Davao Oriental State University

Guang-guang, Dahican, City of Mati, Davao Oriental, 8200

Faculty of Teacher Education

SNED1: FOUNDATION OF SPECIAL AND INCLUSIVE EDUCATIO

LEARNERS WITH DIFFICULTY IN HEARING

Sumbitted to:
Mrs. Sunshine Sango Calig-onan
Faculty of Teacher Education

Submitted by:
Dapitanon, Jonalyn P.
Enerio, Shaikha Rasees A.
Garong, Angel L.
Iligan, Jenny Mae B.
Bayate, Menchie
Cinto, Rezelle Ann
Tapil, Christine Joy

October 7, 2023
Reporter: Enerio, Shaikha Rasees A.
Topic: Learners with Difficulty in Hearing

Learners with Difficulty in Hearing

 The hearing-impaired learners are those who cannot use their sense of hearing to the
fullest advantage for normal classroom learning.
 If a learner has difficulty in hearing, she/him may have trouble understanding,
following or participating in conversations.
 It may be hard for a learner to hear telephone conversations, to take part in online
sessions/classes or follow dialogue when she/him is watching presentations.
 Students with difficulty in hearing may appear isolated in the learning environment.
The possibility for social contact and interaction with other students is often limited,
and this isolation or separateness may have an impact on learning.
 Difficulty in hearing may be congenital, or it may be acquired through disease or
trauma. It may be permanent or remediable. It may be constant or fluctuating.
 Plato and Aristotle both spoke of difficulty in hearing. However, their comments
within the context of what we understand about the hearing impaired and deaf
community now sound uncaring and incorrect. They both observed that “ability to
reason was intrinsically linked with the ability to speak.”

Reporter: Tapil, Christine Joy

Topic: Symptoms of Learners with Difficulty in Hearing

Symptoms of Learners with Difficulty in Hearing

Most people lose their hearing gradually. They may not even notice that it’s happening. In
general, you may be developing hearing loss if:
 You often ask people to repeat themselves.
 You have trouble following a conversation, especially when you’re talking on the
telephone or in a noisy environment like a restaurant.
 You think people are mumbling.
 You can’t hear certain high-pitched sounds, like birds singing.
 You need to turn up the volume on your television, computer or tablet.
 You have tinnitus (ringing in your ears).
 Your ear hurts (earache).
 You feel as if there’s pressure or fluid inside your ear.
 You have balance problems or dizziness.

Symptoms of Hearing Loss in Babies and Children

Babies with hearing loss may seem to hear some sounds but not others. They may:
 Not startle to loud noises.
 Not turn to the source of a sound after 6 months of age.
 Not say single words like “mama” or “dada” by age 1.
 Not react when you say their name.
 Older children with hearing loss may: Say “huh” a lot.
 Be slower to learn to speak than other children their age.
 Have unclear speech.
 Not follow directions.
 Turn up the volume on television or tablets.

Reporter: Cinto, Rezelle Ann

Topic: Characteristics of Learners with Difficulty in Hearing

DEGREE OF HEARING LOSS

Degree of hearing Loss refers to the severity of the loss, classified in terms of the severity and
type of hearing Loss. Categorized based on the minimum sound that can be heard with your
better ear. The higher the decibel (dB), the louder the sound.
Normal hearing 0-25 dB, No perceived Hearing Loss.
With mild hearing impairment, the minimum sound that can be heard is between 25 and 40
dB. People at this level cannot hear soft noises and may have trouble following conversations
in noisy settings.
With moderate hearing Loss, the minimum sound that can be heard is between 40 and 70 dB.
People at this level cannot hear soft or moderately loud noises and may have trouble hearing
unless they use a hearing aid.
With severe hearing Loss, the minimum sound that can be heard is between 70 and 95 dB.
People at this level are unable to hear most noises and may rely on lip-reading and/or sign
language, even with the use of a hearing aid.
With profound hearing Loss, the minimum sound heard is 95 dB and over. People at this level
may only hear very loud noises and rely solely on lip-reading and/or sign language. Hearing
aids are not effective.

Characteristics of Learners with Difficulty in Hearing

 More response to vibration and touch than to speech and sound.
 More alertness to visual cues such as movement.
 Little or no babbling during infancy.
 Delayed speech language development.
 Gestures rather than speaking.
  Frequent requests to have things repeated.
 Irrelevant answers to discussion at hand.
 Below level academic performance.
 Understands more when watching the speaker’s face.
 Deviations in speech.

Reporter: Garong, Angel L.

Topic: Types of Learners with Difficulty in Hearing

Types of Hearing Loss

The following are the different types of hearing loss (Heward, 2017):
 Conductive Hearing Impairment - occurs when sound waves do not reach the inner
ear.
 Sensory Hearing Impairment - refers the damage of cochlea.
 Neutral Hearing Impairment - refers to the abnormality in the auditory nerve
pathway.
 Mixed Hearing Impairment - refers to any combination of conductive, sensory, and
neutral.
 Unilateral Hearing Loss - hearing loss in one ear.
 Bilateral Hearing Loss - hearing loss both eras.
 Congenital Hearing Loss - refers to hearing loss present birth.
 Acquired Hearing Loss - refers to hearing loss present after birth.
 Pre-lingual Hearing Loss - this is hearing loss before the development of the spoken
language.
 Post-lingual Hearing Loss - this is hearing loss after the development of spoken
language
Reporter: Bayate, Mechie, Dapitanon, Jonalyn P., Iligan, Jenny Mae B.
Topic: Instructional Adaptations for Learners with Difficulty in Hearing

Instructional Adaptations for Learners with Difficulty in Hearing

Instructional adaptations are modifications or adjustments made to teaching methods,
materials, or assessments to accommodate the diverse needs of students. These adaptations
are designed to help all students, particularly those with learning disabilities, English
language learners, or other special needs, access the curriculum and succeed in the classroom.
Instructional adaptations can involve changes in:
Content: Simplifying or focusing on key concepts.
Process: Providing alternative ways for students to engage in learning, such as using hands-
on activities or technology.
Environment: Altering the physical setting or providing support, like seating arrangements
or assistive devices.
Assessment: Modifying how students demonstrate understanding, such as allowing extra
time or offering multiple formats for answers (oral, written, or visual).

Here are some key strategies:

Visual Aids and Supports
 Use Visuals: Incorporate pictures, diagrams, charts, and videos to convey concepts.
 Closed Captioning: Provide captions or subtitles for videos.
 Interactive Whiteboards: Use to highlight key information or display written
instructions.
Seating Arrangements
 Front Row Placement: Ensure students are seated where they can clearly see the
teacher's face for lip reading.
 Shape Arrangement: Promotes better visual access to both the teacher and other
students during discussions.
Instructional Delivery
 Clear Speech and Face Visibility: Speak clearly, at a normal pace, and avoid
speaking with your back to the class.
 Sign Language or Interpreters: If the student uses sign language, coordinate with an
interpreter for instruction.
 Use of Technology: FM systems or personal amplifiers can help amplify the teacher's
voice for the student.
Written Instructions
 Provide Notes and Instructions in Written Form: Supplement verbal instructions
with written materials or presentations.
 Assignment Clarifications: Offer assignment guidelines in written format to avoid
miscommunication.
Classroom Participation
 Encourage Visual Signals: For group discussions, use visual cues (like raising hands)
to signal turns for speaking.
 Peer Notes: Arrange a note-taking buddy to assist with any missed information.
Assessment Adaptations
  Alternative Assessments: Consider offering assessments in formats that align with
the student's strengths, such as visual or written presentations instead of oral ones.
 Extended Time: Provide additional time to complete tasks if needed.

These adaptations foster an inclusive environment where students with hearing difficulties
can participate fully in their learning experiences.

References
The Hearing-Impaired Learner. (1980) SageJournals.
https://journals.sagepub.com/doi/abs/10.1177/016264348000300413?
journalCode=jsta#:~:text=The%20hearing%20impaired%20learner%20is,may%20be
%20constant%20or%20fluctuating.
A Brief History of Hearing Loss.
https://calhearing.com/a-brief-history-of-hearing-loss/
Recognizing Characteristics of Deafness and Hearing Loss in Students.
https://www.thoughtco.com/recognizing-characteristics-of-deafness-3110771
Hearing loss. (2024, May 1). Cleveland Clinic.
https://my.clevelandclinic.org/health/diseases/17673-hearing-loss?
fbclid=IwZXh0bgNhZW0CMTEAAR0UOx8mILCMAtIyZafknFtUp8CULibNa-
R2T61DVs9fsYZN3SRyRjQby-8_aem_G2y4jGiud3UwOFSxLuNbyQ
Degree of Hearing Loss.
https://study.com/academy/lesson/what-is-hearing-impairment-definition-causes-
treatment.https://www.asha.org/public/hearing/degree-of-hearing-loss/?
need_sec_link=1&sec_link_scene=imhttps://www.boystownhospital.org/knowledge-center/
degrees-hearing-loss?need_sec_link=1&sec_link_scene=im
Types of Hearing Loss.
https://www.studocu.com/ph/document/davao-del-norte-state-college/education/group-1-
learners-with-difficulty-seeing-hearing-and-communicating/79059211?
sid=182461551728214553&shared=n

Instructional Adaptations. (2023)

https://www.studocu.com/ph/document/capitol-university/education/instructional-
adaptations/45205083?
fbclid=IwZXh0bgNhZW0CMTEAAR21d2tvjBznZM5o0LbUVCO2YR_lrz9qcIMYTrN0b4
DAKUdHK0VGxoeNzus_aem_9-JcJdWcDrasAt3IA8awcg