23375 V1

Demonstrate
knowledge of
hearing
impairment
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Assessment Result Sheet

Demonstrate knowledge of hearing impairment
Unit standard 23375

Version 1

Level 3

Credits 3

TRAINEES INFORMATION AND DECLARATION (must be completed by trainee)

Your name:

mary joie gonzales

Your date of
birth:

Your national student number (if

known):

Declaration
I was told about and understand the assessment requirements.
I have prepared my answers myself.
Any evidence I have provided as my own, I produced myself.
I understand that this assessment may be used for moderation and quality
control purposes.
I understand that when I achieve this unit standard my result will be registered
with the New Zealand Qualifications Authority.
I confirm the above
declaration:

Yes

No

Date:

Assessment result (assessor use only)

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required

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required

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required
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required

Date:

Feedback to the learner:

The requirements have been met to demonstrate competency in this unit

standard.
Assessor name:

Assessor number:

Date:

The assessment contains

Instructions.
Assessment tasks
A person assessed as competent in this unit
standard is able to:

Elemen
t

Task

Describe the difference between deafness and hearing

impairment.

1A, 1B, 1C
Written or oral
assessment

Describe the basic structure and function of the ear.

2 Written or
oral
assessment

3A, 3B Written
or oral
assessment

Describe the psycho-social effects of hearing impairment.

4A, 4B Written
or oral
assessment

Identifying and describing an agency or support service

that is specific to people with a hearing impairment.

5A, 5B Written
or oral
assessment

Describe the major effects of hearing impairment on

communication.

Instructions

When you have finished the

Your answers to the assessment tasks

need to show the assessor that you
have a full understanding of the topic.
The assessor may require you to
discuss your responses.
This assessment is open book, which
means that you can use any
information you wish when you are
completing this assessment. This may
include learning materials, books, the
internet, and your organisations
policies and procedures.
Your answers may be given in writing
or verbally or a combination of written
and oral answers.
If you answer in writing, use the space
provided. You may attach additional
notes. Please put your name on any
additional material.
If you answer verbally, the assessor
will make full notes of your answer in
the space provided in this assessment.

23375 V1 Demonstrate knowledge of hearing

impairment

assessment

Please give your assessment and any

additional material you have attached
to your assessor.
When you have been assessed as
being competent in this unit standard,
the results will be sent to Careerforce
for registering on the National
Qualifications Framework.
Your assessor will give your
assessment material back to you.
Please keep this safe.
If you wish to appeal the assessment
result or process, you should complete
an Appeal of Assessment Result form,
which can be downloaded from the
Quick Links/Forms section of the
Careerforce website
www.careerforce.org.nz
Please complete the trainee
declaration.

Careerforce Issue 2.0 July

2010

Trainee assessment portfolio

Careerforce

You need to show that your work

complies with your organisations
policies and procedures and the special
notes for this unit standard.
Should you require assistance with any
aspect of the assessment, please
contact your assessor.

23375 V1 Demonstrate knowledge of hearing

impairment

Careerforce Issue 2.0 July

2010

Trainee assessment portfolio

Careerforce

References

Special notes relating to the unit

standard

Careerforce online resource 23375

Demonstrate knowledge of hearing
impairment.
The organisations policies and
procedures.

1. Definitions
The terms deafness and hearing
impairment have definite and
distinct meanings. The two terms
are not interchangeable. Deaf
people see themselves as belonging
to a cultural and linguistic minority
as opposed to people with a
disability or a hearing impairment.
The term Deaf culture in this unit
standard refers to the traditions of
the Deaf community and the way
Deaf people live their ordinary lives
as outlined by the Deaf Association
of New Zealand.

23375 V1 Demonstrate knowledge of hearing

impairment

Careerforce Issue 2.0 July

2010

Trainee assessment portfolio

Careerforce

Assessment tasks
Task One - Describe the difference between deafness and hearing impairment
(Written or oral assessment) (PC 1.1)

Part A The basic structure and functions of the visual system.

(PC 1.1)
Please describe the difference(s) between deafness and hearing impairment
in terms of impact on the individual.
From a technical point of view; or
From a cultural/social point of view; or
Your answer may combine both technical and cultural/social points of view.
Example one (technical emphasis):
Hearing impairment is a broad, technical term that is used to describe the loss of
hearing (which can be partial, complete or progressive hearing loss) in one or both
ears. People with hearing impairment may refer to themselves as hard of hearing.
People who have acquired deafness in adulthood are more likely to use the term hard
of hearing than people who were profoundly deaf from birth. There are different
types and degrees of hearing impairment which can be mild, moderate, severe or
profound. Hearing impairment is defined in terms of where the problem is located.
Conductive hearing impairment results from a problem in the outer or middle ear, and
is often able to be treated surgically or medically. Sensori-neural hearing impairment
generally results from a problem in the inner ear and is usually permanent. It can be
helped with an assistive device such as a hearing aid.
Deafness generally implies a profound loss of hearing and/or refers to the complete
loss of hearing in one or both ears. A totally deaf person (which is relatively rare) is
completely incapable of hearing and relies on lip reading or sign language for
communication. But some people who are clinically deaf are still able to discern
sounds at certain frequencies, but in insufficient clarity to conduct a conversation
within the frequency range that is typical for speech. Deafness can be inherited, and if
one or more of the parents is born deaf, there is a higher chance that a child will also
be born deaf.

Example two (cultural/social emphasis):

Assessment tasks
Task Two - Describe the basic structure and function of the ear (Written or oral
assessment) (PC 2.1)

On the following table you are asked to give an accurate account of the
structure and function of each of the eight named organs of the outer,
middle and inner ear.
You should describe the function of each organ, and also describe how the organ
relates to other organ(s) in terms of functionality.
For your answers you can use:
Diagrams and accurate written descriptions; or
Accurate oral descriptions; or
A combination of diagrams and descriptions.
Organ of the
ear

Basic structure
(diagram/written/oral
description)

Function(s) and
relationship(s) with other
organs

Pinna

Ear canal

Eardrum

Ossicles

Eustachian tube

Cochlea

Auditory nerve

Semi-circular
canals

Assessment tasks
Task Three Describe the major effects of hearing impairment on communication
(Written or oral assessment) (PC 3.1)
This assessment task has two parts Part A and Part B.

Part A Describe the major effects of hearing impairment on

communication by completing the right-hand columns in the
following two tables.
Table One
Types of hearing
impairment

Effects on communication

Conductive

Can be acquired or congenital. Person with this condition

having difficulty hearing someone talking in a noisy
environment or from distance. There is a problem in the
outer or middle part of the ears, this affect the way sound is
carried, through the inner ear and the rest of the auditory
system.

Sensori-neural

Loudness and clarity of sound decreases and can be

congenital or acquired. It's like you are listening in a foreign
language, because sound is not loud enough for them to
hear.

Mixed

Hearing loss results from damage to, or disorders of, both

the inner ear and the outer or middle ear. Both conduction
and sensori-neural is present. In some cases of mixed
hearing loss, medical treatment of the cause of the
conductive component of the hearing loss may improve the
individual's overall hearing.

Table Two
Types of hearing
impairment

Effects on communication

Mild

Soft noises are not heard. Understanding speech is difficult

in a loud environment.

Moderate

Soft and moderately loud noises are not heard.

Understanding speech becomes very difficult if background
noise is present.

Severe

Conversations have to be conducted loudly. Group

conversations are possible only with a lot of effort.

Profound

Some very loud noises are heard. Without a hearing aid,

communication is no longer possible even with intense
effort.

Part B How does the age of onset of hearing impairment affect a

persons ability to communicate?

If hearing impairment starts at birth or congenital person develop mild to moderate

hearing problem. They have difficulty producing sounds communicating to someone.
Also there having hard time speaking and pronouncing words because at this age
this skills are not yet develop. However, if hearing loss starts at middle age onwards
this person will be able to communicate because he/she already develop the skill of
speech and pronounciation.

Assessment tasks
Task Four - Describe the psycho-social effects of hearing impairment
(Written or oral assessment) (PC 4.1, 4.2)
This assessment task has two parts Part A and Part B.

Part A: The psycho-social effects of hearing impairment (PC 4.1)

Psycho-social effects are those effects which have the potential to impact on
a persons lifestyle. The following effects psychological, social,
educational, recreational and vocational need to be understood and
described.
Please complete the right-hand columns in the following table with sufficient detail to
show the assessor that you can demonstrate a clear understanding of the psychosocial effects of hearing impairment on a persons lifestyle under the five headings
listed in the table.
Psycho-social
effect

Examples of potential impact of a hearing impairment on

the persons lifestyle

Psychological

depression is commonly seen as a response to any loss. The

primary one involves reduced ability to hear and communicate
leading to interpersonal challenges. Secondly, status and career
possibilities may suffer from the belief that elder's skills are
affected by the loss.

Social

Withdrawal from social family and friends is a common scene. The

deaf/hard of hearing would feel isolated even from their own
families, missing side conversations or easy exchangeof teasing
remarks. They feel a sense of guilt for unsuccessful communication
and blame themselves for undertanding.

Educational

Children who have hearing loss have a sluggish vocabulary

development: has difficulty understanding words with multiple
meanings and the meaning of abstract word such as jealousy
compared to concrete words such as red and jump. These children
have difficulty in all subject areas such as reading and math.

Recreational

In doing recreational activies , communication difficulties will

having hard time completin their task which can result to poor selfe steem and worst can lead them to social isolation.

Vocational

It will also affect in persons vocation, difficulty deciding what

vocation will suit to them. People around them may descriminate
and show negative attitudes to the person having hearing
impairment.

Part B: Misconceptions about hearing impairment (PC 4.2)

Misconceptions are views that a person holds and believes to be true, when
they are actually incorrect or untrue. What are two common misconceptions
about hearing impairment or about a person with a hearing impairment?
Misconception number one:
It's not true that people with hearing loss tend to be older adults. Of the 36 million
people with some form
of hearing loss, only 30 percent are 65 or older.

Misconception number two:

Some may think that hearing aid can cure hearing loss, fact is hearing aid is just a
device to help a person with hearing impairment to improve the range of sounds that
they can hear.

Assessment tasks
Task Five - Identifying and describing an agency or support service that is specific to
people with a hearing impairment (Written or oral assessment) (PC 5.1)
This assessment task has two parts Part A and Part B.

Part A
This part of the assessment requires you to identify and describe an agency
or support service that is specific to people with hearing impairment. You
need to make sure that you include details of the services offered by the
agency or support service, and any particular group of people that the
agency or support service assists.
Description of agency or support service
Deaf Association Manawatu
Deaf Aotearoa Services

Our activities are designed to create opportunities for the Deaf community. Our main aims ar

We work with Deaf people in all areas of their lives including:

Providing access to information and services

Offering Deaf Awareness training to businesses

Facilitating ongoing academic research and providing resources for local and national g

Lobbying for better access to opportunities and services on behalf of New Zealand's De

We promote New Zealand Sign Language (NZSL), which became one of New Zealand's

Deaf Aotearoa also represents New Zealand Deaf internationally as members of the World Fe

Part B
This part of the assessment requires you to describe the services offered to
people with hearing impairment by an:

Audiologist
Hearing therapist
Vision hearing technician
Advisor on deaf children

You are also asked to describe any particular groups of people with hearing
impairments for whom they provide assistance.
Person

What support services do these specialists and support

people provide for hearing impaired people? Are there any
particular groups of people with hearing impairments for
whom they provide assistance?

Audiologist

Audiologist are professionals who diagnose, treat, and manage

hearing or auditory problems.

Hearing
therapist

Hearing therapist are professionals who teach and advice hearing

impaired on how to communicate. They teach sign language or lip
reading.

Vision hearing
technician

- The vision and hearing technician are professionals who are doing
screening test for children to know if they have vision or auditory
problems.

Advisor on
deaf children

- Advisor on deaf children works with children, their family,

teachers and other support groups in preparing the child in school
settling.
- They also identify and observe the behaviour of the hearing
impaired child to be able to provide their specific needs.

Attachments List