Devices and Practices for Sensory Impairments - Coursework Example

Devices and Practices for Sensory Impairments Sensory impairment is the lack of sensation and neural coordination in an individual. The individual is not fully deprived of sight or hearing senses. It is with this respect that emphasis becomes placed on the impact of sensory impairment on the education of an individual. Regardless of the degree of sensory impairment, ones illegibility, to receive education services gets determined. A proper plan on the educational services to be provided becomes made and gets based on the student’s needs (Farrell, 2005).

The severity, be it dual sensory impairment or single sensory impairment will determine the type and degree of educational services provided. There are a number of devices and associated teaching practices that may aid students with sensory impairments in the classroom. The devices include:Video MagnifierIt also gets referred to as closed-circuit television, CCTV. It uses a video camera to display enlarged images or wordings on a monitor or television screen. It gets used by people affected with partial visual impairment.

It helps them overcome reading and writing difficulties caused by visual impairment. CCTV gets manufactured in different shapes and sizes to aid any low vision needs. The video magnifier gets used in the classroom by the teacher to assist the partially visually impaired students to be able to see slide displays on the white board in class. By magnifying the images and words in the slide shows, the students are able to see clearly, and follow what becomes taught in class hence realizing their full academic potential (Farrell,2005).

This device gets used by visually impaired students with low vision to assist them in their class work. The students are adventitious visually impaired and can access their visual memory to develop conceptual understanding. The video magnifier gets used by students with sensory impairments who have typical learning processes and learning modes: but whose ability to access information gets restricted in some avenues, or have a varying order of acquiring new skills. With this device, the student grasps more than 50 percent of what gets taught.

As with a palm view display, their focus is on details, hence maximum absorption of the taught content. Use of effective teaching practices help in additional benefits as the students focus on the detailed description by the teacher as opposed to vague description by the teacher. Printing the reading materials in alternative formats prior to the classes also assists the student since through the use of the video magnifier, they are able to keep up with the teachers speed in class as they already have the pre typed notes in the magnifier.

Allowing lab assistants’ access to the students using the device is also essential. It makes the students feel free in asking for assistance from the lab technicians in case a problem arises while using the device.Hearing AidDeaf or partially deaf individuals rely on visual input rather than audio input when communicating with other persons. Using visual aspects of communication such as body language, gestures and facial expression are the most appropriate methods of communicating with people with auditory impairment.

However, some use hearing aids that amplify sounds, in addition to their lip reading ability. This is a method used to assist the semi deaf students. The hearing aid gets used in classrooms by students who preferably sit in front of the class. The teacher must ensure the student’s attention gets captured before speaking. This gets achieved by the teacher giving a light touch on the student’s shoulder. This ensures full concentration by the student. Capturing the student’s attention also ensures that the device’s full potential becomes maximized.

Use of sign language and verbal communication enables the student to relate easily to what gets taught (Farrell, 2005). Students whose literacy development gets considered as average for hearing students stand a high chance of benefiting from this device. With hearing aids, too much of previously unheard information becomes grasped through the amplifying function. There is up to 97 percent of sound amplified, thus a better performance of the student through additional information grasped. In class discussions, the teacher should repeat the questions before responding to them or rather paraphrase answers in a way that the questions are clear.

This assists the semi deaf students to hear the questions again in case they missed it first time round (Farrell, 2005). This is beneficial to the students wearing the hearing aids hence better performance. Presence of an interpreter in class is also beneficial as it complements the hearing aid through visual stimulations. An interpreter undertakes the sign language as the teacher does the talking hence maximum attainment of the teaching goals. ReferencesFarrell, M. (2005). The Effective Teachers Guide to Sensory Impairment and Physical Disability: Practical Strategies.

Oxford: Taylor & Francis.