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Deafness and Hearing Disability

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Deafness and Hearing Impairment

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Hearing impairment can be best defined as the reduction in the capability to hear clearly due to a problem associated with the hearing mechanisms of the body.  Hearing impairment can occur along the pathway to the brain at the outer, middle or inner ear. It is important to determine the extent of the hearing problem that a child could be having through audiological assessments to determine the specific loss (Batshaw et al., 2007). After the determination of the extent of the hearing loss, the parents and the educators will be able to help the children develop the necessary skills needed for the development of the speech and language skills which will help in effective communication. There are three types of hearing loss, sensorineural, conductive and mixed. A conductive hearing loss occurs due to the damages of the outer or middle ear. These losses are not severe and in most of the instances the loss can be corrected surgically. On the other hand, sensorineural hearing loss occurs due to the damages to the hair cells of the inner nerves.

Implications of deafness and hearing disability

The variations resulting from the differences in cause, degree and the type of hearing loss and the differences in the family and educational situations have resulted in a diverse population of the students with this special need. The students with this disability usually experience significant issues regarding to the social and intellectual development (McCracken & Sutherland, 1991). They also have paramount problems in the development of speech, language and educational achievements. They experience poor social development and it depends mostly on communication impacting their ability to develop friends (Naff, 2010). However, the students with this impairment have normal cognitive development although the educational achievements of these students maybe significantly delayed.

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Curriculum adaptations to include the children with disability

The curriculum can be adapted in four major categories to fit to the needs of the persons with hearing impairment. Adapting the instructional strategies involves the changes in the methodologies used by the teachers to teach. It can be accomplished through the use of myriad of techniques such as the use of demonstrative roles and the teacher’s presentation cues.  Adapting the instructional materials involve making of changes to the equipment and supplies accessed by the students during the course instruction (Burkey, 2006). Adapting the curriculum content involves the variations in hat is taught and the complexity and the nature of the content presented in class. The adaptations of the assessment practices involve the alterations in the way in which the teacher acquires information from the learner.

The special aids and resources needed by persons with hearing disability

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Special aids needed by the students with disability may include the regular speech, language and other auditory training from the specialist. Amplification systems and the services of an interpreter for the students using manual communication are necessary (Gargiulo & Kilgo, 2005). Others include the use of caption films and videos as well as favorable seating positions in the classroom. The services of a nota taker can be useful for the students as it gives them the opportunity to attend to the instructions fully. Counseling and instructions for the teachers can provide effective methods for the students to communicate such as the use of sign language.

Suggestions for regular teachers in the classroom.

Some of the teachers can adopt multimedia presentations in their lesson plans, as they are more dynamic. In addition, the use of captions can be remarkable tool for increasing the reading skills, as the more the students are exposed to written English language the more they will better their reading skills. Another way that the teacher can use to make the classroom more accessible to hearing impaired students is to use the hypermedia instructions (Westwood, 2011). This is because these applications have been extremely beneficial in the classroom. The teachers may also have to use telecommunication devices when communicating with students via telephone.

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