Hearing Impairment a Lesson for Teachers
If a child has hearing aids, the teachers must learn to:
- Change batteries
- Clean hearing aids
-
Adjust hearing aids if they malfunction
Hearing Impairment Not Previously Identified
Physical Characteristics
The child may:
- Have discharge from his ears.
- Have earaches, or complain of crackling noises
-
Breathe through his mouth
What Else Could It Be?
Ear infenctions
Allergies
Swollen adenoids
Objects in the ear
Note: All of the above may create temporary hearing problems.
Autism
Visual Impairment
Speech and Language Problems
Behavioral/Social/Emotional Problems
Some sounds are more difficult if a child’s first language is not English
Cultural/ESL/ESD
Child may hear at some frequencies and not at others.
Autism
Behavior Characteristics
The child may:
- Lack attention; daydream; “space out.”
- Not follow directions; ignore or confuse spoken requests or directions.
- Have poor or delayed social skill be withdrawn or have aggressive/explosive behavior.
- Have poor balance.
- Turn or tilt head to one side (towards sound).
- Ask for instructions to be repeated, or answer questions inappropriately.
- Substitute, omit, or distort certain sounds.
- Have poor grammar and/or articulation.
- Complain of not being able to hear.
- Respond to some sounds/tones and not other.
- Seem to be imitating or picking up cues from others.
- Use hands excessively when talking.
- Have a voice tone which is often inappropriate; monotone; too loud or too soft; poor modulation of different tones; be hoarse or nasal.
Recommendations
- Refer the child for a medical checkup. If the family does not follow up, inform the child’s physician about your concerns.
- If a child has a history of recurring frequent ear infections, observe closely for signs of hearing impairment. A hearing test should be recommended if even a mild degree of hearing loss is suspected.
- When accepting a child into your center, obtain a speech and language history
- Try to obtain eye contact
- In small group activities, team the child with a verbal classmate.
- Use visual cues such as real objects, pictures, and felt boards to reinforce what you are saying.
- Use many gestures to reinforce verbal messages.
- Get down to the child’s physical level.
- Use the child’s name when addressing him.
- Be sure to speak clearly.
- Give simple, concise directions.
- Use simple language.
- Encourage dramatic play and social interaction.
- In responses, model correct response, correct pronunciation.
- Do not pressure the child to repeat. Avoid making the child feel self-conscious.
- Make up games in which all the children can participate and games that will aid this child in practicing certain sounds.
- Use puppets, felt boards and other visual aids to encourage language and social interaction.
