Hearing and Vision Impairments

Most students who are deaf or hard of hearing:

• perform on grade level

• struggle to become fluent readers

• demonstrate high levels of motivation

• perform far below grade level

Eric was born deaf. His parents adamantly opposed the use of American Sign Language. They chose an option that used an electronic device that directly stimulates the hearing nerve. This device is called a/an:

• hearing aid

• audio-gram

• Auditory brain-stem response

• cochlear implant

Students who are deaf or blind can not learn:

• personal care skills

• communication skills

• incidentally

• Braille

Two of the most important issues facing the field of visual impairment are:

• Personnel shortages and limited continuum of placement options

• Limited placement options and assistive technology funding

• Funding and personnel shortages

• Assistive technology funding and personnel shortages

Visual impairment directly influences development and learning in each of the following areas EXCEPT:

• Range and variety of experiences

• Ability to move around

• Interactive with environment

• Cognitive ability

Desmond is a middle school student who has a visual impairment. He is learning keyboarding skills to email his peers. This is an example of:

• Media assessment

• Expanded core curriculum

• Mobility skills

• Access technologies

Sheila is a student who is deaf in your class who has a sign language interpreter to help her during class instruction. At times, Sheila does not understand what is happening in the class because she misses contributions of her peers. What can you do to help Sheila fully participate in class?

• Tell her to ask her interpreter what was said.

• Tell the interpreter it’s her job to keep Sheila on-task.

• Ensure that the peers face Sheila when talking and raise their hand to give Sheila a visual cue

• Seat Sheila in the back of the classroom so she can see when others are talking.

Chelsea, a student with a mild hearing loss, often has difficulty following the teacher’s directions in class, particularly when the teacher is doing work at the whiteboard. Which of the following suggestions would be a most appropriate first step for the teacher to try to improve Chelsea’s behavior?

• Repeat all directions directly into Chelsea’s ear.

• Do not give directions when facing the board.

• Provide an interpreter for Chelsea.

• Have another student write down all assignments for Chelsea.

Keshaun is a student whose hearing is impaired. His speech is difficult to understand but he knows sign language. Other students are uncomfortable communicating with him, which limits Keshaun’s participation in group activities and social situations. How can you encourage peer interaction for Keshaun?

• Arrange instruction for peers to learn some sign language.

• Tell the peers that Keshaun has a problem but they must try hard to communicate with him.

• Arrange for speech therapy for Keshaun.

• Have Keshaun practice speech during group activities and social situations.

Jessica is a student with visual impairments. She doesn’t say hello to peers in hallways or acknowledge peers’ presence when entering the room. How can you help Jessica with her social interaction and greetings to peers?

• Teach peers to say both her name and their own in greeting.

• Tell Jessica she appears unfriendly and needs to speak to her friends.

• Have a conference with Jessica’s parents to discuss Jessica’s aloofness.

• Tell Jessica’s peers to talk to her more often.