MODULE: #10
Students Who Are Deaf, (Hard of Hearing), Blind, (Partially Sighted), and Those with Speech and Language Disorders
(Read Chapters 14, 15, 16 Pages 191-220 Bennett/Dworet/Weber Text)
Select the Most Appropriate Response:
1. With respect to a system of classification re: degree of hearing loss, specialists isolate four areas: the sight of loss, the age of onset, severity, and ______.
(a) longevity (b) efficiency (c) etiology
2. Conductive hearing loss means that sound is reduced or blocked before it reaches the ______.
(a) inner ear (b) brain (c) ear
3. With reference to the “age of onset”, specialists would be interested in whether or not the hearing loss was pre or post ______.
(a) natal (b) lingual (c) adolescence
4. In sensorineural hearing loss, sound may reach the inner ear, “but because of problems in inner ear structures, it may not be ______.”
(a) amplified (b) transmitted (c) conducted
5. Although there are a variety of matters that concern educators and specialists regarding the deaf, the single most overwhelming and consuming issue is the matter of ______method or style.
(a) speaking (b) communication (c) articulation
6. A hearing problem that is conductive in nature is generally caused by wax build up, trauma, ______, etc.
(a) infection (b) noise (c) water
7. Supporters of ______argue that being deaf means being part of a distinct culture.
(a) hedonics (b) oraspers (c) manualism
8. There are ______residential schools in Ontario that deal specifically with students who are deaf.
(a) two (b) five (c) four
9. Research in Canada suggests that ______people out of every 1,000 might be affected by significant hearing loss.
(a) 41 (b) 52 (c) 86
10. ______is the process wherein a person receives a message primarily by observing a speaker’s face.
(a) finger spelling (b) Rochester Method (c) Speech reading
11. Which of the following does not merit attention from a teacher with respect to a student’s possible hearing loss?
(a) poor articulation
(b) loud speech
(c) physical signs (cocking the head)
(d) cannot sing in tune
(e) frequent requests for repetition
12. To be considered legally blind in Canada, a person must stand at six meters or less to see an object that would normally be seen at sixty meters.
(a) True (b) False (c) Does not say
13. In ______, the retina becomes separated through injury or disease.
(a) retinal congruity (b) retinal detachment (c) retinal displacement
14. Retinoblastoma is a ______disease that presents with malignant tumors.
(a) genetic (b) environmental (c) biological
15. With respect to Albinism, the eyes are very ______to light.
(a) attracted (b) prone (c) sensitive
16. ______is a condition that can certainly affect sight and is usually the result of an infection during the first months of birth.
(a) Ophthalmia (b) Rubella (c) Retinopathy
17. It is difficult for students with serious vision problems to develop a ______map of their environment.
(a) spatial (b) geographic (c) visual
18. The Kurzweil Reading machine/software converts ______to audio.
(a) songs (b) print (c) numbers
19. With respect to programming for a vision-impaired student in the classroom, a teacher may want to ensure that the physical environment is not frequently ______.
(a) expanded (b) altered (c) cleared
20. ______are characteristic mannerisms such as rocking, head shaking, hand shaking, and eye poking.
(a) blindisms (b) mannerisms (c) opticisms
21. How children acquire speech and language have a dramatic effect on their ability to understand and function in both the social and ______worlds.
(a) academic (b) interpersonal (c) physical
22. Speech disorders are characterized by impairments of voice, articulation of sounds, or fluency, while language disorders are characterized by a student’s inability to use and comprehend semantic and ______conventions.
(a) grammatical (b) phonetic (c) mechanic
23. The authors suggest that communication can take on many different forms, a movement of the body, a word, or ______.
(a) a sign (b) an eye twitch (c) an expression
24. Language disorders may have significant influence at either the expressive or ______stages, (within the overall language process).
(a) sensory (b) receptive (c) cognitive
25. The authors state that generally in this province, not unlike most other jurisdictions, the formal specialty of speech and language lies outside the general auspices of special education, and remains a field unto itself, (although working cooperatively with special educators whenever and wherever possible).
(a) True (b) False (c) Does not say
26. In some instances, there can be an overlap between speech and language disorders and a learning disability; or between speech and language disorders and other areas of special need.
(a) Yes (b) No (c) Cannot determine
27. Although in most instances, formal diagnosis and treatment of speech and language disorders are generally done by speech and language pathologists, it is generally the ______who first notices that something may be not just quite right.
(a) consultant (b) parent (c) teacher
28. ______disorder is a condition which is most characterized by stuttering.
(a) Articulation (b) Voice (c) Fluency
29. By the time a child is four years old, he/she should have between ______words in his/her vocabulary.
(a) 4,000 to 5,000 (b) 800 to 1,000 (c) 1,000 to 1,500
30. By the time a child starts grade one, the use of irregular ______and more complex language devices are being mastered.
(a) nouns (b) verbs (c) sentences
31. By the time a student is ______years of age, they should have acquired all of the sounds that they will use in adult speech.
(a) 8 (b) 10 (c) 12
32. The authors caution that when one uses “milestones”, they must be cognizant of the fact that not all children reach them when they should for a variety of reasons. Some of these reasons may be difficulty in hearing, decreased overall mental ability, and not sufficient exposure to the ______.
(a) culture (b) language (c) schooling
33. Which one of the following is not something you should do with children to increase their speech and language proficiencies?
(a) silly rhymes (b) tongue twister (c) times tables (d) read stories (e) word games
34. Language is comprised of several components, such as phonology, syntax, semantics, pragmatics, and ______.
(a) etiology (b) morphology (c) grammaphones
35. Pragmatics is the process of using language in a ______context.
(a) academic (b) business (c) social
36. Central Auditory Processing disorders (CAP) is characterized by an inability to recognize acoustic signals sent to the ______.
(a) brain (b) ears (c) nervous system
37. Which of the following is something you might do to help someone who has difficulty processing auditory information?
(a) reduce distractions (b) talk faster (c) reduce visual aids
38. Which of the following is a symptom of a speech or language disorder?
(a) limited vocabulary (b) cannot spell (c) is depressed
39. The authors state that speech and language disorders are quite different from most other exceptionalities in that, “ ______help is usually available.”
(a) much (b) expert (c) no
40. ______refers to the general rules that govern the combination of words to form sentences that have meaning.
(a) phonology (b) pragmatics (c) syntax
State Whether the Following are True or False:
1. _____ Deafness is usually accompanied by diminished intellectual capacity.
2. _____ Currently, the number of students attending special schools for the deaf and hard of hearing is on the decline.
3. _____ American Sign Language (ASL) adheres to the same principles of grammar and syntax as the English language.
4. _____ Deaf students tend to score lower on standardized achievement tests when compared to those who hear normally.
5. _____ An individual deprived of the sense of sight automatically compensates by developing an improved ability to listen.
6. _____ Holding books close to the eyes does not harm the remaining vision of partially sighted students.
7. _____ Macular degeneration causes blurring of the periphery of one’s vision so that most detail is lost.
8. _____ Most articulation disorders in very young children will self correct and therefore do not need to be addressed.
9. _____ Stuttering occurs more frequently in male children than in female children.
10. _____ Speech and language disorders are essentially the same thing.
CLASS NOTES AND GENERAL OBSERVATIONS:
More Notes on Physical and Language Exceptionalities
· Students who have a hearing loss that significantly effects the development of speech and/or language, and who require adapted teaching to participate effectively in the full life of the classroom, are described as being deaf or hard of hearing.
· About 1 in every 1000 people is born profoundly deaf or experience significant loss of hearing before their third birthday.
· Language development and overall ability to communicate can be influenced by all of the following:
a) the student's age at the onset of the exceptionality
b) the severity of hearing loss
c) familial genetic factors
d) the specific means of communication chosen by the family
· Statistically, while students who are hard of hearing or deaf tend to fall behind in reading or other language based subjects, they often meet or exceed expectations in disciplines like math and science.
· Research states that the implications for classroom learning and overall scholastic participation are statistically related to the choices parents make for their children in the preschool years.
· Two common systems of amplification for students who are deaf or hard of hearing are hearing aids and frequency modulation (FM) systems.
· The "auditory-oral" educational option for children who are hard of hearing or deaf emphasizes the use of residual hearing to learn spoken English, and the use of both visual information and amplification in speech-reading.
· Research states that because the visually impaired student may not learn social skills through direct observation, he or she may need specific instruction in areas such as reading / interpreting basic body language and making direct eye contact.
· ASL is a language system that is completely visual in orientation.
· The IEP for students with visual impairments will, at minimum, emphasize / include all of the following:
a) the student's need for orientation and mobility skills
b) the efficient use of existing vision
c) Braille and/or alternate formats like tape books
d) access to assistive technology
e) basic daily living skills
· Students with visual disabilities and/or blindness are likely to need adaptations made in all of the following areas:
a) general classroom environment / basic organization
b) basic dissemination /presentation/ retrieval of overall course information
c) general procedures relating to assessment.
· Research suggests that the careful organization of specific learning activities can greatly enhance the inclusion of students with profound visual impairments into the overall life of the classroom.
· The individual work and overall learning outcomes for students with vision disabilities can be evaluated effectively by generally extending time frames, and by, for the most part, formally evaluating students orally whenever possible.
· Research states, that adult with visual impairments experience lower-than-average rates of employment.
· Research states, that many physical disabilities and chronic medical disorders greatly influence not only the social participation of children and adolescents in school, but their general learning as well.
· When you are teaching a student with a physical disability or chronic medical disorder, it will be critical for you to familiarize yourself with the general characteristics, the general emergency responses, and the general instructional strategies on a "need- to- know" basis.
· A student is considered to have a physical disability or a chronic medical disorder, based on the need for adapted teaching or special education services, as a result of one or more of the following:
a) a nervous system impairment
b) a musculoskeletal condition
c) a chronic health impairment