16-25 dB HEARING LOSS
|56-70 dB HEARING LOSS |
|Possible Impact on the Understanding of Language and Speech |Possible Social Impact |Potential Educational Accommodations and |
| | |Services |
|Even with hearing aids, child will typically be aware of people talking |If hearing loss was late-identified|Full time, consistent use of amplification |
|around him/her, but will miss parts of words said resulting in difficulty |and language delay was not |(hearing aids + FM system) is essential. |
|in situations requiring verbal communication (both one-to-one and in |prevented, communication |May benefit from frequency transposition |
|groups). |interaction with peers will be |(frequency compression) hearing aids depending |
|Without amplification, conversation must be very loud to be understood; a |significantly affected. |upon loss configuration. |
|55 dB loss can cause a child to miss up to 100% of speech information |Children will have greater |May require intense support in development of |
|without functioning amplification. |difficulty socializing, especially |auditory, language, speech , reading and |
|If hearing loss is not identified before age one year and appropriately |in noisy settings such as lunch, |writing skills. |
|managed, delayed spoken language, syntax, reduced speech intelligibility |cooperative learning situations, or|Consultation/supervision by a specialist in |
|and flat voice quality is likely. |recess. |childhood hearing impairment to coordinate |
|Age when first amplified, consistency of hearing aid use and early |Tendency for poorer self-concept |services is important. |
|language intervention strongly tied to success of speech, language and |and social immaturity may |Use of sign language or a visual communication |
|learning development. |contribute to a sense of rejection;|system by children with substantial language |
|Addition of visual communication system often indicated if language delays|peer inservice helpful. |delays or additional learning needs, may be |
|and/or additional disabilities are present. | |useful to access linguistically complex |
|Use of a personal FM system will reduce the effects of noise and distance | |instruction. |
|and allow increased auditory access to verbal instruction. | |Note-taking, captioned films, etc. often are |
|With hearing aids alone, ability to understand in the classroom is greatly| |needed accommodations. |
|reduced by distance and noise. | |Teacher inservice required. |
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