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Module 11:
Students with
Hearing Impairment
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 Bustrillo, Jhoe Anne

 Capuan, Diona Mae

FRIDAY
Chavez, Fatima
 Dela Rosa, April Rose
 Manarin, Crishel Aeye
 Metica, Joana Marie
 Ojoy, Vanessa
 Paguigan, Lorie Jean

Nov. 26TH
 Ramirez, LadyRian Carey
 Sacramento, Trinah Mae
 Let’s Pray!.
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As an institution of higher learning, PnC is

committed to equip individuals with
knowledge, skills and values that will enable
them to achieve their professional goals and
provide leadership and service for national
development.
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A premier educational institution of higher

learning, developing globally-competitive and
value-laden professionals and leaders
instrumental to community development and
nation building.
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As a God-fearing institution respecting multi-faith

of people, PnC adheres to the following core
values:

● Personal Dignity
● Nurturing Community
● Commitment to Excellence
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 VEDUCONCIT
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 CONDUCTIVE
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 HEARING
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Definition under IDEA of Hearing Impairment

● The Individuals with Disabilities Education Act (IDEA) includes "hearing
impairment" and "deafness" as two of the categories under which students
with disabilities may be eligible for special education and related services
programming. While the term "hearing impairment" is often used generically to
describe a wide range of hearing losses, including deafness, the regulations
for IDEA define hearing loss and deafness separately.

● Under the federal law, a hearing impairment is defined by IDEA as "an

impairment in hearing, whether permanent or fluctuating, that adversely affects
a student's educational performance."

● Deafness is defined as "a hearing impairment that is so severe that the

student is impaired in processing linguistic information through hearing, with or
without amplification."
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Overview of Hearing Impairment

● Deafness and hearing loss may be defined according to the degree of hearing impairment,
which is determined by assessing an individual’s sensitivity to loudness (sound intensity) and
pitch (sound frequency). Sound is measured by its loudness or intensity (measured in units
called decibels, dB) and its frequency or pitch (measured in units called hertz, Hz). The range
of human hearing is approximately 0 to 130 dB.

● Impairments in hearing can occur in either or both areas, and may exist in only one ear or in
both ears. Hearing loss is generally described as slight, mild, moderate, severe, or profound,
depending upon how well a person can hear the intensities or frequencies most greatly
associated with speech. Generally, only students whose hearing loss is greater than 90
decibels (dB) are considered deaf for the purposes of educational placement (Drew,
Hardman, & Egan).
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According to The National Dissemination

Center for Students and Youth with
Disabilities, there are four different types of
hearing
(1) . Conductive loss:
hearing losses are due to the (2). Sensorineural hearing losses result from
effects of diseases or obstructions in the outer or damage to the delicate sensory hair cells of the
middle ear (the conduction pathways for sound to inner ear or the nerves which supply it. These
reach the inner ear). Conductive hearing losses hearing losses can range from mild to profound.
usually affect all frequencies of hearing evenly and They often affect the person's ability to hear certain
do not result in severe losses. A person with a frequencies more than others. Thus, even with
conductive hearing loss usually is able to use a amplification to increase the sound level, a person
hearing aid well or can be helped medically or with a sensorineural hearing loss may perceive
surgically. distorted sounds, sometimes making the
successful use of a hearing aid impossible.
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According to The National Dissemination

Center for Students and Youth with
Disabilities, there are four different types of
hearing loss:
(3). Mixed hearing losses refer to a combination of (4). Central hearing losses results from damage or
conductive and sensorineural loss and means that impairment to the nerves or nuclei of the central
a problem occurs in both the outer or middle and nervous system, either in the pathways to the brain
the inner ear. or in the brain itself.
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Prevalence of Hearing
Impairment
According to the U.S. Department of Education, Hearing Impairments represent
approximately 1.0 percent of all students having a classification in special
education However, the number of students with hearing loss and deafness is
undoubtedly higher, since many of these students may have other disabilities
as well and may be served under other categories (Holden-Pitt & Diaz). Also,
these figures only represent those students who receive special services; a
number of students with hearing loss who could benefit from additional
services do not receive them (U.S. Department of Education; cited in Heward).
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Characteristics of Students with Hearing Impairments

Behaviors that may indicate a hearing impairment The
student or student…
● give no response when spoken to
● often give irrelevant or incorrect responses to questions
● seem unable to follow spoken directions to carry out an activity
● often say, "huh?" or "what?" and requires repetition
● seem unaware that others are talking and interrupts conversations
● seem to have a behavioral problem or is irritable
● express confusion or uncertainty when unable to understand
● hold head in an abnormal position to listen "better"; seems unable to locate the source of sound
● watch a speaker's face intently
● watch a speaker's face intently
● seem inattentive, but pays more attention to visual things
● speak more loudly or softly than expected for a situation; have an unusual vocal tone, resonance, or pattern
of speaking
● use gestures and objects to get attention more than would be expected
● seem to have language problems (structure, syntax, and vocabulary)
● seem to withdraw from interaction in groups
● have frequent colds, earaches or ear infections, and allergies
● breathe through his/her mouth more than through his/her nose
● complain or show signs of ear pain, fullness in the ear, dizziness, or balance problems
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Besides these assessment measures, the following

should be considered:
● If a student is suspected of having a hearing impairment under the definition set forth
in IDEA, the following assessment measures should also be considered:
● An observation by a team member other than the student’s general education
teacher of the student’s academic performance in a general classroom setting; or in
the case of a student less than school age or out of school, an observation by a team
member conducted in an age-appropriate environment;
● A developmental history, if needed
● An assessment of intellectual ability
● Other assessments of the characteristics of speech and language impairments if the
student exhibits impairments in any one or more of the following areas: cognition, fine
motor, perceptual motor, communication, social or emotional, and perception or
memory. These assessments shall be completed by specialists knowledgeable in the
specific characteristics being assessed.
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Besides these assessment measures, the following

should be considered:

● A review of cumulative records, previous individualized education programs

or individualized family service plans and teacher collected work samples
● If deemed necessary, a medical statement or health assessment statement
indicating whether there are any physical factors that may be affecting the
student’s educational performance
● Assessments to determine the impact of the suspected disability
● On the student’s educational performance when the student is at the age of
eligibility for kindergarten through age 21
● On the student’s developmental progress when the student is age three
through the age of eligibility for kindergarten
● Additional evaluations or assessments necessary to identify the student’s
educational needs.
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Eligibility for a Diagnosis of Hearing

Impairment
1- For a student suspected of having a hearing impairment, determine that the student shall meet
one of the following minimum criteria (A-C):

(A) The student has a pure tone average loss of 25 dbHL or greater in the better ear for
frequencies of 500 Hz, 1000 Hz, and 2000 Hz, or a pure tone average loss of 35 dbHL or
greater in the better ear for frequencies of 3000 Hz, 4000 Hz, and 6000 Hz; or

(B) The student has a unilateral hearing impairment with a pure tone average loss of 50 dbHL
or greater in the affected ear for the frequencies 500 Hz to 4000 Hz; and

(C) The loss is either sensorineural or conductive if the conductive loss has been determined
to be currently untreatable by a physician.
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Eligibility for a Diagnosis of Hearing

Impairment
2- For a student to be eligible for special education services as a student with a
hearing impairment, determine that:

(A) The student's disability has an adverse impact:

(i) On the student's educational performance when the student is at the

age of eligibility for kindergarten through age 21, or

(ii) On the student's developmental progress when the student is age

three through the age of eligibility for kindergarten.
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Thank you!

―Group 6