My hearing loss
By Logan Cragun
What I want you to know about me
My cochlear implant is technology that can break
having a copy of notes is helpful so I don't miss anything
having flexible seating is nice so I may pick the best spot
May have difficulty following conversation when more than one person is speaking
My equipment
Cochlear Implant/ Processor
*A cochlear implant is NOT an FM. A FM is NOT a cochlear implant.
FM System- Transmitter
- A FM system is a wireless system that transmits sound directly from the sound source to the receiver. The sound source is a microphone worn by teacher/employer or even placed close to sound source.
- An FM system can be used with my cochlear implants to help me listen and hear a little better in class.
FM System
- It is used to provide additional help listening in noisy environments that may contain a lot of background noise.
Hearing Loss Simulation (normal -profound hearing loss) without amplification
What is a cochlear implant and how does it help me?
Importance of Amplification
Ensures the best possible listening conditions
Provides auditory access to language, learning and communication
FM system overcomes distance and background noise
Things that I wish my teacher to know about for class
* I am completely deaf without my cochlear implants on
*I am generally a shy and quiet kid
*If I need to have you wear the FM microphone, I will pass it to you in class
What is an AUDIOGRAM?
How to READ AN AUDIOGRAM
- The vertical axis of the audiogram represents sound volume or intensity, which is measured in decibels (dB). The more one moves down the axis, the louder the sound becomes. This corresponds to turning up the volume on a radio. Zero decibel at the top of the axis represents the softest sound a person is normally able to hear and is not an indication that you cannot hear any sounds at all.
- The horizontal axis of the audiogram represents sound frequency or pitch measured in Hertz (Hz). Sound frequency increases gradually the further one moves to the right along the axis. This movement can be compared to playing on the left side of a piano and gradually moving to the right side where the tone becomes more and more high-pitched. Frequencies between 500 Hz and 3000 Hz are most commonly used during ordinary conversation.
- During a hearing test the results are recorded on the audiogram by means of red Os for the right ear and blue Xs for the left one. You will also see CI's plotted on an audiogram that represent for "cochlear implants". The resulting red and blue lines show your hearing threshold for each ear, and the results may well differ.
- Generally speaking, the more markings below 25 dB or more, at frequencies which are normally used in conversation, the more difficult it is to hear what is being said. Importantly, in situations with a lot of background noise (such as school settings) it will often be even more difficult to hear properly.
My Audiogram
AUDITORY MEMORY STRATEGIES FOR STUDENTS WITH HEARING LOSS
A student’s auditory memory can be improved through direct instruction and practice using specific auditory learning strategies. These strategies can help all students improve their skills, regardless if they have deficits in auditory memory.
Rehearsal The student repeats the information aloud or to herself. It’s helpful if she repeats information aloud first, then quietly or silently while moving her lips.
Chunking The student divides information into shorter, conceptually-related segments. This is evident in the way phone numbers are “chunked” into three segments to help people remember.
Visualization The student creates a mental image of the information.
Targeting Instead of trying to recall unimportant details, the student identifies a key word or main idea.
Pattern Search Within a group of items, the student identifies patterns such as rhymes, patterns of numbers and similar colors and shapes.
Mnemonics The student associates a phrase, sentence or rhyme with the information. An example is My Very Educated Mother Just Served Us Noodles to help recall the order of the planets.