Definition of Deaf-Blindness
Concomitant
hearing and visual impairments, the combination of which
can create unique communication, developmental, social,
emotional, physical, and learning needs.
Deaf-Blind Myths
by
Roberta Sanchez
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Individuals who are identified as "deaf-blind"
are totally deaf and totally blind.
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Individuals who are "deaf-blind" do not
go to school.
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Individuals who are "deaf-blind" do not
work.
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Individuals who are "deaf-blind" do not
have friends.
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Individuals who are "deaf-blind" do not
participate in family or community life.
Destroying the Myths
by
Roberta Sanchez
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Although "deaf-blind" is a term that
seem to imply a complete absence of hearing and
sight, people known as deaf-blind are actually
very diverse -- many have useful vision or
hearing, some have additional disabilities, and
others are totally deaf and totally blind.
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Many individuals who are "deaf-blind"
do go to school.
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Many individuals who are "deaf-blind"
do work.
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Many individuals who are "deaf-blind"
do have friends.
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Many individuals who are "deaf-blind"
do participate in family and community life.
Basic Principles
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There is no single profile of a student who is
"deaf-blind."
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Most students who are "deaf-blind" have
and make use of some hearing and vision.
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Students who are "deaf-blind" can
participate in almost any activity.
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Students who are "deaf-blind"
communicate in a variety of ways.
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Many students who are "deaf-blind" can
get around their communities independently.
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Students who are "deaf-blind" can be
included in every teaching environment.
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Educational teams are essential for the design
and delivery of educational programs for students
who are "deaf-blind."
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The families of students who are "deaf-blind"
are key players on the educational team.
Communication: People who are "deaf-blind"
communicate in a variety of ways.
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Touch cues
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Object cues
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Gestures
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Vocalizations
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Tangible Symbols
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Sign Language
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Tactile Sign Language
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Finger Spelling
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Spoken Language
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Braille
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Large Print
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Print-on-palm
Hearing
by
Jane Roper
As Shames and Wiig state, the evaluation
of hearing is not simple. The precipitating causes of
auditory disorders may be intermittent or permanent, and
the resulting hearing loss may be progressive, transient,
or variable. There are three types of hearing loss:
conductive, sensorineural, and mixed.
Conductive loss involves the mechanical transmission of
sound. It occurs when there is interference in the
transmission of sound from the external auditory canal to
the inner ear. Most conductive hearing loss is
correctable. Causes of it include such conditions as
otitis media (inflammation of the middle ear) and
perforation of the tympanic membrane, or eardrum.
Sensorineural hearing loss involves the neural
transmission of sound impulses. It occurs when there has
been damage to the hair cells or the cochlea or to the
auditory nerve fibers. It is generally irreversible. Some
of the causes of sensorineural hearing loss are viral and
bacterial infections, drug toxicity, excessive noise
exposure, congenital abnormality, and head trauma.
Sometimes a person has a combination of conductive and
sensorineural hearing loss, and this is called a mixed
hearing loss.
A hearing loss is described in terms of its degree
and severity. The loss may be mild (25-40 decibels), moderate (40-75
decibels, severe (65-95 decibels, or profound (over 95 decibels).
Please note that authors differ somewhat in their definitions of
gradations of hearing loss. Each level of loss has a possible etiology,
effect, and probable remediating need.
Hearing losses are identified in many ways. Often a
parent or caregiver will believe a child has a hearing
loss and will seek medical verification. If the child is
a first child and there is no basis of comparison, a
parent may notice a loss later. Early detection is
important so intervention can occur.
Audiologists are the professionals who are trained
to assess hearing loss. Interestingly, the field of audiology is
relatively new and was developed after World War II to help veterans
with combat-inflicted hearing impairments. The field of audiology
combines the interests of physics, psychology, medicine, education,
and sociology (Shames and Wiig, p. 300). Shames and Wiig point out
that audiological testing results may be influenced by illness,
apathy, inattentiveness, low motivation to cooperate, emotional
problems, mental retardation, neurological disease and other factors.
There are methods of testing that are done under anesthesia and
do not require the individual's cooperation, but they will not be
described here.
An audiogram indicates an individual's hearing thresholds
at different frequencies (Hz) and different intensities (decibels,
or dB). The psychological perception of intensity is loudness. Using
a so-called sound pressure level as a reference point, the average
pressure level of the voice at five feet is 60 decibels. The psychological
perception of frequency is pitch. Low frequencies are the "bass"
and high frequencies are the "treble." Frequencies are
important in that a certain range, between 500 and 2000 Hz, is critical
for understanding speech. It is important to know if frequency ranges
are affected differentially by the hearing loss, in which case,
particular attention should be given to the ranges that encompass
speech sounds.
The following websites will help you learn to
read an audiogram.
Audiogram
Audiogram
Audiogram
Listening frequencies are described on the following website:
Listening
Degrees of hearing loss can be viewed on the following website:
Degrees
Degrees
(Reference Human Communication Disorders, An Introduction,
by George H. Shames and Elisabeth H. Wiig. Charles E. Merrill Publishing
Company, Columbus, Ohio, 1982.)
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