Jeremiah Vega's Inservice
DEAF EDUCATION
What is an AUDIOGRAM?
How to READ AN AUDIOGRAM
- **Jeremiah is able to hear UNDER the RED and BLUE lines in an ideal listening environment.
- 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 decibels 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 C's plotted on an audiogram that represents "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.
Importance of Amplification
Ensures the best possible listening conditions
Provides auditory access to language, learning and communication
FM system overcomes distance and background noise
Every minute without properly working amplification contributes to growing gaps in learning
The level of educational and social success a student achieves is directly related to the number of hours amplification is worn each day
Make the use of amplification a routine, daily expectation from the start
Federal law requires schools to document that FM equipment is provided daily to the student as outlined in their IEP
A teacher’s attitude toward amplification sets the stage for student use and acceptance
- *** IF MY PROCESSORS DIE OR BEGIN TO MALFUNCTION, I WILL NOT BE ABLE TO HEAR SPEECH OR ENVIRONMENTAL SOUNDS!
Jeremiah In The Classroom
I may have difficulty attending for long periods of time due to listening fatigue when there is noise in the background. This is because it's harder for me to focus, or listen to the teacher.
I can look attentive and appear to understand when I do not.
I may miss part or most of the message when trying to take notes and listen to the teacher. This is why I receive live captioning during class. Through the use of my computer and FM system, Google Docs will produce a hard copy of what the teacher says during lectures.
I may have language delays due to the inability to acquire language through incidental learning.
I have difficulty following classroom discussions with multiple speakers, so please only speak one person at a time.
I can’t understand announcements on the loudspeaker, so please have someone tell me what is being said, or write down important information that I need to know from the announcements.
I may need extra time to process language when answering questions.
I may need to be allowed flexible seating. I like to be seated in the front of the classroom, but depending on how your classroom is set up, I may need to sit in different positions in front of the classroom. Please allow me to have input on where I am seated.
I need copies of class notes.
- *** IF MY PROCESSORS DIE OR BEGIN TO MALFUNCTION, I WILL NOT BE ABLE TO HEAR SPEECH OR ENVIRONMENTAL SOUNDS!
Types of Equipment Jeremiah will have:
Cochlear Implant/ Processor
Roger Pen FM System - Transmitter
- An 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 a parent or teacher.
- An FM system can be used with hearing aids or a cochlear implant, on the ear alone (without a hearing aid or cochlear implant), or as a soundfield/speaker system.
- It is used to provide additional help listening in noisy environments that may contain a lot of background noise.
*A few suggestions when wearing:
- Please do not scream into FM microphone.
- Please turn off or mute transmitter if you are in a small group (without student) or individually talking with another student(s).
- Please take off FM when going to the restroom or outside the class to speak with another teacher/student.
- Make sure FM is turned on when you are wanting the student to hear you, don't always assume student will turn it on.
“Five Things I Wish Everyone Knew About Hearing Loss”
From, Living With Hearing Loss, A Hearing Loss Blog
1. Hearing loss is exhausting.
You are constantly trying to make sense of the incomplete sounds you are hearing and turn them into a word or phrase that makes sense in the conversation. It’s like playing a continuous game of Wheel of Fortune filling in gaps to solve puzzles.
2. I am not stupid or rude.
I might answer questions inappropriately or miss the point of a conversation, but I am not stupid. I just misheard what you said. And if I don’t respond to you it is not because I am ignoring you. I just didn’t hear it.
3. Hearing aids and cochlear implants don’t work like glasses.
Hearing aids do not restore normal hearing like glasses can restore normal vision. They make all sounds louder, not clearer, and they amplify annoying background noise which can interfere with communication. Cochlear implants process sound very differently from how normal hearing sounds. It takes a lot of practice to make sense of this different way of hearing and success varies among users.
4. I do not need you to speak for me.
If someone asks me a question and I don’t hear it, please repeat it so I can answer for myself. Doing otherwise can be insulting or demeaning.
5. A few simple tricks can help a lot.
Face me when you speak to me and keep your lips visible. Don’t try to talk to me from another room and be sure to get my attention first before speaking. I want to hear you and am trying my best.
TIPS FOR SUCCESS
Ask open-ended questions to check for understanding, not “Did you hear that?”
Repeat what other students ask/say so the hearing-impaired student can participate in class discussions
Perform sporadic listening checks
Gain student’s attention before speaking and face student when speaking
Write important information on the board
Use captions for videos
Pre-teach new vocabulary/concepts
Encourage the student to ask for clarification when they don’t understand
Limit background noise as much as possible
Use the FM system correctly and consistently-even if the student says they don’t need it
Expect the same kind of behavior, responsibility, and dependability from the hearing-impaired student as you would expect from the rest of the class.
Jeremiah's Accommodations
- FM System
**Student DOES NOT use headphones while on the computer. Please use appropriate FM computer cord to connect FM to the computer.
- Oral Administration of all assessments
- Hard copy of notes after student attempt
- On task reminders
- Allow preferential/flexible seating, closer to instruction and away from any noise distractions
- Extra time
- Check for understanding
- Reduce quantity for quality
- Clarify/Scaffold/Direct attention to specific information
Role of the Itinerant Teacher of the Hearing Impaired
Provide in-service and consultation services for teachers concerning their student’s hearing loss
Assist with auditory equipment
Attend ALL ARD meetings
Provide direct instruction to (some) students in areas of language, listening, self-advocacy and social skills
Assess student progress on IEP goals
Ensure that IEP accommodations related to hearing loss are understood and carried out
Aid teachers in creating an environment that promotes success for their hearing-impaired student and gives that student the communication access they deserve
Contact ME:
Takiyah Jacquet
Teacher of the Deaf and Hard of Hearing
Plano Regional Day School Program for the Deaf
Office: 469-752-5169
Email: takiyah.perryjacque@pisd.edu
Website: https://sites.google.com/pisd.edu/planordspdparent/home
Phone: 214-457-6100