Anatomy of the Ear and Types of Hearing Loss The Outer Ear Pinna- Catches the sound waves and sends...
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Transcript of Anatomy of the Ear and Types of Hearing Loss The Outer Ear Pinna- Catches the sound waves and sends...
The Outer Ear
Pinna-Catches the sound waves and sends them to the ear canal Ear Canal- Sends the sound waves through to the ear drum
Ear Drum- Vibrates and sends the sound waves to the Middle Ear
The Three Middle Ear Bones
Middle Ear Parts
Hammer
Anvil
Stirrup
The Malleus- The Malleus gets the vibration from the Ear Drum and sends it to the Incus.
The Incus-Gets the vibration from the Malleus and sends it to the Stapes.
The Stapes-gets the vibration from the Incus and sends it to the Cochlea
The Inner Ear
The Cochlea-A liquid filled space that receives vibration from the stirrup when it pushes on it
The Nerve Endings-Are inside the cochlea and are like piano keys because each one makes different sound. They bend when they are touched by the vibration wave.
The Hearing Nerve-Receives message from the Nerve endings and sends them to the brain.
Semi-Circular Canals-Aren’t for hearing. They are like a leveling tool. They sit on the cochlea and help make you not feel dizzy
Types of Hearing LossConductive
Caused by injury, obstruction, or disease of the outer or middle ear that prevents the ear from conducting sound. Fluid in the middle ear, wax build-up, absence or
malformation of the outer ear, ear infections The loss CAN be medically or surgically corrected
Sensorineural Damage to the sensory hair cells of the inner ear or the
auditory nerve that leads to the brain Effects the way one hears clearly and how one understands
speech correctly The loss is permanent and CANNOT be correctedMixed
A combination of conductive and sensorineural losses Part of the damage is in the outer ear or middle ear and
the other part is in the inner ear.
MILD (26 to 40 dB) Difficulty understanding faint or distant speech May need work to develop vocabulary Favorable seating and lighting in classroom
MODERATE (41-55 dB) Understands speaker face to face or a short distance May miss as much as 50% of class discussion May need vocabulary development, speech therapy, or
special class placement in primary grades
MODERATELY SEVERE (56-70 dB)Conversation must be loud to be heardWill need a hearing aid and training with its useIs likely to have problems pronouncing sounds, have
language delays, and limited vocabularyWill need extra help in Language Arts, speech therapy
SEVERE (71-90 dB)May hear loud voices or sounds very close to earSpeech and language development are delayed.Will need extra help with language skills, concept
development, speech, intensive communication building skills should be taught
May be a candidate for cochlear implant(s)
FM UnitsWhat is an FM?
Frequency-Modulated system that allows a D/HH student hear over a distance and sends the speaker’s voice directly to the hearing aid or cochlear implant
*Without an FM, the speaker’s voice can be difficult to understand when paired with everyday background noise (heaters, buzzing lights, pencil sharpeners, etc.)
Impacts of Hearing Loss Language delayed
Spoken language Not uncommon for students to speak with nasal or atonal quality
Academic performance Vocabulary development delays Reading and writing difficulty Difficulty in comprehension across academic subjects
Idioms and familiar English phrases interpreted literally Written and oral language will reflect the way he/she hears
-Word endings –s,-ed, -ing Depends on age child was diagnosed with a hearing loss.
Many deaf children are not “vanilla deaf” Limited phonemic awareness
What does the student hear during everyday conversation? Look at the Speech Banana. Example: The fox saw two hens. Even with a mild loss, the student misses most of those sounds.
/e ok aw oo en/ Imagine reading and pronouncing these sounds that D/HH students so rarely
hear.
Ways Teachers Can Help!Use visual aids whenever possibleProvide a note-taker or hand-out of notesEliminate or reduce extraneous noiseAppropriate use of equipmentDo not speak with back faced to classWrite announcements and assignments
on boardAvoid chewing gum while lecturing
More IdeasUse overhead instead of the boardAllow for breaksReduce the distance from you to studentAdvantageous seating for studentPoint out who is speaking in class
discussionsAlways use captioned films/videosLecture from the front of the room, avoid
pacing
And Some More StrategiesHave key vocabulary accessible visuallyEducate the class about hearing lossFace the student when speakingRepeat questions and comments other
students makeDo not stand or sit in front of a bright
windowFlicker lights to get classroom attentionSpeak directly to the student, not the
interpreter