Deafness
Deafness is a partially or complete inability to hear the world around you. It's frustrating to be unable to hear well enough to enjoy talking with friends or family. Hearing disorders make it hard, but not impossible, to hear. They can often be helped. What causes hearing loss? Some possibilities are
NIH: National Institute on Deafness and Other Communication Disorders
- Heredity
- Diseases such as ear infections and meningitis
- Trauma
- Certain medicines
- Long-term exposure to loud noise
- Aging
NIH: National Institute on Deafness and Other Communication Disorders
Organizational Resources
The National Institute on Deafness and Other Communication Disorders (NIDCD), part of the National Institutes of Health (NIH), conducts and supports research in the normal and disordered processes of hearing, balance, taste, smell, voice, speech, and language. http://www.nidcd.nih.gov/Pages/default.aspx
The National Dissemination Center for Children with Disabilities (NICHCY) has provided information and resources to the nation on disabilities in children and youth for many decades. On September 30, 2013, however, our funding from the Office of Special Education Programs at the U.S. Department of Education ended. This rich website and all its free resources will remain available until September 30, 2014. We encourage you to explore our website and collect any resources that may assist you in serving children and youth with disabilities. http://nichcy.org/disability/specific/hearingloss
The National Dissemination Center for Children with Disabilities (NICHCY) has provided information and resources to the nation on disabilities in children and youth for many decades. On September 30, 2013, however, our funding from the Office of Special Education Programs at the U.S. Department of Education ended. This rich website and all its free resources will remain available until September 30, 2014. We encourage you to explore our website and collect any resources that may assist you in serving children and youth with disabilities. http://nichcy.org/disability/specific/hearingloss
Documents
15 Principles for Reading to Deaf Children
The 15 Principles for Reading to Deaf Childrenare available online in American Sign Language (ASL), and in ASL accompanied by Spanish text.
The ultimate authorities in reading to deaf children are deaf adults. Comparative studies of deaf children with hearing parents and deaf children with deaf parents show that deaf children with deaf parents are superior inacademic achievement, reading and writing, and social development (Ewoldt, Hoffmeister, & Israelite, 1992). Hearing parents and teachers can learn from the read aloud strategies used by deaf parents. The following 15 principles have been identified based on research that examined deaf parents and deaf teachers reading to deaf children.
Deafness and Hearing Loss A publication of NICHCY Disability Fact Sheet #3 June 2010
http://nichcy.org/wp-content/uploads/docs/fs3.pdf
The 15 Principles for Reading to Deaf Childrenare available online in American Sign Language (ASL), and in ASL accompanied by Spanish text.
The ultimate authorities in reading to deaf children are deaf adults. Comparative studies of deaf children with hearing parents and deaf children with deaf parents show that deaf children with deaf parents are superior inacademic achievement, reading and writing, and social development (Ewoldt, Hoffmeister, & Israelite, 1992). Hearing parents and teachers can learn from the read aloud strategies used by deaf parents. The following 15 principles have been identified based on research that examined deaf parents and deaf teachers reading to deaf children.
Deafness and Hearing Loss A publication of NICHCY Disability Fact Sheet #3 June 2010
http://nichcy.org/wp-content/uploads/docs/fs3.pdf
STRATEGIES
Daily routines are important in eliminating stress for both the child and everyone involved.
Creating posters and charts with labeled pictures.
http://youtu.be/_X0LP7lUYME
Supports, Modifications, and Accommodations for Students: For many students with disabilities—and for many without--the key to success in the classroom lies in having appropriate adaptations, accommodations, and modifications made to the instruction and other classroom activities.
Some adaptations are as simple as moving a distractible student to the front of the class or away from the pencil sharpener or the window. Other modifications may involve changing the way that material is presented or the way that students respond to show their learning.
Adaptations, accommodations, and modifications need to be individualized for students, based upon their needs and their personal learning styles and interests. It is not always obvious what adaptations, accommodations, or modifications would be beneficial for a particular student, or how changes to the curriculum, its presentation, the classroom setting, or student evaluation might be made. This page is intended to help teachers and others find information that can guide them in making appropriate changes in the classroom based on what their students need.
The National Dissemination Center for Children with Disabilities has several strategies listed. http://nichcy.org/schoolage/accommodations
Creating posters and charts with labeled pictures.
http://youtu.be/_X0LP7lUYME
Supports, Modifications, and Accommodations for Students: For many students with disabilities—and for many without--the key to success in the classroom lies in having appropriate adaptations, accommodations, and modifications made to the instruction and other classroom activities.
Some adaptations are as simple as moving a distractible student to the front of the class or away from the pencil sharpener or the window. Other modifications may involve changing the way that material is presented or the way that students respond to show their learning.
Adaptations, accommodations, and modifications need to be individualized for students, based upon their needs and their personal learning styles and interests. It is not always obvious what adaptations, accommodations, or modifications would be beneficial for a particular student, or how changes to the curriculum, its presentation, the classroom setting, or student evaluation might be made. This page is intended to help teachers and others find information that can guide them in making appropriate changes in the classroom based on what their students need.
The National Dissemination Center for Children with Disabilities has several strategies listed. http://nichcy.org/schoolage/accommodations