips for Working with Deaf and Hard of Hearing Students (Updated 2018)

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Its important to note that Deaf and Hard of Hearing(DHH) people prefer to be called "Deaf " or "hard of hearing" and that the term "deafness" is preferred to be used as an adjective, not a noun. According to the Canadian Association of the Deaf (cad.ca) :

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Its important to note that Deaf and Hard of Hearing(DHH) people prefer to be called "Deaf " or "hard of hearing" and that the term "deafness" is preferred to be used as an adjective, not a noun. According to the Canadian Association of the Deaf (cad.ca) :

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The Deaf, the deafened, and the hard of hearing are all very distinct groups. Using the proper terminology shows respect for their differences.

deaf:
A medical/audiological term referring to those people who have little or no functional hearing. May also be used as a collective noun (“the deaf”) to refer to people who are medically deaf but who do not necessarily identify with the Deaf community.

Deaf (with capital D):
A sociological term referring to those individuals who are medically deaf or hard of hearing who identify with and participate in the culture, society, and language of Deaf people, which is based on Sign language. Their preferred mode of communication is Sign.

deafened (Also known as late-deafened):
This is both a medical and a sociological term referring to individuals who have become deaf later in life and who may not be able to identify with either the Deaf or the hard of hearing communities.

hard of hearing:
A person whose hearing loss ranges from mild to profound and whose usual means of communication is speech. It is both a medical and a sociological term.

hearing impaired:
This term is not acceptable in referring to people with a hearing loss. It should never be used in referring to Deaf people. “Hearing impaired” is a medical condition; it is not a collective noun for people who have varying degrees of hearing loss. It fails to recognize the differences between the Deaf and the hard of hearing communities.

person who is deaf :
Acceptable but overly sensitive substitute for “deaf”.

manual deaf, Signing deaf:
A deaf person whose preferred mode of communication is Sign language.

oral deaf:
A deaf person whose preferred mode of communication is verbal and auditory and/or lipreading. An oral deaf person who can both Sign and speak can be considered “Deaf” if he/she is accepted as such by other Deaf persons and uses Sign within the Deaf community.

deaf-mute:
Unacceptable. A deaf person may choose not to use his/her voice; this does not make him/her a “mute”.

deaf and dumb:
Offensive.

Deaf-plus:
Although it has been used for many years to refer to people who have disabilities in addition to deafness, the preferred terms now are “Deaf with mental disabilities”, “Deaf-blind”, “Deaf with CP”, etc.

Sign language:
The official language of the Deaf community. Should always be capitalized, just as “English” and “French” are capitalized, because all three are legitimate languages.

TTY:
The proper acronym for the special devices used by deaf, hard of hearing, and hearing people to communicate with each other through the telephone system. The French term is ATS.

TDD:
No longer acceptable as the acronym for special telephone devices. (See the CAD-ASC’s position paper on TTY/TDD.)

TT (Text Telephone):
Used in some European countries and by the Federal Communications Commission of the United States as a substitute term for “TTY”. Not accepted in Canada because it is a hearing-invented term and because the Sign for it is impolite in ASL.
The link to the Canadian Association of the Deaf is provided below.

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Canadian Association of the Deaf - Association des Sourds du Canada

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Canadian Association of the Deaf - Association des Sourds du Canada Suite 606, 251 Bank Street Ottawa, ON K2P 1X3

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The Manitoba Education Inclusion Support Branch has several links to help teachers support students in the classroom. As a classroom teacher you are part of a network of professionals that support the learning of a Deaf or Hard of Hearing student. There are Teachers of the Deaf and Hard of Hearing, resources teachers, Audiologists, Speech and Language Pathologists that you will work together to provide the student with quality education. In the document "Supporting Students who are Deaf and Hard of Hearing" Manitoba education and Training, pg 59-76 it is important to note this is a guide and each student is individual to the education planning that they receive.

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Educators' Resource Guide: Supporting Students Who Are Deaf/Hard of Hearing

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Educators' Resource Guide: Supporting Students Who Are Deaf and/or Hard of Hearing provides basic information to support educational programming and to help ensure successful school experiences for students who are Deaf and/or hard of hearing (D/HH).

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Technology that improves communication for Deaf and Hard of Hearing students:

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Technology that improves communication for Deaf and Hard of Hearing students:

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Amplification
-Hearing Aids
-Coclear Implants
-FM Systems-improved perception of speech over background noise and distance
-Bluetooth Streaming options
-Bone anchored hearing solutions
-iPads.iPhones
-speech to text apps
-email, texting videochat
-Video Relay Service-allows people who use ASL to communicate through an interpreter with those that do not use ASL.
-computerized note taking
Visual alerting devices:
-vibrating watches alarm clocks with loud sounds/flashing lights
bed or pillow vibrators
-flashing smoke detectors/co2 alarms/motion detectors
Though not a technology Hearing Ear Dogs are used to alert a person who is Deaf to sounds in their environment.

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Navigating deafness in a hearing world | Rachel Kolb | TEDxStanford

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ASL Interpreting 101 for Hearing People | Andrew Tolman & Lauren Tolo | TEDxBend

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Strategies and Supports for D/HH students in your classroom. There are several

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Building your door: Heather Artinian at TEDxYouth@JamesRiverRoad