Deafness and Hearing Loss
Chapter 9 discusses deafness and hearing loss. The chapter begins by giving the IDEA definitions of deafness and hearing loss. Heward, William, and Charles define deafness as a hearing loss that is so severe that it compromises a person’s verbal information processing and can affect a child’s instructive achievement (313). The chapter also defines hearing loss as a loss of hearing, whether fluctuating or permanent, badly affecting a child’s learning performance. Further, the chapter discusses the characteristics of deafness and hearing loss among students. It then discusses the causes and types of hearing loss. There are two types of hearing loss: conductive and sensory hearing impairment. The genetic factors, rubella and hereditary, are causes of congenital hearing loss, while otitis media, noise exposure, Meniere’s disease, and meningitis are causes of acquired hearing loss.
Moreover, the chapter discusses identification and assessment suitable for deafness and hard-of-hearing students. It then discusses the technologies that provide or amplify sounds, such as assistive listening devices. In addition, the technologies and supports that replace or supplement sound are speech-to-text translation, text telephones, television captions, etc. Finally, the chapter discusses different educational approaches and educational placement alternatives. The following is a list of ten ideas learned from reading Chapter 9;
The types of hearing loss include conductive hearing impairment and sensory hearing impairment.
The causes of acquired hearing loss include Meniere disease, noise exposure, meningitis, and otitis media.
The causes of hearing loss include congenital hearing loss like prematurity, maternal rubella, and genetic factors.
The characteristics that students with deaf and hard hearing exhibit include poor English literacy, lagging behind in academic achievement, etc.
The aural/oral approach sees speech as vital if learners are to function in the hearing world. Thus, much focus should be on amplification, speechreading, technological aid, and auditory training.
Different technologies and supports that replace or supplement sounds include speech-to-text translation, educational interpreters, text telephones, alerting devices, and television captioning.
This chapter also taught me different educational approaches for students with deafness or hard-of-hearing challenges.
The prevalence of students with hearing loss: 1.2 % of all school-age learners receive special education.
Many deaf persons do not see hearing loss as a disability.
There are two categories of deafness: deafness and hard of hearing.
Work Cited
Heward, William L., and Charles L. Wood. Exceptional children: An introduction to special education. Pearson Education/Merrill/Prentice Hall, 2012.
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Question 
Deafness and Hard of Hearing Loss. After reading Chapter 9, you will need to write a paragraph (8-10 sentences) for the chapter, generally describing what the chapter covered and then list 10 ideas/concepts that you learned while reading.
Deafness and Hearing Loss
Please number the items you learned so that it is easy to see that you have met the requirements.
book is called Exceptional Children 10th edition by William L Heward