Hearing

Report
Deaf &
Hearing Loss
PRESENTATION
created by FTTA
Disclaimer
Please note that FTTA presenters, lectures and staff are not
medical professionals. This information is designed to be
used for education assistants under the supervision of
professionals and some parts may be incorrect, outdated or
the authors’ opinion.
Hearing Loss & Deafness
Hearing loss can be located in the external,
middle or inner ear, or a mixture.
Damage to any part the inner, middle or external ear can cause a hearing loss.
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/// How
does the ear work?
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Image: Australian Hearing
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/// What
is Hearing Loss?
Three different types
Conductive
Sensorineural (SNHL)
Progressive or Acquired
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/// Conductive
Hearing Loss Causes
Wax in external ear
Tear (perforation) or hole in
ear drum
Blockage in Eustachian tube so
Improper development of inner
air cannot move into the middle
or outer ear
ear
Fluid in middle ear
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Damage to small bones in middle ear
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No distortion
Loss of volume
Sound is quiet
/// Conductive
Hearing Loss
Glue ear
Repeated infections
may cause
permanent damage
Possible too much fluid
Three bones cannot vibrate properly
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/// Sensorineural
Hearing Loss Causes
Certain pre-natal infections
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Premature birth
Lack of oxygen during birth
rubella
Genetic factors
Use of some certain drugs
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Inner ear or
auditory nerve
Problems with
Loss ranges
cochlear or nerve
from mild to
which carries
profound
sound to brain
/// Sensorineural
Hearing Loss
Sound heard
may be
distorted
Also called
Nerve
Volume and
clarity affected
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Deafness
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/// Progressive
or
Acquired Loss Causes
Age
Progression of a syndrome which affects
hearing
Acquired source
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/// Mixed
Hearing Loss
Combination of both
sensorineural and
conductive loss
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Unilateral
Hearing Loss ///
Hearing loss in one ear only
Difficulties locating source of the sound
Difficulties hearing with background noise
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When is
hearing tested? ///
Newborn Hearing Screening Program
Child Health Nurse
When suspected
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Doctor referral
Audiologist
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Speak and language development seems delayed
/// Signs
of
hearing loss –
baby/toddler
Not begin talking around milestone age
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Not respond to environment sounds
Babbly starts normally, then stops
Does not use
many ‘words’
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Cannot tell difference between one
sound from another
Speak too loudly or softly
Turns up radio / tv
Appear inattentive or naughty
/// Signs
of
hearing loss –
child
Background noise makes it difficult to hear
Sentence structure development is not progressing
Often make speech errors
Misunderstood what is said
Falling behind in school
Need instructions repeated
Cannot locate
source of sound
Did not hear from a distance, or inconsistently
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Tend to become withdrawn or quiet in group situations
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Hearing Loss
STATS
1 in 6 Australians are affected by hearing loss
Approx. 30,000 Deaf Auslan users with total hearing loss
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Not hearing the siren to
Extra Duty of care required
/// Duty of
Care
come back into class
Visual warning system – not just sirens or
whistles
Lower self-esteem
Ensure peers understand inclusive
and sociable behaviours towards
More time spent focusing on
student
concentrating for understanding
– Increased risk factors of bullying,
- exhausting
teasing
May switch off hearing
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Work avoidance when
aid to give themselves
tired or if room too noisy
a break
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/// What
treatment
is available?
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Hearing Aids
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Auslan Sign language
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Cochlea Implants
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Verbal
communication
strategies ///
When gaining attention be careful
not to frighten them
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Talk directly to person who is
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Mouth and hands away from
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Assist with understanding context such
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Avoid bright lights or windows
deaf, not the interpreter
face
as emotions or important points
behind speaker
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Minimise walking around
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Check for understanding, repeat
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One speaker at a time
phrases
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Environment
strategies ///
Use handouts! Summarise the
main points in written format
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Reduce background noise and
reverberation – i.e. carpet, rugs
Avoid noisy environments
i.e. main roads, PE area
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Seat so child can see faces
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Seating
lateral hearing loss - certain side
preference to sit up front
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Pace of
communication
strategies ///
Electronic media is an excellent
communication tool
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Lip reading / watching an interpreter
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Don’t forget to engage the student in
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Slow the pace
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Check for clarification to avoid
is exhausting – alternate activities
conversation and questions
misinterpretation
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Working with an
Interpreter ///
Prior to session give Interpreter:
Handout of outline for training
session / activity
Glossary of technical terms,
special vocabulary etc.
Access to training materials,
visual materials etc.
Interpreting is tiring and intensive!
Time to discuss queries
Personal space and positioning
Sufficient breaks
Pace – slow down your speech so
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the interpreter can keep pace
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Assessment
strategies ///
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Extra time
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Identify alternative formats, such as
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Free of distractions
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Content focus
oral tests
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Want to know more?
http://www.deafchildrenaustralia.org.au/sites/deafchildrenaustralia.org.au/files/Types%2
0of%20Hearing%20Loss%202012.pdf
www.betterhealth.vic.gov.au/bhcv2/bhcarticles/pages/
www.ndcs.org.uk
http://www.wadeaf.org.au/
Also holds Auslan classes
http://www.hearing.com.au/share/
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