Chapter 9

Deafness and Hearing Loss

ALEXIS PANEPINTO
9.2 - Describe how deafness or hearing loss affects a child’s acquisition and use of
speech and language, academic achievement, and social functioning.

Use of Speech and

Acquisition Academic Achievement Social Functioning
Language
• A child with a hearing • Atypical speech is • Most students will • Students may feel
loss is at a significant common have difficulty in all isolated
disadvantage in • Students may omit subject areas • Social problems
acquiring English quiet speech sounds • May lag behind their appear to be more
language skills. • Their speech may be peers frequent in children
abnormally high • Academic with mild or moderate
pitched, or sound performance must not hearing loss
mumbled because of be equated with
improper stress or
inflection. intelligence
9.3 - Identify the estimated prevalence of
children who are deaf or hard of hearing.
15% of Americans reported suffering from hearing loss (approximately
As of 37.5 million people)
2013...
Approximately 77,000 students between ages 6 – 21 years old receive
special education services due to "hearing impairment"

The number of students who are reported to have hearing loss is less
than actual number of students with hearing loss due to students falling
under a different disability category

Hearing loss can be categorized into severe and disabling

Males are more prone to hearing loss than females

This Photo by Unknown author is licensed under CC BY-SA.
 54% of students receive most of their education in regular
classrooms with hearing students

9.8 - Briefly explain 17% of students attend resource rooms for part of the
how placement can school day
influence quality of
related services, access
to language and 16% served in separate classrooms
curriculum content,
social opportunities, and
cultural identity for a
8% attend special day schools
student who is deaf.

4% attend residential schools

 Studies found that only
14% of all school age
Where a child who is
deaf and hard of hearing
deaf is educated also
students reported
influences his or her
receiving interpreting
cultural identity
service as instructional
support

9.8 (cont.)
Many students who
45% of secondary
receive interpreting
students with profound
services will hinder
or severe hearing loss
access to classroom
were provided with
curriculum and social
interpreting services
interaction
 Including a deaf child with hearing children in a
classroom can have an effect that isolates the child
academically and socially because of equal access to
the curriculum.

Deaf and hard of hearing students who attend

9.8 (cont.) special schools are more likely to have greater levels
of hearing loss and to use ASL

"Quality of the instruction is the prime determinant

of achievement, regardless of placement".