Hearing impairment (HI) is a serious issue in childhood development that may adversely affect a child’s academic performance as well as communication and social skills in life. The purpose of this research is to find out the most effective ways in classroom management for HI students to lead them to achieve their maximum potential in life. This paper will look at some behavioral problems among HI students as well as the challenges the teachers encounter in a classroom along with helpful management guidelines from professional educators. This paper will also tackle on some useful ideas on classroom accommodations and adaptation. Today, technology successfully improved learning experience for special education, especially for HI students who …show more content…
If hearing issues remains untreated, this might post a number of serious consequences in term of social communication as well as academic performance that can bring severe concerns later in life. Poor listening conditions classroom may limit the students’ access to educational information and knowledge. Students with hearing impairment are often thought have weaker classroom performance or lack of participation in class. A lot of HI students were considered and labeled ‘problematic’ by the teachers in an ordinary classroom due to the misunderstanding of the real issues that the student is going through (Leverett, 2002). The fact is, a HI student has difficulty focusing because of the distractions of noise from the surrounding environment, or they just simply can’t hear well for most of the time. In addition, HI students also appear unmotivated and being inattentive during the lessons as a result of their hearing inability. Remaining in an ordinary school will not inspire a student in learning, conversely, it will continue to demotivate the students in pursuing study and they will eventually become afraid and fearful to participate in school. Consequently, these social obstacles may cause HI students to drop out of school if the problems are not explored or …show more content…
HI students often face obstacles like having problems expressing themselves, understanding the topic, and participating in classroom activities. The academic curriculum for HI students’ education needs to be adjusted to meet the students’ learning progress. The teacher should always talk face to face to the students to make sure that they comprehend the instructions given by a teacher. It is important to use simple sentences and grammar structures with clear pronunciation to explain to students so that they can understand better. Also, the teacher should be aware of their appearance, as long hair covering their face or long mustache can visually disturb lip reading for HI students. In addition, minimum exaggerated face expression can help to preventing misinterpretation of the message that a teacher trying to
Of course, we are not talking here about students whose comprehension is severely impaired, because they are usually schooled individually and have a special grading system, adjusted to their needs and abilities. But in the classrooms there are often students with less obvious disabilities, which, although less severe, can also create academic challenges. Some of them, such as dyslexia or dyscalculia, are directly related to learning and may affect the speed at which students acquire the material. Others, such as anxiety or ADHD may not only disrupt learning, but also are very likely to cause discrepancies between the students’ subject knowledge and their exam and assignment results.
As well as the challenge of many professionals encouraging put in hearing aids, making their child “hearing impaired”. Hearing parents are usually unsure of what to do, and end up following the path the professionals recommend. The book really helps emphasize the importance of not doing that. Instead, exposing a the child into the Deaf community would be the best option. They’ll be welcomed with wide arms, and it will help them feel most true to themselves.
1) Describe at least three special education services for students with impairments in sight and hearing Three special education services for students with impairments in sight and hearing are, (a) MARESA, (b) Exeter Township School District and (c) Chester County Intermediate Unit. (a) MARESA hearing and vision consultants’ work as a team with school staff to give students that are living with hearing and visual impairments the best access to tools and training so that they can successfully achieve their required educational goals. The Consultants for the hearing impaired are basically the ones that provides direct services for hearing impaired students. They are very supportive of special education or general education teachers. They also provides consultation to educational personnel on behalf of the students that are living with hearing impaired.
So many times a student gets bored of school or isn’t motivated to go to school and do their homework. Also students are very shy and don’t like asking questions about what they are learning if they
Inside Deaf Culture Inside deaf culture is a very strong book written by carol Padden and tom Humphries in this book authors have tried to give a tour of the most important moments that has shaped the Deaf culture. Book starts by showing how much power hearing people have had over the deaf population in the past and how they saw death people almost the same as criminals and also how they tried to get rid of them by placing them into asylums and intuitions and how this was a beginning of first schools for the deaf and how much power and control they had over the children under their care also there was a lot of rumors of how children were molested in these schools and because they
Auditory (re)habilitation programs should include goals, such as attending to sound, auditory memory, learning meaning of sounds, discriminating between speech sounds, and spontaneous expressive communication. Auditory (re)habilitation programs have been demonstrated to help children with CIs better discriminate between the Ling sounds, which represent the spectral variety of all speech sounds and are used by hearing care professionals and educators to verify that a child 's CI is functioning properly (Wei et al, 2002). By providing auditory (re)habilitation services to children with CIs, we can help them better discriminate between these common speech sounds and improve their functional hearing ability beyond what it was with the CI alone. Auditory (re)habilitation can also help children make up for some of the time lost due to delayed implantation, in cases when early implantation is not possible (Zhou et al, 2013). / / References / / -National Institute on Deafness and Other Communicative Disorders (NIDCD).
Comfortable Classes By creating cool classes for students with disabilities, schools will be the second home to children with such deficiencies. An environment that is conducive for normal students may not be so for their counterparts with disabilities. A teacher can set a classroom so that it can accommodate everyone, especially children with autism. Children with autism are the most prepared to learn when their learning environment is conducive for them (Kluth, 2010).
An example of this would be if a hearing person asked another hearing person what they paid for something, they would be taken back by the question; whereas it is helpful and expected in Deaf culture. I liked this assignment and think that it is interesting how two cultures that are so similar can be so different. This assignment also showed that people who are hearing really rush their lives whereas people who are Deaf seem to enjoy life a little more and take things a little slower. When learning about the differences in Deaf and hearing cultures, I found that I knew a substantial about Deaf culture. Such as the more blunt form of feedback, that sharing information is expected, the ‘if you can see it you can comment on it’ rule and that there is often semi-circular seating in classrooms.
The first observation was conducted on August 30th at 9:00 a.m., while the student was participating in the special education resource room. The observation took place for a total of 25 minutes. For the duration of the observation the student was seated at a small table working one-on-one with the special education teacher. Along with the student being observed and the special education teacher, two other students, as well as, two paraprofessionals were in the special education resource room during the observation time. One student and paraprofessional were working one-on-one at a small table, while the other student was sitting in a bean bag chair reading a book.
Findings Each themes are described in details and includes descriptive quotes from participants. The aim of the thematic analysis is to provide a rich description on the views of the teachers and SNAs on Deaf education and inclusion. Deaf Education Deaf education is about meeting the educational, linguistic, cultural, social and cognitive needs of the individual student.
Thesis statement “Inclusion Helps Special Needs Students by Allowing Them to Develop Interactional Skills Because of the Exposure to a Social Environment.” Inclusion in education is an approach to educate students with special needs in regular classrooms, rejecting the need of special schools. The aim of this paper will be to demonstrate that inclusion of special needs students in regular classrooms helps them not only by developing interactional skills but also by allowing them to grow in a more desirable way in school. However, inclusion is not completely beneficial. One must consider that special needs is an umbrella of several necessities that demand different approaches.
I spent my fifteen hours observing two special education classrooms at Sulphur Intermediate School. One focused on math and the other on reading, though many of the children I observed worked in both classrooms. The students were in the third, fourth, and fifth grades. Most of the students had mild to moderate disabilities and simply needed extra help in reading, math, or both subjects. They did not stay for the entire day, but rather came for certain periods.
CHAPTER 2 2. REVIEW OF RELATED LITERATURE 2.1 Introduction The inclusion of students who are deaf refers to their being educated within a classroom of students with normal hearing. This concept of inclusion differs from mainstreaming in that the latter may refer to a variety of degrees of contact with hearing students, while in inclusion a deaf student is placed in a classroom with hearing students. Before 1975, although attempts were made to educate students who were deaf in regular schools, about 80% of students who were deaf in Zimbabwe were being served in special schools (Cohen, 1995).
Inclusion is vital in helping to provide quality education for SEN pupils. “above all, inclusion is about a philosophy of acceptance where all pupils are valued and treated with respect” (Carrington & Elkins, 2002). Inclusion is often thought to be the location of your education but is more often than not about the quality of one’s education. The location has little to do with inclusion but more to do with where you feel you belong, some SEN children feel they cannot truly belong in a large mainstream school (Campbell, 2005). Sociological perspectives of inclusion often emphasis equality, respect, participation in decision making, rights, and collective belonging.
In regular education classrooms the majority of the time students receive whole-group instructions. Their methods of instructions consist in lectures, discussions, case studies, writing, group projects, public reviews, and independent student projects. In contrast, different instructional techniques are used for some students with special educational needs. Instructional strategies are classified as being either accommodations or modifications. An accommodation is a reasonable adjustment to teaching practices so that the student learns the same material, but in a format that is more accessible to the student.