Allen Chapter 6
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This document discusses sensory impairments related to hearing and vision. It covers topics such as deafness and different types of hearing loss, as well as blindness and vision impairments. The effects of these conditions on language, cognitive, motor, and social development are described. Early intervention methods and techniques for teaching children with sensory impairments are also outlined.
Allen Chapter 6
- 1. ©2015 Cengage Learning. All Rights Reserved. Chapter 6 Sensory Impairments: Hearing and Vision
- 2. ©2015 Cengage Learning. All Rights Reserved. Deafness and Hearing Loss • Deafness refers to a hearing loss so severe that the individual cannot process spoken language even with amplification devices. • Hard of hearing refers to a lesser loss, but one that nevertheless has a definite effect on social, cognitive, and language development.
- 3. ©2015 Cengage Learning. All Rights Reserved. Deafness and Hearing Loss (continued) • Types of hearing loss – Conductive hearing loss • A loss in the outer or middle ear – Sensorineural hearing loss • A loss in the inner ear (cochlea) – Central deafness • A loss in the higher auditory cortex – Combined loss • A loss in two or more of the above
- 4. ©2015 Cengage Learning. All Rights Reserved. Deafness and Hearing Loss (continued) • Warning signs of hearing loss – Lack of response to environmental stimuli – Tugs on ears – Used to talk and respond and now does not – Drops initial consonants – Seems inattentive – Looks confused when given directions – Turns head to one side to hear better
- 5. ©2015 Cengage Learning. All Rights Reserved. Deafness and Hearing Loss (continued) • The impact of hearing loss on development – Effect on language development • A child who cannot hear sounds during the critical period may never master those sounds. • Language delays are probable. • Parents and caregivers may stop speaking to the child, because he or she cannot hear them.
- 6. ©2015 Cengage Learning. All Rights Reserved. Deafness and Hearing Loss (continued) – Effect on cognitive development • Language and cognitive skills go hand in hand. • If children are behind in language skills, they are more than likely going to be delayed cognitively as well. • Children with little or no hearing tend to be years behind their normally developing peers.
- 7. ©2015 Cengage Learning. All Rights Reserved. Deafness and Hearing Loss (continued) – Effect on social development • Shy and withdrawn categorize this child. • May be impulsive, aggressive or have low self- esteem. • Unintentionally, they are often left out, because hearing is so much a part of our world. • Difficulty establishing friendships or entering into conversation.
- 8. ©2015 Cengage Learning. All Rights Reserved. Deafness and Hearing Loss (continued) – Effects on family life • Frustration • Lack of time to learn new methods • Difficult to establish behavior limits • Family therapy and counseling
- 9. ©2015 Cengage Learning. All Rights Reserved. Deafness and Hearing Loss (continued) – Methods of communication • Speech reading – Child learns to read your lips while you talk. • Cued speech – A system of hand shapes and mouth movements in which the child learns the combinations to understand the spoken word. • American Sign Language – A language that consists of hand movements with or without speaking. • Total communication – Combines speech and sign.
- 10. ©2015 Cengage Learning. All Rights Reserved. Deafness and Hearing Loss (continued) – Which method? • It is family preference. • No one method has been proven to be the best.
- 11. ©2015 Cengage Learning. All Rights Reserved. Deafness and Hearing Loss (continued) – Early intervention • As with all disabilities: The earlier intervention is begun, the better. • Language learning is highly important. • Children need to learn to use what residual hearing they have.
- 12. ©2015 Cengage Learning. All Rights Reserved. Deafness and Hearing Loss (continued) • Guidelines for teachers – Get down on the child’s level. – Sit close to the child when talking. – Make eye contact. – Use short, simple sentences. – Use concrete examples.
- 13. ©2015 Cengage Learning. All Rights Reserved. Deafness and Hearing Loss (continued) • Assistive technology – Amplification devices/hearing aids • Molded to fit the child’s ear. – Problems: bad fit, dead batteries, feedback, on and off switch, sore ears. – FM system • Child wears a receiver and the teacher wears the microphone. – Alerting devices • Through vibration or lights.
- 14. ©2015 Cengage Learning. All Rights Reserved. Blindness and Vision Impairments • Blind – Visual loss is severe enough that it is not possible to read print. • Low vision – Residual vision is sufficient to allow a child to read large print or possibly regular print under special conditions and to use other visual materials for educational purposes.
- 15. ©2015 Cengage Learning. All Rights Reserved. Blindness and Vision Impairments (continued) • Total blindness – Inability to distinguish between light and dark. • Most children can see some light and shadows.
- 16. ©2015 Cengage Learning. All Rights Reserved. Blindness and Vision Impairments (continued) • Types of vision problems – Physical abnormalities • Cataracts • Glaucoma • Retinopathy of prematurity • Cortical blindness • Visual acuity problems – Refractive errors – Astigmatism – Myopia – Hyperopia
- 17. ©2015 Cengage Learning. All Rights Reserved. Blindness and Vision Impairments (continued) – Muscular abnormalities • Strabismus • Amblyopia • Nystygmus
- 18. ©2015 Cengage Learning. All Rights Reserved. Blindness and Vision Impairments (continued) • Identifying vision problems – Lack of eye tracking as an infant. – May go undetected until a child is in school. – A few tests are available for the younger child • Snellen Illiterate E • Teller Acuity Cards • Photo Screening – Children often do not know they have a problem, because they do not know what they are looking at.
- 19. ©2015 Cengage Learning. All Rights Reserved. Blindness and Vision Impairments (continued) – Warning signs • Rubbing eyes • Closes one eye • Watery or itchy eyes, not allergy related • Inability to see, squinting • Blurred vision
- 20. ©2015 Cengage Learning. All Rights Reserved. Blindness and Vision Impairments (continued) • The impact of vision problems on development – Effects on language development • Child cannot see objects, so they have trouble learning the meaning of the spoken word. • Children must be given time to explore concrete objects to learn meaning.
- 21. ©2015 Cengage Learning. All Rights Reserved. Blindness and Vision Impairments (continued) – Effect on cognitive development • Delays due to concept development. • Usually catch up by age five or six. – Effect on motor development • Delayed walking. • Delays in localizing sounds. • Difficulties in understanding their body and objects in space.
- 22. ©2015 Cengage Learning. All Rights Reserved. Blindness and Vision Impairments (continued) – Effect on social development • Tend to be quiet and passive. • Unable to participate in interactions that build social skills. • Play skills develop slowly.
- 23. ©2015 Cengage Learning. All Rights Reserved. Blindness and Vision Impairments (continued) – Effects on family life • Many vision difficulties are due to prematurity. • Care givers may have difficulty interacting with infant because infant does not smile back or react during interactions.
- 24. ©2015 Cengage Learning. All Rights Reserved. Blindness and Vision Impairments (continued) • Early intervention programs – Orientation and mobility training • This is a must. • It exposes the children to their environment. • If things are not moved often, the children can learn independence at play and cleanup.
- 25. ©2015 Cengage Learning. All Rights Reserved. Blindness and Vision Impairments (continued) • Teaching children with vision loss – Concrete concepts – Descriptions of objects – Rich vocabulary
- 26. ©2015 Cengage Learning. All Rights Reserved. Blindness and Vision Impairments (continued) • Guidelines for teachers – Use words for everything. – Be specific. – Let the children discover through touch. – Put different textured fabric at each center, identifying the boundaries. – Make use of their residual vision: • Write words extra large and in bold colors.