Have the capacity for normal
intelligence and some may be
intellectually gifted
May experience
developmental delays.
Will have different
background experiences,
communication histories, and
access to information.
May be accompanied by
disabilities that impact the
child’s cognitive abilities.
(Kirk et al., 2015, pp 11-4a)
Reading levels are
substantially lower that those
of their hearing peers.
Early Intervention with the use of a
communication system is essential.
Reading is taught visually or by a
manual method (such as American
Sign Language or finger spelling).
Early vocabulary, letter-sound
knowledge, and speech-reading.
Visual Phonics
Whole-word method
(Kirk et al., 2015, pp 11-4b)
Sophisticated technological aids
such as the Internet that provide
access to information and social
contacts.
Skilled and caring professionals
who work with the child and family
2017”)
Infants will use babbling-like
hand movements that are sign
equivalents of speech sounds.
(Kirk et al., 2015, pp 11-4b)
Hearing loss can contribute to
communication problems
which can contribute to social,
emotional, and behavioral
difficulties.
(Kirk et al., 2015, pp 11-4d)
Physical problems associated
with the ears
Poor articulation of sounds
when speaking
Extremely high volume when
listening to audio materials
Cocking or turning the head to
hear better.
Often requesting that audio
information be repeated.
Unresponsive or inattentive to
normal voice
Reluctant to participate in oral
activities.
(Kirk et al., 2015, pp 11-6b)
PATHS
(Kirk et al., 2015, pp 11-4d)
A multidisciplinary team
(audiologist, speech-language
pathologist, sign language
interpreters, parents, and other
professionals as needed).
In a general classroom setting, the
students are included in daily
activities and are periodically
checked on to ensure they
understand key information
Stop and think time strategy used in
the classroom
Small group reviews in the
classroom
Small group sessions with school
counselor
Instruction on the use of hearing
aids or cochlear implants.
Summer programs that focus on the
use of ASL for communication
Weekend programs for social
gatherings and parent/family
support networking
Residential schools for the deaf
(Kirk et al., 2015, pp 11-6a)
Alerting devices
Alarm systems
Hearing Aids
Cochlear Implants
Visual voice tools
Speech-to-print systems
Telecommunications
Media access
(Kirk et al., 2015, pp 11-6c)
Intellectual Disability
“A disability characterized by
significant limitations both in
intellectual functioning and in
adaptive behavior, which covers
many everyday social and adaptive
skills.
(Kirk et al., 2015, pp 4-2)
A child’s inability to adapt
academically or socially to the
expected standards of their age
group
(Kirk et al., 2015, pp 4-5)
Students who are identified as
having an intellectual disability
must each some or all of the
following characteristics:
A.
Communication difficulties
that affect self-determination,
Individuals ability to use
memory, associate concepts,
and problem-solving are
limited.
