Scribd
Upload

Understanding Deaf Culture and Education

438 views5 pages
This document contains a student's responses to questions about learners with hearing difficulties. The student defines key terms like deaf, hard of hearing, and hearing impaired. They discu…

Uploaded by

Christine Joy Marcel

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.
[Link]

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.

Common questions

Powered by AI

Access to language education is critical for the identity formation of Deaf individuals as it allows them to fully engage with Deaf culture, fostering a strong sense of identity and community belonging. Language education, particularly in sign language, enables effective communication, social participation, and self-expression, which are essential for societal integration. Without access to language education, Deaf individuals may struggle with isolation and identity crises. Expanding educational access to sign language supports not only personal development but also communal integration into both Deaf and hearing societies .

Deafness can impact a child's emotional and social development by delaying language acquisition, which is crucial for forming social connections. This can lead to social isolation, difficulties in forming friendships, and a poor self-concept. Interventions that can support better outcomes include early access to sign language education, integration into Deaf social communities, and the use of technology aids. These interventions can facilitate better communication skills and provide social support, improving self-esteem and reducing feelings of isolation .

Common misconceptions about those who are Deaf include the belief that they are less capable or intelligent than hearing individuals. This can lead to societal expectations that underestimate the capabilities of Deaf individuals, affecting their opportunities in education and employment. These misconceptions can result in patronizing interactions where hearing individuals use exaggerated gestures or fail to communicate effectively, thereby impacting social interactions and the self-esteem of Deaf individuals. Education and awareness about the capabilities and cultural identity of the Deaf community can help combat these stereotypes and promote more respectful and empowering interactions .

The key distinction between 'Deaf' and 'Hearing Impaired' lies in the cultural and identity implications. 'Deaf' refers to individuals who identify as part of a cultural and linguistic minority, emphasizing a shared language (e.g., sign language) and a unique culture that does not see hearing loss as a disability but rather a different way of experiencing the world. 'Hearing Impaired,' however, is a medical term that can carry a negative connotation of deficit, suggesting something is lacking or broken. Deaf culture works to change these perceptions by rejecting 'disabled' labels and promoting their identity with pride. Societal attitudes influenced by these terms affect how individuals see themselves and are seen by others, with 'Deaf' seen as a positive identity unrelated to ability or intelligence, whereas 'Hearing Impaired' can imply a deficit to be corrected .

Cultural perceptions of deafness can significantly differ between communities that use 'Hearing Impaired' and those that identify with 'Deaf culture.' Communities aligned with 'Deaf culture' view deafness as a distinct cultural identity with its own language and customs, rejecting the notion of disability. They focus on the strengths and unique experiences of being Deaf. In contrast, those using 'Hearing Impaired' may view deafness more as a medical condition needing intervention or correction. This impacts how individuals perceive themselves as well as how they are perceived in society, affecting their social interactions and community belonging .

Nyle DiMarco's story challenges stereotypes about Deaf individuals by illustrating that success and achievement are not limited by hearing ability. As a Deaf individual who has won 'America's Next Top Model' and 'Dancing with the Stars,' DiMarco demonstrates that Deaf individuals can excel in any field. His visibility and advocacy work also highlight the importance of embracing Deaf identity, utilizing sign language, and leveraging personal experiences to inspire others. DiMarco's achievements counteract notions of inability or deficiency by showcasing how Deaf individuals can lead and inspire across various domains .

Biological factors contributing to hearing loss include genetic predispositions and congenital anomalies. Environmental factors range from exposure to loud noises, infections like otitis media, and injuries. Awareness of these factors can guide preventative strategies such as wearing ear protection in noisy environments, educating parents on the signs of hearing impairment, timely medical interventions, and promoting safe listening practices. Understanding these factors can help in designing public health initiatives aimed at reducing the incidence of preventable hearing loss .

Programs for students with hearing impairments can foster inclusion by conducting comprehensive assessments to differentiate between hearing impairments and other learning disabilities. Implementing personalized educational plans that focus on communication and represent multiple modes of content delivery can aid in recognition. Teachers should receive training to understand the unique needs of these students and involve them in regular classroom activities with appropriate accommodations. This ensures that hearing impairments are accurately identified and addressed, preventing misclassification and ensuring equitable educational opportunities .

Educators can adopt multiple strategies to integrate students with hearing impairments, such as using visual aids alongside verbal instructions, ensuring clear visibility of the speaker's face for lip-reading, and providing written transcripts of lectures. Interactive captions and visual handouts can reinforce learning. Teachers should also employ consistent classroom layouts to facilitate clear sightlines and incorporate technology such as FM systems to enhance hearing. Building a classroom environment that fosters peer collaboration by assigning partners for paired activities can promote social integration. These strategies help offer all students an equal opportunity to engage with the material .

Early intervention in hearing loss can significantly improve social and academic outcomes for children. If hearing loss is detected and addressed early, through measures such as hearing aids or sign language education, children are more likely to develop communication skills effectively, reducing academic delays. Timing is crucial because the longer the delay in intervention, the more pronounced the impact on language development, social integration, and self-esteem. Early identification can mitigate these impacts, helping children reach their developmental milestones and integrate more successfully into educational settings .

Name (Last Name, First Name, M.I) __Lara, Vanessa Ericka A.____________________________ Module No: __7____________ Module tit
causes include: exposure to loud noise, aging, meningitis, accidents/trauma, virus, Meniere’s disease, and tumors of the acou
People also get conductive hearing loss when key parts of the ear — the eardrum, ear canal — are damaged. For example, a tear
 Repeat the comments and questions of other students, especially those from the back rows. Acknowledge who has made the
the importance of them having access to education in order to achieve their dreams. Here are stories of different Deaf and ha

You might also like