EDU 537: Foundations of Special and Inclusive Education
Student’s Module #16
Name:______________________________________________________ Class number: _______
Section: _______________ Schedule:____________________________ Date: _______________
Lesson title: Learners with Hearing Impairment Materials:
Lesson Objectives: Activity Sheets
At the end of this module, I should be able to:
1. Analyze the scenario below and apply the concepts learned References:
on this topic Aligada-Hala, et.al (2020)
2. List at least 5 teaching strategies to cater a learner with Foundations of Special and
hearing impairment Inclusive Education (1st Edition)
Rex Bookstore, Manila, Philippines
Productivity Tip:
Learning is fun once you have a goal. Set a goal for yourself and try to achieve something every day.
A. LESSON PREVIEW
1) Introduction (2 mins)
The main challenge for us educators is the delivery of communication. It should be done properly so that
we can share the knowledge correctly. However, we cannot deny the fact that we will always have diverse
learners. Some of them may have hearing impairment, which would make it difficult for the input and
output of communication. In this chapter, we will discover more about learners with hearing impairment.
2) Activity 1: What I Know Chart, part 1 (3 mins)
Let us determine if what do you know about our topic. Write your ideas in the first column.
What I Know Questions: What I Learned (Activity 4)
1 What is a hearing impairment?
2 What are the characteristics of a
child with hearing impairment?
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EDU 537: Foundations of Special and Inclusive Education
Student’s Module #16
Name:______________________________________________________ Class number: _______
Section: _______________ Schedule:____________________________ Date: _______________
B.MAIN LESSON
1) Activity 2: Content Notes (13 mins)
Read carefully the content notes and try to highlight or underline the key terms for greater level
of understanding.
Learners with Hearing Impairment
Hearing impairment as a disability category is similar to the category of deafness, but it is not the same.
The official definition of a hearing impairment by the Individuals with Disabilities Education Act (IDEA) is
“an impairment in hearing, whether permanent or fluctuating, that adversely affects a child’s educational
performance but is not included under the definition of ‘deafness.'” Thus, knowing the definition of
deafness is necessary to understand what sort of disabilities are considered hearing impairments. A
hearing loss above 90 decibels is generally considered deafness, which means that a hearing loss
below 90 decibels is classified as a hearing impairment.
Educational Challenges
Educational obstacles related to hearing impairments stem around communication. A student with a
hearing impairment may experience difficulty in:
• the subjects of grammar, spelling and vocabulary
• taking notes while listening to lectures
• participating in classroom discussions
• watching educational videos
• presenting oral reports
• Underscoring the difficulty that students with hearing impairments may have in presenting oral
reports are the potential language development problems linked to hearing impairments.
Signs of hearing loss in toddlers and school-age children
Older children sometimes develop hearing loss that wasn't present before. Here are some things to
look for if you think your toddler or preschool-age child might have hearing loss:
• Has difficulty understanding what people are saying.
• Speaks differently than other children her or his age.
• Doesn't reply when you call his or her name.
• Responds inappropriately to questions (misunderstands).
• Turns up the TV volume incredibly high or sits very close to the TV to hear.
• Has problems academically, especially if they weren't present before.
• Has speech or language delays or problems articulating things.
• Watches others in order to imitate their actions, at home or in school.
• Complains of ear pain, earaches or noises.
• Cannot understand over the phone or switches ears frequently while talking on the phone.
• Says "what?" or "huh?" several times a day.
• Watches a speaker's face very intently—many children's hearing loss escapes detection because
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EDU 537: Foundations of Special and Inclusive Education
Student’s Module #16
Name:______________________________________________________ Class number: _______
Section: _______________ Schedule:____________________________ Date: _______________
they are very successful lip readers.
How to Get Support
The Individuals With Disabilities Education Act (IDEA) says children with hearing loss are entitled
to help and education from the time they're born through their school years. Early help can teach your
child how to communicate through speech, or signing, or a mix of both.
• If your child needs ongoing help in school, work with his administrators to see how he can get it. As
he grows, it's likely that his education program will need to adjust. Stay in touch with his teachers
and other school professionals to figure out what he needs.
• With early treatment and support, children with hearing loss are more likely to learn to communicate
and to participate in school and other activities.
• Here are a few things you can do to help your child -- and yourself:
• Get educated. Web sites, as well as government and nonprofit groups, can help you keep up with
the latest research.
• Communicate. Connect with support groups and online chat communities for parents of children
with hearing loss. They know what you’re going through and can give you a lot of information,
advice, and understanding.
• Stay in touch with your child. Some children with hearing loss feel isolated from other kids their age.
But early treatment and hearing aids can reduce the chances they’ll feel alone.
Take care of yourself and your other relationships. Getting help for children can take a lot of time.
But don't forget about your own well-being or other people in your life. Make time for your spouse or
partner, stay in touch with friends, and do things you enjoy.
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EDU 537: Foundations of Special and Inclusive Education
Student’s Module #16
Name:______________________________________________________ Class number: _______
Section: _______________ Schedule:____________________________ Date: _______________
2) Activity 3: Skill-building Activities
Let’s check what you have learned. Analyze the scenario below and apply the concepts learned on this
topic.
Teacher Jaya noticed that her student Queen does not respond to her call whenever her name is
mentioned. Most of the times she would not pay attention to the discussion and talks loud. In result, she
would disturb her classmates and sometimes shout. What would be a proper accommodation to her?
Site behaviors and how do we accommodate them?
Behavior Accommodation
3) Activity 4: What I Know Chart, part 2 (2 mins)
Now let us assess if you have learned something new, let’s go back to the What I Know Chart from
Activity 1 and write your answers to the questions based on what you know now in the third column of
the chart.
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EDU 537: Foundations of Special and Inclusive Education
Student’s Module #16
Name:______________________________________________________ Class number: _______
Section: _______________ Schedule:____________________________ Date: _______________
4) Activity 5: Check for Understanding (5 mins)
List at least 5 teaching strategies you can do in order to cater the needs of a learner with hearing
impairment.
1)________________________________________________________________________________
2)________________________________________________________________________________
3)________________________________________________________________________________
4)________________________________________________________________________________
5)________________________________________________________________________________
C. LESSON WRAP-UP
1) Activity 6: Thinking about Learning (5 mins)
Congratulations for finishing this module! Shade the number of the module that you finished.
Great Job! Did you finish all parts of the module? Do you have any questions you may want to ask to
clarify the topic? You may write any question to further help you learn and your teacher will get to you
on the answers.
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EDU 537: Foundations of Special and Inclusive Education
Student’s Module #16
Name:______________________________________________________ Class number: _______
Section: _______________ Schedule:____________________________ Date: _______________
FAQs
Food for Thought!
If you have questions that you cannot ask to your teacher, this may help you clarify things out.
1. What is the most frequently used hearing assessment?
→ The most common is pure tone hearing test. Sounds are projected at different tones, intensities, and
frequencies. The patient then indicates which sounds they are able to hear.
KEY TO CORRECTIONS
Answers on Skill-building Activity (Act.3)
(Answers may vary)
Answer on Check for Understanding Activity (Act. 5)
(Answers may vary)
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