Daniel Lardaro
Special Education Laws and Regulations Project
9/28/14
Hearing impairments are defined by the federal government as, “an impairment in hearing, wether permanent or fluctuating that adversely affects a child’s performance but that is not included under the definition of deafness” (Friend, 2012). Children who are hearing impaired make up a small percentage of the students in the school system, and it is considered to be “low incidence” impairment. In fact, in 2009, around 1.3 percent of school age children are considered to have some form of hearing impairment (Friend, 2012). Even though this represents a small number of the students in our public schools, it still includes students like Jason, who is a 9 year old fourth
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In addition to this, because of his language difficulties he has trouble understanding educational language in the classroom. So he struggles with many subjects, specifically language and math. “Mathematics uses specialized language such as conditionals, negatives, and symbols that create barriers for students who are deaf or hard of hearing” (Livingston, 1997). As could be expected, students who struggle with understanding basic communications with adults and peers will especially struggle with academic language that they are faced with in schooling situations. This lack of understanding of language leads to Jason becoming frustrated with his work and easily distracted.
There are many services that students are entitled to when they are classified with deafness or having a hearing impairment that they can receive due to the NCLB and the IDEA. The No Child Left Behind Act, or NCLB, came into the national education scene in 2002. The act was created to raise the academic achievements for all students across the board, regardless of disabilities or other factors (Turnbull et al., 2015). This basically means that although the student may have hearing impairments, they are still held to the same academic standards and benchmarks as their peers who do not have impairments. The Individual with Disabilities Education Act, often referred to as IDEA, allows a student with
Throughout the ages, people with disabilities have been hidden away at homes or institutions and were often not educated. This was common practice and as such, when the education system was designed, children with disabilities were not even considered. Then, starting soon after the civil rights movement in the 50’s, a series of lawsuits was brought against school boards and the federal government took notice. Then the Education for all Handicapped Children Act of 1975 was passed and these children were finally allowed the education they deserved. As time went
Darrow’s article was easy to read and focused on the importance of how to teach deaf students. Although I enjoyed reading it, the writer lacked to inform how students with hearing losses can differ and how this can
The deaf community does not see their hearing impairment as a disability but as a culture which includes a history of discrimination, racial prejudice, and segregation. According to PBS home video “Through Deaf Eyes,” there are thirty-five million Americans that are hard of hearing (Hott, Garey & et al., 2007) . Out of the thirty-five million an estimated 300,000 people are completely deaf. There are over ninety percent of deaf people who have hearing parents. Also, most deaf parents have hearing children. With this being the exemplification, deaf people communicate on a more intimate and significant level with hearing people all their lives. “Deaf people can be found in every ethnic group, every region, and every economic class.” The
I struggled to listen to the instructor and found myself having to work very hard to understand her then about an hour into class I began to lose focus and stopped paying attention. In this instance, I empathized with the children who have an unidentified hearing loss and struggle to pay attention in school. These children are often identified as having attention and behavior issues when in reality their hearing is the problem. This further emphasized the importance of services such as hearing aids, FM systems or other amplification methods to ensure that these children do not have to work so hard to understand
Hearing is very important for learning. Hearing status is strongly correlated with academic performance so these children need to be identified to help ensure positive outcomes. A mild loss may go unnoticed but can have detrimental effects on learning. Classrooms can be noisy environments which are challenging for normal hearing listeners and even more so for children with hearing losses. Providing integrated audiological and speech services through the school system helps identify children who are at risk for difficulties and provide interventions to help ensure a smooth transition to school. The school is a good access point for these services because it is close to the child’s home, parents have a direct contact, wait times can be shorter
The Education system in America has had a lot of improvement over the years. Given
One of the most crucial facts that hearing people must know about the Deaf community is that you don’t have to be deaf to be a part of the deaf community. “The Deaf Community is comprised of individuals, both deaf and hearing, who to varying degrees embrace particular community goals that come from Deaf cultural influences”. ("On Being Deaf — A Cultural View") Hearing people may receive little to no interaction with the Deaf community in their life. This can lead them to asking questions that may seem ridiculous to some people such as “can deaf people drive?” In fact deaf people have been allowed to legally drive in every state since the 1930’s. (Moore 220) And many acts and societies have been created to give deaf people the same opportunities and rights as all of the hearing people.
Being able to hear is something I think most people take for granted. But what if you cannot hear? On July 15, 2015, I was afforded the opportunity to observe eight-year-old Braydon Smith and five-year-old Peyton Smith, who were born deaf. Their names were changed to protect their identity. Their younger sister, Mackenzie, whose name was also changed to protect her identity, did not have any issues with her hearing. I met with both boys and their mother, Sandra Smith, at a relative’s home in Belton, Texas. However, the family lives in Loganville, Georgia. I found both boys to be energetic, and playful. Their mother seemed excited to tell her sons’ stories. Present at the meeting was Sandra Smith,
In 1990 the Public Law 94-142 was renamed as the Individuals with Disabilities Education Act. IDEA is in every school building now exerting responsibilities on everyone in the community. The main goal of IDEA is to treat everyone as equals and giving them their full rights. The requirements
There is little research done about children who are deaf or hard of hearing that coincides with autism spectrum disorder. Deaf children with autism are rare, but we do not hear very much about them even though deaf children carry an autism diagnosis (1-59) than in the general population (1-91) (Szymanski, 2012). Teachers who are certified in special education often see students with autism, however, when a student who is deaf with autism, are not sure what intervention they would need to work with the student.
In a general way Federal Special Education Law describe the criteria used to evaluate and determine whether a student is diagnosed with autism as: “The child is assessed in all areas related to the suspected disability, including, if appropriate, health, vision, hearing, social and emotional status, general intelligence, academic performance,
Hearing-impaired students face significant challenges in the Coeur d’Alene school district and do not often go on to higher education.
The deaf community does not see their hearing impairment as a disability but as a culture which includes a history of discrimination, racial prejudice, and segregation. According to an online transcript,“Through Deaf Eyes” (Weta and Florentine films/Hott productions Inc., 2007) there are thirty-five million Americans that are hard of hearing. Out of the thirty-five million an estimated 300,000 people are completely deaf. There are ninety percent of deaf people who have hearing parents (Halpern, C., 1996). Also, most deaf parents have hearing children. With this being the exemplification, deaf people communicate on a more intimate and significant level with hearing people all their lives. “Deaf people can be found in every ethnic group,
The Individuals with Disabilities Education Act (IDEA) is a United States federal law that consents of four categories outlining how public agencies and individual states ensures that students with various disabilities are provided a Free Appropriate Public Education (FAPE) in the Least Restrictive Environment (LRE) that is conditioned to their specific needs regardless of their ability. This act mandates tailored services, educational modifications, and the main objective for these children throughout the nation is to supply them with the same possibility of getting an education as those who do not have a disability until the age of 21.
I also want to briefly point out the range of hearing impairments that a child can have. Even though a child may not be classified as “profoundly impaired” or deaf, this does not mean that the child will not face several of the obstacles a deaf child does. Therefore, even though this site is taken from a “worse case scenario” perspective, many of the methods and therapy situations may apply to those with less severe impairments.