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MODEL OF EAR

WHY DO TEACHERS NEED TO BE INFORMED ABOUT HEARING LOSS?

1 in 6 people in Australia have hearing loss.
83% of children with hearing loss will attend
mainstream education settings.

Mainstream
Education Settings
Other Educational
Settings

ACARA and DECD policy both mandate the need for children of diverse abilities to be
able to access and progress through the education system.
The revised Students with Disabilities Policy (2006) provides a framework for the
delivery of teaching and learning practices, and the provision of services and
support, to ensure that all students with disabilities can enjoy the benefits of
education in a supportive environment that values diversity, inclusion and
participation.
(DECD, 2006)
The objectives of the Australian Curriculum are the same for all students. The
curriculum should offer students with special education needs rigorous, relevant and
engaging learning experiences.
(ACARA, 2012)

As teachers, it is our responsibility to know how to

create inclusive classrooms for children with hearing
loss.

HEARING LOSS
How do we hear?

http://www.youtube.com/watch?v=-AejKSDozgg-

HEARING LOSS CAN BE

Congenital: from birth
Acquired: develops during lifetime
Congenital or early hearing loss can have significant impact on childs
development. May affect:
communication development
Language acquisition
social development and social relationships
Literacy development
Academic achievement

HEARING LOSS CAN BE

Unilateral ( in one ear only)Affects listening in noisy environments and locating sounds.
Bilateral (affecting both ears)Likely to affect language and speech development.

TYPES OF HEARING LOSS

http://www.nal.gov.au/hearing-loss_tab_conductive.shtml

Conductive-sounds do not reach the middle ear or inner ear

(cochlear) because of some physical malformation, blockage or
damage. (Westwood, 2011)

Sensori-neural- relating to the inner ear or auditory nerve. Unable

to hear many sounds and some sounds will be distorted. Therefore
the wearing of a hearing aid may not assist as sound is still
distorted. (Westwood, 2011)

Mixed hearing loss- combination of the above

Central auditory processing disorder (CAPD)- difficulty

processing and differentiating, locating sounds sounds, although
often test well. Suspected that the auditory nervous system is
involved.

MEASURING HEARING

Frequency (low/high pitch) of the sound measure in Hertz

(Hz)

Hearing level (loud/soft sounds) is measured in decibels

(db)

Decibels are on a logarithmic scale, not a linear one.

That means that a sound at 60db could have twice the acoustic
power of a sound at 54db (Hyde et al, 2014)
This is important to note when reading about acoustic levels

COMMON SOUNDS

MEASURING SOUND

Approximate
ranges of hearing
loss:
Mild 20-39dB
Moderate: 4059dB
Severe: 60-90dB
Profound: 91dB+
(Hyde et al 2010)

HEARING LEVELS
http://www.youtube.com/watch?v=3yjc8NDtAZ4

TERMINOLOGY
Hard of hearing- the term used by most educational authorities
worldwide to describe a child who with hearing aids or a cochlear
implant, functions as a hard of hearing person and who is able to
use a spoken language effectively for communication purposes.
deaf (lower case d)- A generic term used to describe a person with
a hearing loss sufficient to impair the development of speech
through listening. They may have developed some proficiency with
a spoken language but not enough to function independently in
class or social situations.
Deaf (capital D)- A term used to describe a person who considers
himself to be a member of the Australian Deaf community and
would normally use AUSLAN in communication
Signed English- The use of a sign system to represent the grammar
and morphology of English; that is, what is said is simultaneously
signed _ in English.
AUSLAN- The native sign language of the Australian Deaf community
as recognised in the National Language Policy It has different
grammatical structure and other linguistic features from English.

CAUSES OF HEARING LOSS

repeated middle ear infections (can be temporary, although if left

untreated can cause permanent impairment/loss)
Build up of wax
abnormalities of ear /facial structure
holes in eardrum
damage to the bones of the middle ear
damage to nerves of hearing
inherited / genetic conditions
prematurity
head injury
infection prior to birth rubella
serious infections: meningitis,

TREATMENT
Conductive loss medication, surgery, localised treatment depending
on underlying cause
Sensori-neural loss technological devices may aid hearing: hearing
aids, cochlear implants, Sound field systems, FM systems

HEARING AND DEVELOPMENT

Time of onset, severity, type of hearing loss, intervention all

have influence over the impact on development.

Risk of delay in acquisition of

Literacy skills
Spoken language
Social development

Academic outcomes can be affected.

May be due to processing difficulties
Lack of proficiency in literacy and numeracy concepts
Special attention to reading and spelling skills is necessary
(perception of speech sounds, decoding, encoding

LANGUAGE

speech, aided by hearing aids/cochlear implants and lip-reading

Auslan the sign language of the Australian deaf community

signed English artificial system to teach English to children in

school, used along with speech

Total communication combination of signing and speech

fingerspelling words are spelled out with hand signals

Reading and writing effectiveness DEPENDS on language

acquisition

AIDS TO HEARING
Cochlear Implantshttps://www.youtube.com/watch?v= zeg4qTnYOpw
Hearing Aids
FM System
https://www.youtube.com/watch?v= 1l37lzLIgQU
https://www.youtube.com/watch?v= ln8NHzVfJkQ
Sound Field System

https://www.youtube.com/watch?v= oyY2JfM1RlM

EDUCATION IN AUSTRALIA FOR

CHILDREN WITH HEARING IMPAIRMENT

Varies across states and dependent on the child

Majority of children with hearing impairment attend local

school, with same-age peers.

May also have early intervention support

May have support from visiting consultant teachers or

education advisors

BARRIERS TO LEARNING AND WELLBEING

Hearing what is being said by the teacher, another

student or any audio presentation.

Difficulty in following instructions and understanding

teaching.

Difficulty engaging in discussions.

Difficulty hearing the source of the communication.

Difficulty hearing in noisy settings.

Speech and language delays.

Delays in literacy development and achievement.

Delays in literacy can result in delays across all

curriculum areas.

Difficulty connecting with peers.

Challenges in joining in games at play time.

Challenges in hearing auditory signals such as

whistles, shakers, bells etc.

Psychological effects including low self- esteem and

identity issues.

https://www.youtube.com/watch?v=1l37lzLIgQU

SUPPORTING ACADEMIC PROGRESS- SETTING UP THE CLASSROOM

Desk and seating

arrangements
Will the student be
able to see the
teacher and visual
prompts?
Will the student be
in good proximity?

Internal Noise
Reduce noise from
equipment,
movement, student
communication.

External Noise
Reduce noise from
external sourcesclose windows and
doors when there is
noisy activity e.g,
hallways, busy
roads, play areas
etc.

Classroom
Acoustics
Make changes
where possible to
eliminate physical
features that
deteriorate good
classroom
acoustics.

SOUND AND HEARING

Reverberation
The time taken for a noise to decay in an environment.
Too much reverberation creates an overlap of sound.
Hard, flat surfaces increase reverberation

Signal-noise ratio
The ratio of the intensity or loudness of the signal (e.g. teachers
voice) in relation to the intensity or loudness of the background
noise.

NOISY CLASSROOM

Where does noise come from?

Internal sources
Student voices
Media
Movement
Furniture
Equipment
Projectors/light fittings/ air conditioners
External Sources
Location of room
Play ground/oval/outdoor play spaces
Hallway movement
Traffic
Maintenance equipment
Other classes
Music/instrumental classes

TIPS FOR CREATING A GOOD LISTENING

ENVIRONMENT IN THE CLASSROOM
If your classroom is too noisy here are some simple tips to help make the environment
quieter:

Place some rugs or carpet in the room if there none.

Hang window treatments such as curtains or blinds.

Hang soft materials such as felt or corkboard on the walls.

Place tables at an angle around the room to interfere with the pathways of sound.

Hang soft materials such as flags or student artwork around the room and from the
ceiling.

Turn off noisy equipment when it is not in use.

Try to keep windows and doors closed when possible.

Replace noisy light fixtures.

Avoid open classrooms where many classes are taught in a large space.

Talk to the students about noise and demonstrate how it can be difficult to hear
when many children are talking at the same time.

Avoid dividing the class into groups where one group is listening to audiovisual
equipment such as the TV and the other group is listening to the teacher.

Remind visitors to the classroom that they should not be talking when the teacher is
talking.

Place latex-free soft tips on the bottoms of chairs and tables. Taken directly from:
http://www.asha.org/public/hearing/Creating-a-Good-Listening-Environment-in-the-Cl
assroom
/

WHAT IS GOOD? WHAT COULD

IMPROVE?

SUPPORTING ACADEMIC
PROGRESSTEACHING STRATEGIES
Speaking

Speak in a clear, slow paced voice in the upper level of normal range volume

Speech or lip movements need not be exaggerated as this only further complicates understanding.
Instead, key words can be emphasized and the intonation patterns should be increased

Classroom management

Set up and consistently maintain routines that require students quiet and still during teaching and
instructional times.

Visual Aids

Employ a range of visual aids to support your teaching.

Consider your own visual presence including gestures, facial expression and signals.

Group work
Consider accessibility for students- can they keep up? Can they hear if the room is noisy with
multiple groups working at once? Employ a buddy system.

http://www.youtube.com/watch?v=ln8NHzVfJkQ

CHECKING FOR UNDERSTANDING

Consider your use of visuals cues and body language

Wait for eye contact

Check for understanding and ask to explain what they have

to do

Routine classroom management strategies to lighten the

load

Note taking and note taking buddies

Key points and summaries of lesson content and task

expectations

SUPPORTING ACADEMIC PROGRESSCURRICULUM AND ASSESSMENT

Consider modification
to class tasks and
assessment as required
Set reasonable
expectations for
children

Consider the individual

needs of the student
with hearing loss.

Curriculu
m and
Assessme
nt
Adaptatio
ns

Work with learning

support staff in
developing an
Individual Education
Plan that meets the
students needs and
capitalises on their
strengths.

Remember that
students with hearing
loss may have speech
and language delays
that may impact their
literacy skill
development and even
their academic
performance across the
broader curriculum.

SUPPORTING SOCIAL DEVELOPMENT

Begin by having a positive and encouraging attitude yourself.
Consider setting up a buddy system for in class and outdoor
activities.
Help children to connect at play times.
Engage students in classroom discussions and activities to
the same frequency of any other student.
Maintain open communication with parents on the social
development and concerns of their child.

SAFETY

What safety considerations would you need to make in

educating a child with a hearing impairment?
Camps
Excursions
Sport Lessons- outdoor/gym
Art room
Science/Tech labs
Emergency Procedures

TAKE ACTION!
What are you
currently doing that
would assist a child
with hearing loss in
your classroom?
What can you
implement in your
teaching practice
and classroom
setup that will
better assist a child
with hearing loss?
What changes can
we make to our
school policy that
will assist children
with hearing loss to
be successful in our
school?
What funding or
leadership support
is needed to commit
to the successful
inclusion of
students with
hearing loss at our
school?

REFERENCES
ACARA. (2012). The Shape of the Australian Curriculum. Retrieved September 20, 2013, from Australian Curriculum, Assessment and Reporting
Authority: http://www.acara.edu.au/verve/_resources/Shape_of_the_Australian_Curriculum.pdf
Access Economics. (2006). Listen Hear: The Economic Impact and Cost of Hearing Loss in Australia. Retrieved September 14, 2013, from
Audiology Australia: http://www.audiology.asn.au/pdf/listenhearfinal.pdf
Classroom Strategies for Working with a Studen with a Hearing Impairment. (2013). Retrieved September 18, 2013, from Department for
Education, Training and Development: http://www.decd.sa.gov.au/speced/pages/programs/hearing-professional-info/?reFlag=1
Cook, R. E., Klein, M. D., & Tessier, A. (2008). Adapting Early Childhood Curricula for Children with Special Needs (7th Edition ed.). New Jersey:
Pearson Prentice Hall.
Crandell, C.C. and Smaldino, J.J., 2000. Classroom acoustics for children with normal hearing and with hearing impairment. Language, Speech &
Hearing Services in Schools, 31(4), pp. 362.
Deaf Children Australia. (2012). Information Sheets: A Deaf Child in the Classroom. Retrieved September 18, 2013, from Deaf Children Australia:
http://www.deafchildrenaustralia.org.au/EducationInformationSheets
DECD. (2006). Students with Disabilities Policy. Retrieved September 20, 2013, from Department for Education, Training and Development:
http://www.decd.sa.gov.au/docs/documents/1/StudentswithDisabilitie-1.pdf
Ertmer, D. J. (2005). Optimising Listening in the School Environment. In The Source for Children with Cochlear Implants (pp. 164-173). East
Mione: Lingui Systems.
Hyde, M. (2014). Understanding Hearing Impairment. In M. Hyde, L. Carpenter, & R. Conway, Diversity and Inclusion in Australian Schools (pp.
235-266). Victoria: Oxford University Press.
Hyde, M., & Palmer, C. (2010). Understanding Sensory Impairment. In M. Hyde, L. Carpenter, & R. Conway, Diversity and Inclusion in Australian
Schools (pp. 235-266). Victoria: Oxford University Press.
Luetke-Stahlman, B., & Luckner, J. (1991). Effectively Educating Students with Hearing Impairments. New York: Longman.
Noble, A. (2013). Introduction to Sensory Impairment: Study Guide. South Australia: Flinders University.
Pagliano, P. (2005). Using the Senses. In A. Ashman, & J. Elkins, Educating Children with Diverse Abilities (2nd Edition ed., pp. 319-358). New
South Wales: Pearson Education Australia.
Swinburne University of Technology. (2012). Teaching Strategies for Students with Hearing Impairment. Retrieved September 18, 2013, from
Swinburne University of Technology: Student Services: http://www.swinburne.edu.au/stuserv/disability/hearing.html
Westwood, P. (2011) Commonsense Methods for Children with Special Needs. 6th Edition. Oxon: Routledge
IMAGES
Slide 4- Image retrieved September 20, from Supporting Success for Children with Hearing Loss website:
http://successforkidswithhearingloss.com/resources-for-parents-of-children-with-hearing-loss/hearing-aids-and-your-child/hearing-aids-really
Slide 6- Image retrieved September 20, from Siemens: Children and Hearing Loss website: http://hearing.siemens.com/in/en/children/hearing/
hearing.html
Slide 8- Image retrieved September 20, from Cochlear website:
http://www.cochlear.com/wps/wcm/connect/intl/home/understand/my-child-has-hl/impact-of-hearing-loss-on-children