Orientation to Hearing Loss for Educational Personnel

1982 ◽  
Vol 13 (4) ◽  
pp. 252-259 ◽  
Author(s):  
James L. Fitch
Keyword(s):  
Hearing Loss ◽  
Education Program ◽  
Regular Education ◽  
Hearing Impaired ◽  
Education Programs ◽  
Regular Educators ◽  
Speech Language Pathologist ◽  
Educational Personnel ◽  
Impaired Children ◽  
Hearing Impaired Children

The success or failure of hearing-impaired children in a regular education program may depend on information provided to the educational personnel. Education programs should have workshops to make their personnel aware of the characteristics and needs of hearing-impaired children. The speech-language pathologist is often the person in the school who has the appropriate background for conducting such a workshop. This article outlines a workshop on hearing impairment that can be presented by a speech-language pathologist to regular educators.

scholarly journals Impact of early intervention of speech and language therapy among hearing impaired child

2020 ◽  
Vol 8 (7) ◽  
pp. 2641
Author(s):  
Rina Kumari ◽  
Sunita Tiwari ◽  
Arun Chatuvedi ◽  
Sunil Kumar ◽  
Nalini Rastogi
Keyword(s):  
Hearing Loss ◽  
Hearing Aids ◽  
Hearing Impaired ◽  
Verbal Response ◽  
Speech And Language ◽  
Language Therapy ◽  
Lexical Development ◽  
Speech And Language Therapy ◽  
Impaired Children ◽  
Hearing Impaired Children

Background: Hearing impairment is a factor that directly compromises the individual’s language which can affect emotional and academic defects by delayed development of communicative ability. This can vary according to the type and degree of hearing loss. Speech therapy intervention is important, along with the use of sound amplification devices, so that the child may have a chance to develop speech, consequently learning and re-habilitation to the society. Aims of the present study was performed to assess the effectiveness of early intervention of speech and language therapy after use of hearing aids to hearing impaired children on their syntactic and lexical development.Methods: This quasi-experimental study conducted on 100 children having different degree of hearing loss at department of Neurology and department of ENT, King George’s Medical University, Lucknow, Uttar Pradesh. After collecting socio-demographic data of subjects by observation, completion of questionnaires, and speech recording by audiologist; Speech and language therapy provide by audiologist for six month after providing hearing aids and improvement in their syntactic and lexical development recorded.Results: There is significant improvement in verbal response from 14% before therapy to 81% after therapy and non-verbal response before therapy was 86% and after therapy was 19%. Before giving speech and language therapy to subjects pointing score was 24%, sign language was 10% and words response was 0% which increases after therapy were 1%, 2% and 39% respectively. Early identified/intervened hearing-impaired children had a notable positive difference in all assessed lingual gains.Conclusions: This is study results definitely point to positive effects of intensive and continuous application of speech and language therapy to syntactic and lexical development of hearing impaired children.

scholarly journals Production of Greek vowels by hearing-impaired children

2020 ◽  
Author(s):  
Elina Nirgianaki ◽  
Maria Bitzanaki
Keyword(s):  
Hearing Loss ◽  
Cochlear Implants ◽  
High Dimension ◽  
Normal Hearing ◽  
Hearing Impaired ◽  
Acoustic Characteristics ◽  
Significant Difference ◽  
Impaired Group ◽  
Impaired Children ◽  
Hearing Impaired Children

The present study investigates the acoustic characteristics of Greek vowels produced by hearing-impaired children with profound prelingual hearing loss and cochlear implants. The results revealed a significant difference between vowels produced by hearingimpaired children and those produced by normal-hearing ones in terms of duration. Stressed vowels were significantly longer than non-stressed for both groups, while F0, F1 and F2 did not differ significantly between the two groups for any vowel, with the exception of /a/, which had significantly higher F1 when produced by hearingimpaired children. Acoustic vowel spaces were similar for the two groups but shifted towards higher frequencies in the low-high dimension and somehow reduced in the front-back dimension for the hearing-impaired group.

Auditory-Only and Auditory-Visual Presentations of the Test of Auditory Comprehension of Language to Hearing-Impaired Children

1988 ◽  
Vol 19 (4) ◽  
pp. 349-351 ◽  
Author(s):  
Dale O. Robinson
Keyword(s):  
Hearing Loss ◽  
Presentation Mode ◽  
Visual Presentation ◽  
Hearing Impaired ◽  
Sensorineural Hearing ◽  
Auditory Comprehension ◽  
Mode Of Presentation ◽  
Significant Difference ◽  
Impaired Children ◽  
Hearing Impaired Children

This study examined whether the Test of Auditory Comprehension of Language (TACL) (Carrow, 1973) scores were significantly affected by mode of presentation. The TACL was presented to 32 children with moderate sensorineural hearing losses. Two groups of 16 children were matched for age, sex, and hearing loss and were given either an auditory-only or auditory-visual presentation of the TACL. No significant difference was found between mean TACL scores by presentation. Mode of presentation had no effect on the TACL scores for those children examined.

Changing the Attitudes of Non-Handicapped Children to the Mainstreaming of Hearing Impaired Children

1980 ◽  
Vol 4 (2) ◽  
pp. 40-42 ◽  
Author(s):  
Jeff Bailey
Keyword(s):  
Regular Education ◽  
Hearing Impaired ◽  
Deaf Children ◽  
Natural Setting ◽  
Careful Scrutiny ◽  
The Family ◽  
Current Concern ◽  
Special Concern ◽  
Impaired Children ◽  
Hearing Impaired Children

It is interesting to speculate on the concept of decision-making and change in education. A particularly appropriate trend in education which is worthy of careful scrutiny is the concept of ‘mainstreaming’ – a topic of current concern to educators and one which will be mentioned many times, no doubt, during this Conference. Of special concern in this paper is the question of the mainstreaming of hearing impaired children and the attitudes of the non-handicapped peers to the inclusion of deaf children in their class. As a brief preamble to the particular study under question, let us consider the multi-faceted nature of mainstreaming, together with some of the decisions which have to be made about this trend. Reynolds (1976) suggests that mainstreaming is ‘an enlargement of the stream of regular education … to accommodate children who present special needs.’ Clearly, mainstreaming is part of the wider trend of ‘normalization’. In his landmark book, The Futures of Children, Hobbs (1975) says that normalization implies that the handicapped person should be kept as close as possible to his natural setting and that the normal socializing agencies, the family, school and neighbourhood, should be used, rather than special agencies.

scholarly journals Vestibular Infant Screening (VIS)–Flanders: results after 1.5 years of vestibular screening in hearing-impaired children

2020 ◽  
Vol 10 (1) ◽  
Author(s):  
Sarie Martens ◽  
Ingeborg Dhooge ◽  
Cleo Dhondt ◽  
Saartje Vanaudenaerde ◽  
Marieke Sucaet ◽  
...  
Keyword(s):  
Hearing Loss ◽  
Sensorineural Hearing Loss ◽  
Participation Rate ◽  
Vestibular Dysfunction ◽  
Hearing Impaired ◽  
Sensorineural Hearing ◽  
Vestibular Evoked Myogenic Potentials ◽  
Infant Screening ◽  
Impaired Children ◽  
Hearing Impaired Children

AbstractDue to the close anatomical relationship between the auditory and vestibular end organs, hearing-impaired children have a higher risk for vestibular dysfunction, which can affect their (motor) development. Unfortunately, vestibular dysfunction often goes unnoticed, as vestibular assessment in these children is not standard of care nowadays. To timely detect vestibular dysfunction, the Vestibular Infant Screening–Flanders (VIS–Flanders) project has implemented a basic vestibular screening test for hearing-impaired infants in Flanders (Belgium) with a participation rate of 86.7% during the first year and a half. The cervical Vestibular Evoked Myogenic Potentials (cVEMP) test was applied as vestibular screening tool to map the occurrence of vestibular (mainly saccular) dysfunction in this population. At the age of 6 months, 184 infants were screened. No refers on vestibular screening were observed in infants with permanent conductive hearing loss. In infants with permanent sensorineural hearing loss, a cVEMP refer rate of 9.5% was observed. Failure was significantly more common in infants with severe-profound compared to those with mild-moderate sensorineural hearing loss (risk ratio = 9.8). Since this is the first regional study with a large sample size and successful participation rate, the VIS–Flanders project aims to set an example for other regions worldwide.

Characteristics of Hearing-Impaired Children in the Public Schools

1981 ◽  
Vol 46 (2) ◽  
pp. 123-129 ◽  
Author(s):  
Neil T. Shepard ◽  
Michael P. Gorga ◽  
Julia M. Davis ◽  
Patricia G. Stelmachowicz
Keyword(s):  
Hearing Loss ◽  
Public Schools ◽  
Hearing Aids ◽  
Demographic Data ◽  
Hearing Impaired ◽  
Educational Placement ◽  
The Public ◽  
Classroom Placement ◽  
Impaired Children ◽  
Hearing Impaired Children

Survey questionnaires eliciting incidence information about degree and type of hearing loss, educational placement, use of amplification, and other demographic data were completed by audiologists in 13 of the 15 Area Education Agencies in Iowa in an attempt to describe the characteristics of hearing-impaired children in public-school settings. The information revealed patterns of hearing loss related to age and sex, use of hearing aids, and classroom placement that may be useful in planning support services for this population.

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