Hearing Impairment

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Characteristics

When children cannot hear the full range of speech sounds, language development is impaired. The loudness of sounds is measured in decibels. Children who are unable to perceive sounds lower than 60 decibels (i.e., a baby’s cry) usually do not develop spontaneous oral language (Ratner, 1997). The amount of hearing loss is formally determined by an audiologist who administers a hearing test and documents the range of sound frequencies heard by each ear. Hearing loss may be categorized as transient (temporary) or permanent.

About one half of all permanent hearing loss is inherited (Reich, 1986). Other causes of permanent hearing impairment include chronic inner ear infections (see appendix B) and brain damage due to injury or prenatal conditions. Through careful observation of a child’s responses to oral speech and environmental sounds, a teacher can determine whether a hearing impairment might exist (Cohen & Spenciner, 1994). Specifically, a teacher should explore whether the child turns her head when a sound occurs or startles at a loud noise. In addition, the teacher should ask himself the following questions:

• Does the child only respond when being spoken to in close proximity and in face-to-face situations?
• When her name is called, does the child respond?
• Can the child follow one- or two-step directions without having multiple repetitions?
• Does the child ignore or misunderstand what others say?
• Does the child nod her head to a question or direction and then behave as if she did not hear? (Patterson & Wright, 1990)

Additionally, if the child has a history of ear infections, colds, or allergies, either transient or permanent hearing loss may have occurred. Even a minor, transient hearing loss can have an effect on a child’s interactions in the classroom (Harris, 1990). Whatever the reason for the hearing loss, the classroom teacher needs to be aware of the loss and make appropriate adjustments in implementing the classroom curriculum.

Techniques for Enhancing Language Development Among Children with Hearing Impairment

When a child has a mild hearing impairment due to an ear infection or a slight hearing loss, a teacher should:

1. Always speak to the child in close proximity and face-to-face.
2. In large-group settings, such as story time or circle activities, place the child nearby so that he can see the pictures and hear more clearly.
3. Use gestures to accompany any directions or conceptual explanations.
4. Encourage the child to use the listening center where earphones are used and the volume on the tape player can be adjusted to meet the child’s needs.
5. Speak distinctly, using a moderate volume.
6. Encourage other children in the classroom to speak to the child in close proximity and in face-to-face orientation.

Teachers should also provide visual and tactile aids through the use of illustrations, concrete objects, and hands-on activities and continually check to be sure that the child understands what has been said (Harris, 1990; Russell-Fox, 1999).