Week 4: Sensory Impairments Flashcards
Name the different types of sensory impairments and examples of them.
Sense of Smell:
- Hyposmia: Diminished sense of smell.
- Parosmia: Aberrant odor perception.
- Anosmia: Total loss of smell (Loss of smell can be the result of either mechanical obstruction of or neurologic damage to the nasal cavity).
Sense of Taste:
- Hypogeusia: Diminished taste.
- Dysgeusia: Distorted taste.
- Aliageusia: Altered taste, usually pleasant.
- Phantogeusia: Persistent abnormal taste in the absence of a stimulus.
- Ageusia: No taste (rare).
Sense of Touch:
- Tactile Sensory Integration Disorder.
Define Vision Impairment.
A serious defect of vision that cannot be corrected by wearing spectacles, not necessarily legal blindness.
Name some signs of Vision Impairment.
- Red or watery eyes.
- Squinting.
- Irritation of the eyelids.
- Crossed eyes.
- Lack of attention.
- Holding text close or too far.
- Inability to see blackboard or objects.
Define Visual Impairment.
When one or more parts of the eye or brain that are needed to process images become diseased or damaged, where severe or total loss of vision can occur.
Name and describe the two types of Visual Impairments.
- Congenital: Present at birth.
- Adventitious: Blindness after the development of visual memory.
Define Hearing Impairment.
Hearing impairment is a general term used to describe all degrees and types of hearing loss and deafness, which is often accompanied by speech difficulties.
Name and describe two ways which hearing loss can be identified.
- Newborn: Brainwaves in response to sound.
- Older Children: Often behavioural.
Name and describe the three types of hearing loss.
- Conductive Hearing Loss: Is usually temporary, and occurs when sounds do not reach the middle or inner ear. Common causes are excessive build-up of wax in the ear, abnormality of the ear canal, a ruptured eardrum, dis location or damage to the tiny bones of the middle ear, or infection in the middle ear (otitis media).
- Sensori-neural Loss: Related to the inner ear and the auditory nerve, individual hears everything distorted.
- Mixed Hearing Loss: Some individuals may have a combination of both Conductive and Sensori-neural hearing loss.
How is the Level of Hearing Loss measured?
By the units called decibels (dB). For example, zero dB is the point from which people with normal hearing can begin to detect the faintest sounds, and normal conversation is usually carried out at an overall sound level of between 40 and 50dB.
Describe C.A.T.CH. for Students with Conductive Hearing Loss.
C for CLOSENESS: Decrease the distance to students when talking to them.
A for ATTENTION: Call the student’s name before giving instructions.
T for TEAMWORK: Encourage a buddy system.
CH for CHECK UNDERSTANDING: Ask “What will you do now?” or simply observe
Name and describe modes of communication for Hearing Loss.
Oral-Aural Approach: The system of teaching profoundly deaf people to communicate by the use of speech and lip reading rather then sign language. The written work of older deaf students has many of the characteristics of the writing of younger children. Manual methods include natural gesture, sign language, cued speech, and fingerspelling.
Sign Language: Should be a valued and encouraged effective mode of communication. There are different forms, and all forms share some unique features. Examples include, British Sign Language, Signed English, Auslan, and American Sign Language.
Fingerspelling: Fingerspelling is usually used as a supplement to sign language, to spell out terms for which there is no clear hand sign. Fingerspelling is also incorporated into certain other signals to help convey exact meaning.
Cued Speech: A manual system known as cued speech was developed to help resolve the many visual ambiguities inherent in ‘reading the lips’. Cued speech uses eight hand signs in four positions of the hand alongside the mouth of the speaker to differentiate between similar sounds or words.
Total Communication: Total communication (TC) or simultaneous communication (SC) deliberately combines gesture, signing, fingerspelling, and oral – aural methods to help deaf children comprehend and express ideas and opinions. A combination of oral and manual training at an early age appears to foster optimum communicative ability.
Name and describe types of assistive technology for Hearing Loss.
Hearing Aids: Hearing aids are designed to amplify sound, and are of various types, including the typical ‘behind the ear’ or ‘in the ear’ aids and radio frequency (FM) aids.
Cochlear Implants: A cochlear implant is a device used to produce the sensation of sound by electrically stimulating the auditory nerve. The device has four parts: processor, transmitting coil, receiver, and electrode array.
List strategies for students with Impaired Vision.
- List strategies for students with - Impaired Vision.
- Increased font size on handouts.
- Computer programs such as ‘Zoomtext’.
- Darkened lines on paper.
- Taped lessons.
- Voice output devices/programs.
- Large cursors.
- Positive attitude.
- Same disciplinary rules and routines.
- More time.
- Verbal cues.
- State your name when approaching.
- Vary activities to give eyes a rest.
- Place in the centre front of class.
List devices for students with Impaired Vision.
- Magnifying devices.
- Braille books.
- Recorded Books.
- Talking Calculator.
- OCR scanning.
- CCTV.
- Braille writers.
- Speech synthesisers.
- Mobile phone magnification and screen reading software.
- Tablet computers designed for people who are blind.
- Video magnifiers.
- Screen magnification software.
- Screen reading software.
- Keyboards and visual displays.
- Wearable talking glasses (i.e., MyEye).
List considerations for students with Impaired Vision.
- Contrast.
- Colour.
- Shape.
- Time.
- Space.
- Writing materials.
- Use clear verbal instructions.
- Use concrete materials.
- Call upon other students clearly by name so that student who has impaired vision knows who’s responding.
