My fearless stream by Amanda Peebles

Recurrent inner ear infections The characteristics of Deafness are Difficulty following directions, oral expressions, social/emotional, or interpersonal skills.

The causes of Deafness are:

Age Related Illnesses
Loud Noise (hair dryers, machinery, etc.)
Certain drugs, i.e., Aspirin, Antibiotics

The identification process for Deafness is that children should be identified early in life from birth to 5 years of age. A case example is presented to illustrate a framework that may help school psychologists promote early identifications of learning problems and intervention of the deaf (Bruce, 2017).

There are three assessments reviewed when identifying a student for deafness:

Teacher Referral
Testing
Student Response to Intervention

Learning characteristics of students who are deaf would be delayed in language and vocabulary, they would need to have annual hearing assessments, and teachers may find that children just look at you when they speak to them. The most important learning characteristic of deafness is assistive devices such as visuals and overhead projectors because; they could follow and understand what the teacher is asking them.

The modifications and accommodations of deafness specified in the IEP are to make sure the student is always wearing their hearing aids. The student should sit in front of the classroom to watch the teacher’s face and lip read. The teacher may recommend that the exceptional student should be placed in a smaller classroom. We as instructors, should make certain we always have their attention before speaking to them. Some of the accommodations for deafness would be:

Assisted Technology
Overhead Projectors so the child can follow along in class with discouragement
Reduce quality of testing to make it easier for them to understand
Always check for understanding of the academic assignment.

The suggested least restrictive environment for students with deafness are:

Should always have someone walk with them due to safety walking from different locations in the building.
Smaller classroom
Paraprofessional
The right to learn as much as possible.
The right to obtain a sign language interpreter.

Planned Supports for varied student learning needs and language demands related to Deafness:

OT/PT Peer Teaching

Help with exams Hearing Aides

Alerting and Signaling Devices

Classroom Modifications

Printed Words Seating Arrangements

Teletypewriters

Amplification Devices

Telephone Devices

Video Phones

References

Bruce, Susan M.,Luckner L. John & Ferrell A. Kay. (2017). Assessment of Students with Sensory Disabilities: Evidence-Based Practices, Assessment for Effective Intervention.

Watson, Sue. (2018) “Supports for Special Education Students.” Thoughtco.com/supports-for-special-education-student.

Williams, Kevin, (2016). National Technical Institute for the Deaf. (pgs. 1-20) Least Restrictive (LRE) and Deaf Students.

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