Name Module No: - 7 - Module Title: Learners With Difficulty Hearing Course and Section: BSED-3A - Major: Social Science

Name (Last Name, First Name, M.I) __Lara, Vanessa Ericka A.
____________________________
Module No: __7____________ Module title: Learners with Difficulty Hearing
Course and Section: BSED-3A_____________________ Major: Social Science_____
A. ACTIVATE PRIOR KNOWLEDGE
Please click the link below to understand what Deaf culture is all about.
https://www.youtube.com/watch?v=wbs1QJTYq-g
B. Analysis
 What do we mean by DEAF CULTURE?

Answer: it allows individuals to be who they are,” O' Banion explained, “and
live in a way that is unique to them. There's more to a person than whether or
not they can hear, so don't just focus on their ears.” So, this clearly implicates
that not all people that could able to talk or able to hear is smart; nor vice
versa. One of the ways the Deaf distinguish themselves as a culture is by
capitalizing the word Deaf and working to change mainstream America’s
attitude. The Deaf culture doesn’t believe in using the word "disabled"
because that word makes implies “less than”—as though they are lacking
something. By removing the label, they are also removing any stigma that
might be attached.
 Hearing Impaired or Deaf? Which is which?

Answer: Hearing impaired refers to people who still have some useful
hearing, and can understand spoken language in some situations, with or without
amplification. Most HOH people can use the phone and use hearing aids. Deaf
people, on the other hand, have little or no hearing. They may use sign language
of speech reading, and a hearing aid may help make speech understandable.
People who use spoken English to communicate are called “oral deaf.” Most deaf
people lost their hearing before they learned spoken language, and they see
hearing loss not as a medical condition that needs to be corrected, but as a cultural
distinction.
People who are “late-deafened” are those who lost all or most of their
hearing during or after their teen years. Most need sign language or speech
reading to understand conversation, and cannot use the telephone. In many cases
doctors can’t determine what causes deafness later in life, but some common
causes include: exposure to loud noise, aging, meningitis, accidents/trauma, virus,
Meniere’s disease, and tumors of the acoustic nerve. Acquired deafness is a
traumatic loss, especially for people who lose their hearing suddenly. People who
are born deaf never feel this overwhelming sense of loss, because they never
experienced hearing. But for adults who become deaf, the sense of loss can be
devastating. They may go through a grieving process that lasts months or even
years. This loss also strikes people who gradually experience hearing loss.
C. APPLICATION Self Progress Check Test. Be fair with yourself.

Make this test a real gauge of what you have known from the course.
Answer the following questions.
1. What is your understanding of

Deaf…I am conditioned to understand that whenever I hear the word “dead”, it totally
means inability to hear or to receive sounds or messages. "Deaf" usually refers to a
hearing loss so severe that there is very little or no functional hearing. "Hard of hearing"
refers to a hearing loss where there may be enough residual hearing that an auditory
device, such as a hearing aid or FM system, provides adequate assistance to process
speech.
Hard of hearing…Many individuals who are deaf or hard of hearing prefer the terms
"deaf" and "hard of hearing," because they consider them to be more positive than the
term "hearing impaired," which implies a deficit or that something is wrong that makes a
person less than whole.
Hearing impaired…The term "hearing impaired" is often used to describe people with
any degree of hearing loss, from mild to profound, including those who are deaf and
those who are hard of hearing.
2. What do you think are the reasons why there are deaf and hard of hearing persons?
Answer: I mostly heard that the most common cause of conductive hearing loss in kids
and teens is otitis. Which is the medical term for an ear infection that affects the middle
ear. Ear infections cause a buildup of fluid or pus behind the eardrum, which can block
the transmission of sound. Even after the infection gets better, fluid might stay in the
middle ear for weeks or even months, causing difficulty hearing. But this fluid is usually
temporary, and whether it goes away on its own (which is usually the case) or with the
help of medications, once it's gone a person's hearing typically returns to normal.
Blockages in the ear, such as a foreign object, impacted earwax or dirt, or fluid due
to colds and allergies, can also cause conductive hearing loss.
People also get conductive hearing loss when key parts of the ear — the eardrum,
ear canal — are damaged. For example, a tear or hole in the eardrum can interfere with
its ability to vibrate properly. Causes of this damage may include inserting an object such
as a cotton swab too far into the ear, a sudden explosion or other loud noise, a sudden
change in air pressure, a head injury, or repeated ear infections.
3. What is the effects of hearing impairment on intellectual, social and emotional

development of a learner?
Answer: The earlier hearing loss occurs in a child's life, the more serious the effects on
the child's development. Similarly, the earlier the problem is identified and intervention
begun, the less serious the ultimate impact. It causes delay in the development of
receptive and expressive communication skills (speech and language). The language
deficit causes learning problems that result in reduced academic achievement.
Communication difficulties often lead to social isolation and poor self-concept. It may
have an impact on vocational choices. And lastly, Children with severe to profound
hearing losses often report feeling isolated, without friends, and unhappy in school,
particularly when their socialization with other children with hearing loss is limited.
These social problems appear to be more frequent in children with a mild or moderate
hearing losses than in those with a severe to profound loss.
4. How do we identify learners with hearing problems in school?

Answer: There is a range of inclusive teaching strategies that can assist all students to
learn but there are some specific strategies that are useful in teaching a group which
includes students with hearing impairments. In considering alternative forms of
assessment, equal opportunity, not a guaranteed outcome, is the objective. You are not
expected to lower standards to accommodate students with a disability, but rather are
required to give them a reasonable opportunity to demonstrate what they have learned.
 Keep instructions brief and uncomplicated as much as possible. When repeating

instructions, repeat exactly without paraphrasing.
 Clearly define course requirements, the dates of exams, and when assignments
are due. Provide advance notice of any changes.
 Present lecture information in a visual format (e.g., chalkboard, overheads,
PowerPoint slides, handouts, etc.).
 Use more than one way to demonstrate or explain information.
 When teaching, state objectives, review previous lessons and summarize
periodically.
 Make instructional on-line course materials available in text form. For that
material which is graphical in nature, create text-based descriptions of material.
 Repeat the comments and questions of other students, especially those from the
back rows. Acknowledge who has made the comment so students who are deaf or hard of
hearing can focus on the speaker.
 When appropriate, ask for a hearing volunteer to team up with a student who is
deaf or hard of hearing for in-class assignments.
 If possible, provide transcripts of audio information.
 Allow several moments extra for oral responses in class discussions.
 In small group discussions, allow for participation by students with hearing
impairments.
5. What are the different programs and strategies for students with hearing impaired?
Answer: Research suggests that about 3% of children suffer from hearing loss, ranging
from mild to profound. Of those affected, about 10% fall into the "profound" category.
Hearing impairment can be a major obstacle to academic success, largely because it can
be mistaken for other conditions. Students who are hard of hearing are sometimes
misdiagnosed as having a learning disability of some kind, or are labeled as aloof or
reticent. An accurate diagnosis is very important for appropriate intervention.
Communication happens on several levels at once (words, body language, facial

expressions, etc.). Remember this in the classroom, and try to make your communication
as clear as possible through multiple levels. Establish eye contact, and make sure the
student can see your face and lips while you speak; if your back is turned, you might as
well not be talking. If the student wears a hearing aid, speak at a natural volume.
Speaking too loudly into a hearing aid can be painful. Many adults, upon learning of a
child's hearing impairment, will overuse gestures hand gestures and speak unnaturally.
Try to avoid this. Children become very uncomfortable when they're singled out and
treated differently. It can negatively impact their social relationships as well, as other
students may model your behavior and treat the hearing impaired student in the same
way. Inclusion is key.
6. Research about persons who are deaf and become successful in their lives. Discuss the
problems they encountered and how did they overcome it?
Answer:
Nyle DiMarco’s Success Story
It is important for educators, Deaf and hard-of-hearing adults and children as well
as hearing people to learn of the success stories of Deaf individuals all over the globe.
This shows that Deaf and hard-of-hearing people can achieve anything and underscores
the importance of them having access to education in order to achieve their dreams. Here
are stories of different Deaf and hard-of-hearing individuals around the world.
The first thought that immediately comes to a person’s mind when they hear
about someone being deaf is a thought of pity. This thought is not only unwelcome by the
deaf community but is also one which is disrespectful and offensive, as it undermines the
abilities of the deaf. Deaf people are capable of, and at times better at, almost everything
hearing people can do. And this blog is proof of that. Nyle DiMarco is an American
model, actor and activist who won both “America’s Next Top Model” and “Dancing with
the Stars” competitions in back to back years and was the first Deaf contestant to win
both contests. Nyle was born Deaf in a family that was entirely Deaf as well. 25 members
of DiMarco’s family are Deaf, which is an extremely rare circumstance, as Deaf children
are usually born to hearing parents. Because of this, Nyle learned the art of
communicating in American Sign Language from a very young age.
He started his modelling career through freelance work, mostly on Instagram, and
was noticed by the producers of “America’s Next Top Model”. The producers were
unaware of his deafness until they saw his audition tape. Despite the massive success that
followed, Nyle has not let it distract him from his real purpose. He uses his platform to
spread awareness about the importance of learning sign language and teaching it to Deaf
children at a young age, since only 2% (of 7 million) Deaf people worldwide have access
to language education. He describes his experience with sign language and deafness:
With sign language, I was able to embrace my own identity as Deaf. I did not let being
Deaf define me. Instead, I defined it.

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Name (Last Name, First Name, M.I) __Lara, Vanessa Ericka A.

Module No: 7__________ Module title: Learners with Difficulty Hearing

Course and Section: BSED-3A_________________ Major: Social Science_

A. ACTIVATE PRIOR KNOWLEDGE

 What do we mean by DEAF CULTURE?

 Hearing Impaired or Deaf? Which is which?

C. APPLICATION Self Progress Check Test. Be fair with yourself.

Answer the following questions.

1. What is your understanding of

3. What is the effects of hearing impairment on intellectual, social and emotional

4. How do we identify learners with hearing problems in school?

 Keep instructions brief and uncomplicated as much as possible. When repeating

Communication happens on several levels at once (words, body language, facial

Nyle DiMarco’s Success Story

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