Coping with Visual and Hearing Impairments - Essay Example

Running Head: Programs for the Visual and Hearing Impaired Impact of Visual and Hearing Impairments College Introduction Babies have the ability to distinguish speech from the other kinds of sounds, such as music and noise even when they do not fully understand language just yet. As babies grow up, their brains develop and from time to time, every word that they hear from their common atmosphere gets registered cognitively. Sound and speech received as stimuli are processed in their brains, and these help them develop their language, eventually enabling them to communicate with other people. When the child reaches school age, he begins to learn how to develop their speech and begin to have some little conversation with other people. Moreover, they begin to understand some words that they hear form people around them. According to Munoz (2000), a child continues to learn and use abstract language until they fully make a real sentence. The child’s early language develops through sensory exploration. However, if a child is born with hearing impairments, it may have an effect on his language-developing skill. Hearing impairments can be developed from birth defects or can later be developed in early life (Muñoz, 2000). The human eye collects, focuses and transmits light to project the image of its surroundings, just like a camera. The human eye controls the light that comes in and out the eye. When the light enters the human eye, the retina changes the light into signal to send to the brain through the optic nerves (Pearl & Joseph, 2007). Without a retina, the human eye cannot communicate with the brain thus, vision is not possible (Pearl & Joseph, 2007). This paper then aims to look into the special programs of schools for students with visual and hearing impairments. Programs in Teaching Blind Students According to Susan Osterhaus, she has been teaching blind students at the Texas school for the blind and visually impaired in Austin, Texas. She also taught students from grade 6 through college. She had also developed adaptive materials for blind and visually impaired students. She also served on the Texas Assessment of Academic skills committee (TAAS). This adapted guidelines for transcribing math and science question for Braille readers. She also developed computerized Nemeth tutor and is also a consultant in the creation of Nemeth tack-tiles, a set of tactual Braille blocks. Through Susan’s efforts, American Printing House for the blind, begin producing affordable Braille Print protractor, which allows blind students to construct and measure angles independently. She is also involved in technological researches, and development as a consultant, field tester, and net worker (Osterhaus, 2008). She also beta-tested two voice recognition software packages, three beta-tested Nemeth code translation, three talking scientific calculators, three accessible graphing calculator, two talking tactile touch pads, and the web-based math player. With these developments, visually impaired students, develop their mathematical skills, and critical thinking such as solving mathematical problems and scientific equations, which they can use to take up courses that include math and science such as engineering, technology and other sciences. Her works are now being used in the schools for the blind in the United States and made math easier for visually impaired students. She was also elected as the most outstanding teacher of the blind in 1998 by the Principals of Schools for the Blind in conjunction with the council of schools for the Blind (Osterhaus, 2008). Programs in Teaching Deaf Students In California School for the Deaf, the communication department provides American Sign Language instruction to their students. The ASL teacher provides support students to improve their linguistic skills to access the language used in their academic environment. Teachers provide students with activities that are relevant to real world experiences such as consultation, small pull out groups, and classroom instruction. ASL teachers work on the development of ASL language such as communicative intent, ASL comprehension, ASL production, and ASL grammatical markers. Moreover, the ASL teacher provides the necessary support to develop the student’s ability to speak their second language (Communication Department, 2008-2009). ASL has been provided to the students in small immersion classes. This has been provided to give the student full access to language level used in the academic environment. ASL or American Sign Language can be a big help for those who have hearing impairments because it helps them improve their linguistic and communication skills. Provided with real-life activities, the students learn how to become more independent and learn how to make their own decisions (Communication Department, 2008-2009). Programs for Teaching Deaf Students Technology is used to teach deaf students such as educational videos, tutorial videos, and computer-based communication. These educational videos help the students to learn how to read and write. Educational technology includes computer software specially designed for the basic learning needs of each deaf student. While another technology helps improve hearing aids and implants, this technology is also known as audiology technology. As well as improvement of FM sounds in the classroom and in 0other public places such as church, theatre, and community centers (Eccarius, nd). Another way of teaching deaf students is by using software tools, with this software, the deaf children will be able to learn new vocabulary, phonics and reading skills, numeric skills, and literacy skills, and better understand the world, and develop their imagination. Strategic video games are used by older students so that they may know how to make right choices and further develop their thinking skills (Caroline, 2008). According to Caroline (2008), computer skills are needed by deaf students to improve their communication skills, which they can use for their future careers. Software developers must carefully understand deafness to meet the needs of deaf students. Software tools have a massive effect on those who have hearing impairments, which can be a big help to enhance their language and communication skills (Caroline, 2008). Conclusion There are some schools for the blind and deaf in the United States that offer special programs to help children with visual and hearing impairments. This program, such as teaching math through Braille, and American Sign Language enhance the natural skill of normal children such as reading, writing, numeric and linguistic skills. This programs, however, also help the students to develop their sensory skills; build up their imagination; help them explore the world, which they can use in their future life. As the child grows up, he begins to explore the world by themselves so, a strategic game is used by teachers to help the children make their own decisions and to make them more independent. Now, future technological advancements are being developed by researchers to make their programs better. These technological advancements include the Braille Print protractor, which can help blind students learn math easily. Moreover, through American Sign Language, deaf students develop their linguistics and communication skills. In conclusion, these programs help the child to develop their skills, and talents. In addition, it helps them increase their self-esteem and self-confidence. Through the years, these programs will be able to help the children build up their imagination, make the right choices, and become more independent. Ultimately, someday it will help them reach fulfill their goals in life despite their congenital handicaps. References California School for the Deaf (2008-2009) Communications Department. Retrieved May 3,2009 from. http://www.csdf.k12.ca.us/academics/comm.html Eccarius, Malinda (nd). Teaching the deaf: Learning how to teach deaf or hard of hearing Children. Retrieved May 1, 2009 from http://www.internationalstudentguidetotheusa.com/articles/teaching_deaf.php. Hewett, F.M and Forness S.R. The Exceptional Learner. Hearing Impairment. (n.d.). Retrieved May 1, 2009 from http://kidshealth.org/teen/diseases_conditions/sight/hearing_impairment.html Muñoz, M. L. (2004) Second language acquisition and children with visual and hearing impairments. Retrieved May 1, 2009 from http://www.tsbvi.edu/Outreach/seehear/spring00/secondlanguage.htm Osterhaus, (2008). TSBVI Teaching Math to visually impaired Students. Reynolds, C.R. and Fletcher E. (2007). Encyclopedia of Special Education. UK: John Wiley and Sons. Elana, P. & Joseph, B. (2007). Visual impairment. Retrieved May 1, 2009 from. http://kidshealth.org/teen/diseases_conditions/sight/visual_impairment.html Read More