How to Handle Children with Hearing Impairment?

Handling Children with Hearing Impairment is a tough job. Consider the following strategies on how to handle them.

• Develop an altitude of readiness to listen.
• Use auditory signals.
• Use the voice to get attention.
• Allow sufficient time for auditory processing,
• Keep within close range when speaking.
• Use normal Conversational tone of voice.
• Provide good speech model.
• Use frequent repetitions.
• Orient the child to the activity or discussion.
• Encourage the parents to expand the work of school.

Communication Tips for teachers

Investigate sound field and FM systems.
These technologies are wonderful for the classroom.

(NOTE: We have repeated here some of the "Tips for friends and family" because they are relevant, and have added quite a few more.)

• Find out what works for the student.
• Open communication is essential. Speak to him.
• Under what circumstances does he experience difficulty?
• You might find if you change a few small things it could make a world of difference.
• Keep a clear channel of communication open with the parents.
• You can learn a lot from each other.
• Decrease the distance between you and the listener.
• This is the single most effective way to increase understanding.
• Moving a little closer can make a big difference.
• Don't eat, drink, or chew gum while speaking.
• Wait until passing noises subside.
• Wait for that plane to pass overhead or for the students to settle down.
• Don't talk while children are retrieving material.
• First of all, people make noise when they gather material.
• And the HOH student cannot rummage through things and hear you at the same time because he's not looking at you.
• Be sure the listener is ready to hear you.
• He'll need a moment to focus because understanding speech requires more concentration for him.
• To see why this is so, think of listening to someone with a thick accent; it's much more difficult to understand his first few words if you are unprepared to listen. Face him so he can see your lips, your entire face, and hands and body gestures. These all provide valuable cues and can help fill in for sounds he's not getting. Try to avoid bushy mustache or other facial hair that obscures the lips. Avoid shadows. When addressing the student, say his name first.
• Lighting should be above or in front of you, never coming from behind you. Don't stand in front of the window while talking to him. As discussed earlier, he needs to observe facial and body gestures. This is particularly important if the listener is further away, as in a classroom.
• Face him and talk directly to him so the volume of your voice doesn't fluctuate. Turning away from someone while talking sharply decreases the volume. Talking into the supply cabinet is even worse.
• Don't talk while writing on the board (this is tough on all students) and try not to talk while moving around so volume level and visual cues don't fluctuate. Speak louder and enunciate clearly, but don't exaggerate sounds and don't shout. Exaggerating can distort sounds as well as the shape of the lips while speaking. Rephrase, don't repeat.
• Vary the words. Some words are more difficult to understand than others and/or may be more difficult to lip-read. Introduce topics clearly, as well as transitions.

How to know if your Child has Hearing Impairment?

  General Observations:

 
People with hearing loss may experience some or all of the following problems:
Difficulty hearing conversations, especially where there is background noise Hissing, roaring, or ringing in the ears (tinnitus)
Difficulty hearing the television or radio at a normal volume
Fatigue and irritation caused by the effort to hear
Dizziness or problems with balance

Self-Test Ask yourself the following questions.

If you answer "yes" to three or more of these questions, you could have a hearing problem and should see a doctor.

Do I have a problem hearing on the telephone?
Do I have trouble hearing when there is noise in the background?
Is it hard for me to follow a conversation when two or more people talk at once? Do I have to strain to understand a conversation?
Do many people I talk to seem to mumble (or not speak clearly)?
Do I misunderstand what others are saying and respond inappropriately?
Do I often ask people to repeat themselves?
Do I have trouble understanding the speech of women and children?
Do people complain that I turn the TV volume up too high?
Do I hear a ringing, roaring, or hissing sound a lot?
Do some sounds seem too loud?

Behavioral Checklist for Infants and Children

Important! Infants and young children with hearing problems can have difficulty developing speech and language.

Some babies are born with hearing problems. Other children are born with normal hearing and begin to have hearing problems as they grow older. You can help your child's doctor to decide if your child's hearing needs to be tested. Hearing problems can be temporary or permanent. Hearing problems can happen because of ear infections, injuries, or diseases. Read the hearing checklist. Find your child's age. Indicate "yes" or "no" for every item. After you complete the checklist, show it to your child's doctor. Ask the doctor questions. Talk about the items checked "no". If you think your child has trouble hearing, tell the doctor right away.

Birth to 3 Months
Reacts to loud sounds?
Is soothed by your voice?
Turns head to you when you speak?
s awakened by loud voices and sounds?
Smiles when spoken to?
Seems to know your voice and quiets down if crying?

3 to 6 Months

Looks upward or turns to a new sound?
Responds to "no" and changes in tone of voice?
Imitates his/her own voice?
Enjoys rattles and other toys that make sounds?
Begins to repeat sounds (such ooh, aah, and ba-ba)?
Becomes scared by a loud voice?

6 to 10 Months
Responds to his/her own name, telephone ringing, someone's voice, even when it isn't loud?
Knows words for common things (cup, shoe) and sayings ("bye-bye")?
Makes babbling sounds, even when alone?
Starts to respond to requests such as "come here."?
Looks at things or pictures when someone talks about them? 10 to 15 Months Plays with own voice, enjoying the sound and feel of it?
Points to or looks at familiar objects or people when asked to do so? I
mitates simple words and sounds?
Uses a few single words meaningfully?
Enjoys games like peek-a-boo and pat-a-cake?

15 to 18 Months

Follows simple directions, such as "give me the ball."?
Uses words he/she has learned often.
Uses 2-3 word sentences to talk about and ask for things?
Knows 10 to 20 words?

18 to 24 Months

Understands simple "yes-no" questions (Are you hungry?)?
Understands simple phrases (in the cup, on the table)? Enjoys being read to? Points to pictures when asked?

24 to 36 Months
Understands "not now" and "no more."?
Chooses things by size (big, little)?
Follows simple directions such as "get your shoes" and "drink your milk."? Understands many action words (run, jump)?

Talk to your doctor if you think your child has a hearing problem. Let him know of the following information and observations:
Whether others in the family, including brothers or sisters, have a hearing problem.
Whether the child's mother had medical problems in pregnancy or delivery (serious illness or injury, drugs or medications).
If the baby was born early (premature). Weight at birth: _______
If the baby had physical problems at birth.
If the child rubs or pulls an ear(s) often.
If the child had scarlet fever. I
f the child had meningitis.
The number of ear infections in the past year: _______
How often the child had colds, allergies, and ear infections (once a month or more often).

What are the causes of Hearing Impairment?

Causes of Hearing Impairment:

Prenatal Causes: Toxic conditions Viral diseases like mumps, influenza, German measles Congenital malformation such as lack/closure of the external canal of the ear, ossification (the hardening of soft tissue as a result of impregnation of calcium salt) of the 3 little bones in the ear and the oval window.

Perinatal Causes Traumatic experience during the delivery as pelvic pressure or injury, use of forceps (a specialized surgical instrument of different designs but always with two parts that move together to hold something such as dressings, tissues, or organs) and intracranial hemorrhage. Anoxia or lack of oxygen due to prolonged labor Heavy sedation (the use of a sedative or tranquilizing drug to induce a state of calm, restfulness, or drowsiness) Blockage of the infant’s respiratory passage Postnatal Causes Disease/ailments such as meningitis, external otitis (inflammation of the outer ear), otitis media (running, discharging ear(s) or the infection of the middle ear, and impacted or hardened earwax (cerumen) which may lead to infection.

Accidents/trauma such as falls, head bumps, over exposure to high frequency sounds and extremely loud explosions, puncturing of eardrum, difference in pressure between air outside and that one inside the middle ear due to changes in altitude and undrained water in the ear due to frequent swimming. Heredity Prematurity Malnutrition Rh factor- incompatibility of parent’s blood Over dosage of Medicine

"The Pain after the Pain"

Me, Quennie and Sally

My Dear Quennie

   "Our families are the most special and important person in our life"
   "Treasure all happy memories, love them so much, never hurt them, forgive them and most of all, unite" Trust God....
    It was January 3, 2011, the first day of the class for the year 2011. I guided my siblings in preparing for school. I brushed up their hair and fix their clothes and love to say "take care"... And its all for that day when..

My Family

My Dear Quennie

January  4, 2011 came. That day, my sister Quennie came to my room and she asked me, "Did you eat your breakfast?". She's my favorite sister because she's sweet and thoughtful. I also tutored her personally in her studies. The I replied "Not yet" and we eat together a breakfast. After eating, she prepared for school and I also prepared for my work. I am also teaching. She went to school and I went to work. It was exactly 11:00 a.m. when I received a call from my sister. She's crying on the phone and didn't know what to say. i asked her whats the problem and she told me that my dear sister Quennie was hit by a Toyota Innova Van. I don't know what to do then. Tears slowly falling on my cheeks. I went to the nearest hospital in our place. There,  i found her in the emergency room, helpless, bloody, and unconscious. Blood came out in her ear, mouth and nose.. I almost fainted. I knelled down and pray to Him.."God, please let her live once again".. My heart is in deep sorrow,. I can't stop myself to cry. Then I asked the doctor what's the condition of my sister, and she told me that she is in comatose-serious comatose.
       We stayed in Urdaneta Sacred Heart Hospital for two days. After that, we decided to transfer her in Pines City Doctors Hospital in Baguio. There, she went to several tests. She had many medicines and nothings happened.. She didn't have any reaction..My mother and my father start to loss hope. Our prayers and our hope didn't seem to response for her.
       After six days in Baguio Hospital, at January 13, 2011 at exactly 12:00 A.M.. My dear Quennie died. She lost her breath and her heart beat. Our world fell.. Our dreams for her vanished... Our hope lost....
We brought her home in our barrio. when people saw her without life, there was a great flood of tears and thunder of cry. My family can't accept what happened. We mourned for one week for her burial. We didn't stop crying.. It was January 20, 2011 when we delivered her in the cemetery.

       Now she rests in peace in the hand and care of our Lord, Jesus.My sister lies in God's arms and she finally rests in peace.We know, she's an angel that lights up our way when she still lives.She's an instrument for us to realize many great lessons in life.It's hard for us to accept the truth, but its easy to remember her memories with us....You know all things,Thank You for Sharing her With us,. We love Her this much.. 
      We are moving on in our life. But how can you say goodbye to a person if you know in your heart that you are not ready for it? Everyday, the pain and the tears is in our hearts... It is much painful after all.. We all know, that she will never get back.......

How to Handle Special Children?

 

Me and My Sister Who had passed away..

Handling special children is a tough job. It needs your full patience and your devotion to it. As a teacher, I encounter a lot challenges in handling special children. It requires your whole heart, and your whole soul to educate them. They really in need of special attention, care and love from you. I understand those parents who have special child. Sometimes, we like to surrender and let him alone.. But the fruit there is, you have an angel that makes you strong, good parent and loving guardian.. 

We have many questions about special children, but let me categorized it into four: a. How sure are you? b. What to look for? c. What to do? d. How to do?

HOW SURE ARE YOU? 

·         When a child behaves in any manner but it seems extreme...continue to observe.

WHAT TO LOOK FOR?

           ·          NON-COMPLIANCE-When he seems to understand what you say, or even have been punished before, but does not comply just the next minute...he is not being stubborn or disobedient, but it is a symptom of being unable to control oneself.

           ·           ADHD-For an ADHD (Attention Deficit Hyperactive Disorder)child; he will do all kinds of things to get your attention, even if it means getting scolded or punishment. In addition he will be very hyperactive and will be fidgeting even while sitting.

           ·           ADD-An ADD (Attention Deficit Disorder) child, is not hyperactive, but does all kinds of things to get your attention, and it will seem very distracting and disturbing.

           ·          NO EYE CONTACT-Does not look into your eyes while talking.

           ·          PLAYS DEAF-You can be calling him/her just very close, but no response.

           ·          SPEECH DIFFICULTY-Does not speak at the age expected and/or just babbling.

           ·           LANGUAGE DISABILITY-Can only grasp a certain language or only one language.

           ·          LOVES ARRANGING THINGS-Seeing similar things in a mess, he will have to arrange in order before leaving.

           ·           SOCIAL DISTURBANCE-Does not get acquainted with peers well.

WHAT TO DO?

·         For Non-Compliance - keep reminding at short intervals.

·         For ADHD - give them things that interest them eg. blocks, so assist them to focus.

·         For ADD - give them the attention they want.

·         For No-Eye Contact - try to get them to look at you when speaking to him.

·          For Playing Deaf - call and attract them with what they like.

·         For Speech Difficulty - to go for therapy.

·          For Language Disability-Can't force a new language into him/her but can mildly input into him/her.

·         For Social Disturbance - needs psychology guidance.

HOW TO DO?

·         With help of parents and care-takers or teachers and must have necessary therapy with the right specialist.

  However, before comfirming, check with a doctor / phycologist, so that you can be given the right

treatment or recommended to the right therapist.You will need a child specialist for all specific areas or a

trained teacher to work together with their parents

Rights of Special Children

As a parent or a concern individual mingling to special children or having special child, we must know their 10 rights. This is to avoid abusing them and to give whats really for them. We must not be ashamed to them, let us be proud because God gave you an angel to your life.. Let us treat them equally and normally like others...

1. The child shall enjoy all the rights set forth in this Declaration. Every child, without any exception whatsoever, shall be entitled to these rights, without distinction or discrimination on account of race, color, sex, language, religion, political or other opinion, national or social origin, property, birth or other status, whether of himself or of his family.
2. The child shall enjoy special protection, and shall be given opportunities and facilities, by law and by other means, to enable him to develop physically, mentally, morally, spiritually and socially in a healthy and normal manner and in conditions of freedom and dignity. In the enactment of laws for this purpose, the best interests of the child shall be the paramount consideration.
3. The child shall be entitled from his birth to a name and a nationality.
4. The child shall enjoy the benefits of social security. He shall be entitled to grow and develop in health; to this end, special care and protection shall be provided both to him and to his mother, including adequate pre-natal and post-natal care. The child shall have the right to adequate nutrition, housing, recreation and medical services.
5. The child who is physically, mentally or socially handicapped shall be given the special treatment, education and care required by his particular condition.
6. The child, for the full and harmonious development of his personality, needs love and understanding. He shall, wherever possible, grow up in the care and under the responsibility of his parents, and, in any case, in an atmosphere of affection and of moral and material security; a child of tender years shall not, save in exceptional circumstances, be separated from his mother. Society and the public authorities shall have the duty to extend particular care to children without a family and to those without adequate means of support. Payment of State and other assistance towards the maintenance of children of large families is desirable.
7. The child is entitled to receive education, which shall be free and compulsory, at least in the elementary stages. He shall be given an education which will promote his general culture and enable him, on a basis of equal opportunity, to develop his abilities, his individual judgement, and his sense of moral and social responsibility, and to become a useful member of society. The best interests of the child shall be the guiding principle of those responsible for his education and guidance; that responsibility lies in the first place with his parents. The child shall have full opportunity for play and recreation, which should be directed to the same purposes as education; society and the public authorities shall endeavor to promote the enjoyment of this right.
8. The child shall in all circumstances be among the first to receive protection and relief.
9. The child shall be protected against all forms of neglect, cruelty and exploitation. He shall not be the subject of traffic, in any form. The child shall not be admitted to employment before an appropriate minimum age; he shall in no case be caused or permitted to engage in any occupation or employment which would prejudice his health or education, or interfere with his physical, mental or moral development.
10. The child shall be protected from practices which may foster racial, religious and any other form of discrimination. He shall be brought up in a spirit of understanding, tolerance, friendship among peoples, peace and universal brotherhood, and in full consciousness that his energy and talents should be devoted to the service of his fellow men.