Hearing Loss Research Paper

In Alice-Ann Darrow’s article “Teaching Students with Hearing Losses” she states that it can be difficult to involve students with hearing losses in the music classroom and in the regular classroom as well. There are a numerous amount of students with hearing losses ranging from the ages of six to twenty-one. About 71,000 of special education students struggle with a hearing loss. A majority of students go without knowing that they have a hearing problem. Although most people believe that a person must be good at hearing in order to be musical, it is stated to be not true. The music classroom is actually a great place for students to practice good listening skills. Since listening is a mental process and hearing is a physical. Objectives for hard at hearing students should include listening to music, singing, playing instruments, moving to music, creating music and reading music. Music should be presented to the student’s strength and preferences. It is also helpful to have students feel stereo speakers or instruments as well as the use of kinesthetic movements. Alice-Ann Darrow believes that involving students with hearing losses into the music class room can be difficult but in the long run beneficial to the student.

Mr. Ogren reported the applicant is requesting conditional use approval for a 40-unit condominium townhouse-style development (Eagle Ridge) on a 4.23-acre property. In this C-2 zoning district a maximum of 16 dwelling units per acre are allow; the proposed density is 9.46 dwellings per acre. The development will look like a townhome development with six buildings and each building with six, seven or eight dwelling units attached together. A front and rear yard area is shown for each condominium unit. However, the units will be sold as a condominium. For example, a buyer of a 1,200-square foot two-story condominium

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In order to gain a better understanding of the difficulties faced by people with hearing loss I wore ear plugs for an entire day in a variety of settings. The hearing loss simulation made relatively simple parts of my day much more difficult and really showed how much hearing loss can impact daily life. As discussed in class the shift from being “able-bodied to disabled”, was quite difficult to cope with.

The condition Colin is likely to be suffering from is Presbycusis. Presbycusis is an age-related hearing loss, it is a hearing disorder that can be caused by a variety of different factors. It is usually a sensorineural hearing disorder but can be a conductive hearing loss. A conductive hearing loss is when it is caused by problems with the ear canal, ear drum, middle ear and the malleus, uncus and stapes this can result in reduced function of the tympanic membrane or reduced function of auditory ossicles. Most commonly it is as a result of changes within the inner ear, middle ear or the nerve pathways to the brain. The cochlea is lined with tiny hair cells; these hairs convert sound vibrations into electrical signals which are received at the brain by a nerve. These cells can become damaged over time this means electrical signals cannot be transmitted as effectively so hearing becomes affected. Long-term exposure to loud noises such as that from traffic and loud equipment which Colin would have been exposed to working as a mechanic can also be a cause of

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Kontorinins (2009) wrote that nonorganic hearing loss children display a certain demeanor during the testing procedure, they exaggerate their movements to highlight increased difficulty in hearing. Holenweg and Kompis (2010) state that children who are diagnosed with NOHL typically have some knowledge of hearing loss, like a close family member has hearing loss, therefore it is a good idea to check family history sections of the case histories. Another reason case history is crucial is because Schmidt, Zehnhoff-Dinnesen, Matulat, Knief, Rosslau and Deuster (2013) found that learning disabilities are one of the most common characteristics in children with nonorganic hearing loss. They also found that in cases where nonorganic hearing loss is present, there is also history of intellectual impairments, low IQ scores, speech and language disorders, school problems and problems in the household, these are all considered characteristics of NOHL children (Schmidt et al., 2013).

Do you frequently ask your friends and family to repeat themselves? If this sounds familiar, you may be experiencing some level of hearing loss. As the third-leading chronic health condition in America, hearing loss is something you don’t have to deal with on your own. Miracle-Ear is here to help guide you through the process of getting hearing aids in Pocatello, ID.

How much do teachers know about Deaf Culture? The purpose of this paper is to explain what deaf culture is and to show what teachers really know about this subject. This topic was selected to make teachers aware of the different cultures inside of America. It is also that teachers are made aware of the culture so they can learn more about that subject. When doing interviews I asked what questions the teachers had on the subject. The questions varied from, “What life is like? How to compensate? What can a school do to assist?”, “What tools are there to help the students learn better”, and “Can they hear anything at all? Is it better for me to face them directly to read my lips? Will someone assist them in communicating since I don’t know sign language?”. During the time of my research I have tried to answer these questions to the best of my abilities.

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Over the summer semester in ASL 101 I wrote about my deaf experience that I had on the class level between sign and dines, signing with Jeff and in class. This semester my deaf experience grew with the class, outside encounters, and the hearing culture. As my confidence grew the more I expressed myself with sign in order to practice, whether or not I was surrounded by people who would understand me. I have many theories on why people respond to deaf culture and ASL in the way that they do but the overlaying idea is that people need to give up their prideful attitudes in order to become more open minded and communicate with others that they may not communicate with otherwise. We as people need to learn to share ideas throughout different cultures in order to further ourselves as a society.

Hearing loss is the most common physical disability in the whole wide world. In the United States alone, about 28 million people have some level of hearing impairment that interferes with their ability to understand normal speech and participate in conversations. Another 2 million cannot hear at all.

Teaching Students with Hearing Losses by Alice Ann Darrow she explains the process of how teachers teach students with hearing disabilities, and also explains that they aren’t as disadvantaged as we think. She covers methods that can be used to teach students with hearing disabilities that use their other strengths besides hearing, like using visuals. The article overall is an explanation of music educators integrate hearing disabled students to music education.

Conductive hearing loss is when there is a problem with the ear canal, ear drum, or middle ear. When there are problems in the middle ear it’s from an issue with the ossicles (malleus, incus, and stapes). There are several types of causes that can produce conductive hearing loss; deformation of outer ear, ear canal, or middle ear, fluid in the middle ear, ear infection, allergies, bad Eustachian tube function, perforated eardrum, benign tumors, impacted earwax, and Otosclerosis (Hearing Loss Association of America). In any of these cases, conductive hearing loss affects the brain by not allowing the inner ear transduce the sound waves into neural signals. The brain cannot receive the signals because the stimulation of sound is being blocked or severely reduced by any of the reasons given above. The brain is either receiving little to no neurological signals and the brain does not like to be bored (Wolfe, Kluender, & Levi, 2015).